West Virginia Response to Intervention Project
Reading Instructional Strategies Cue Card
Adapted from Research-Based Methods of Reading Instruction Grade K-3 by Sharon Vaughn and Sylvia Linan-Thompson
Phonemic Awareness
Modeling
Small group instruction –
no more than 4-6 students
Allow individual and group
responses
Proceeding from less to more
difficult tasks
Multiple opportunities to
respond and practice
Scaffolding using
manipulatives
Phonics
Fluency
Multiple opportunities to
read decodable text
Multiple opportunities to
work with independent level
texts
Using examples and nonexamples of word meanings
Regular word reading and
building activities
(fewer than 5 errors/100 words)
Using synonyms or
definitions
Reading with a model reader
Scaffold learning through
use of manipulatives,
partner activities, and
limiting number of new
presented at one time
Other ________________
Creating word maps
Choral reading opportunities
Creating semantic maps
Tape-recorded readings
Personal vocabulary books
Partner reading with more
proficient reader
Vocabulary word sort
activities
Echo reading
Chunking
Keep a lively instructional
pace
Vocabulary
Using prefixes and suffixes
to create new words
(Reading text phrase by phrase.)
Other _________________
Other _________________
Other ________________
Comprehension
Before Reading
Teach student to set purpose for
reading
Provide questions and
connections that motivate
students to be engaged during
reading
Pre-teach key vocabulary words
Link prior knowledge and
experiences to reading content
Teach text features and how to
use them to promote
understanding
During and After Reading
Use demonstrations and thinkalouds to help students monitor
understanding
Provide questions to consider
while reading
Ask student to summarize the
main idea of a selected
Ask student to confirm,
disconfirm, or extend predictions
and questions generated prior to
reading
Other ___________________
West Virginia Response to Intervention Project
2005-2006