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Catching Readers, Grade 2

Day-by-Day Small-Group Reading Interventions

By Barbara M Taylor, Nell K Duke
Foreword by Patricia M. Cunningham

After more than two decades of classroom practice and refinement, Barbara Taylor has translated her Early Intervention in Reading (EIR) process into the Catching Readers series, providing an in-class alternative to traditional pull-out remedial reading programs.

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ISBN 978-0-325-02889-7 / 0-325-02889-3 / SKU E02889
2010 / 176pp / BOOK WITH DVD
Grade Level: 2nd

Topics: Early Childhood Education, Intervention, Language Arts, Reading

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Full Description

“When we're true to children's developmental needs and know which books to put in their hands, good things fall into place. The key is to focus on the children and the practices we know help them to read at each grade level,” says Barbara Taylor. These foundational beliefs have been the focus of Barbara Taylor's career and inspired her to create the Early Intervention in Reading (EIR) process. After more than two decades of classroom practice and refinement, Barbara Taylor has translated her EIR process into the Catching Readers series (Grades K, 1, 2, 3, and 4–5).

Powerful Intervention Strategies for Your Classroom

Daily, small-group interventions help struggling kindergarteners read on level by spring.
Instruction focuses on word recognition, fluency, vocabulary and comprehension development.
The use of trade books and leveled books reinforces and extends guided reading instruction.
Live-from-the-classroom video clips show the lessons in action.
Practical classroom-tested teaching tools include 100+ pages of reproducibles for teachers and students.

Empowering Professional Development for Your School

A clear consistent framework fosters schoolwide coherence and continuity.
A month-by-month planning guide helps organize teaching across grade levels.
The lessons in action video clips are ideal for group analysis.
Dynamic Internet and consulting services support professional learning communities.

Based on a Scientifically Proven Program

The Early Intervention in Reading (EIR) program, developed by Barbara Taylor of the University of Minnesota, provides an in-class alternative to traditional pull-out remedial reading programs. It consists of supplemental instruction provided by the kindergarten classroom teacher rather than by other personnel. The program has been tested in several locales and has proven that teachers can intervene to support struggling readers.

Click here to learn more about the EIR program.

Click here to review EIR’s efficacy studies, research base, and teacher evaluations.
Click here to review the U.S. Department of Education What Works Clearinghouse Report.
Click here to review EIR's “promising rating” by the Promising Practices Network.

Additional Resource Information

(click any section below to continue reading)

BOOK CONTENTS

1. Helping Second Graders Who Struggle: Lessons That Sit Within Effective Reading Instruction
How the Early Intervention in Reading Model Sits Within Effective Reading Instruction
A Brief Review of the Learning-to-Read Process
The What and How of Good Second-Grade Teaching
A Three-Day Cycle of Supplemental Instruction
How the EIR Model Fits Within a Balanced Literacy Block
Discuss with Your Colleagues

2. Meet the Teachers: The Differentiated Lessons and Teacher Collaboration That Support EIR
The Teachers
Sample Lessons:
- Comprehension Strategies Instruction: Reciprocal Teaching
- Comprehension Strategies Instruction: Activating Background Knowledge and Making Connections
- Comprehension: Summarizing Narrative Text
Making a Schoolwide Commitment to Second-Grade Readers
Discuss with Your Colleagues

3. The Three-Day Lesson Routine
Getting Started: FAQs
Day 1: Lesson Routine
Day 2: Lesson Routine
Day 3: Lesson Routine
Daily Opportunities for One-on-One Reading Practice with a Coach

4. Book Selection Guides and Other Lesson-Planning Resources
Grade 2 Books: What to Look For
Book-Related Resources to Help You Plan Lessons
Additional Forms on the DVD

5. The Transition Phase: Helping Second Graders Read Independently
When Are Students Ready?
February–May: How the Three-Day Routine Changes
Steps for Coaching Pairs of Students
Additional Strategies for Word-Recognition Instruction
Summary of Transition Phase

6. An Accelerated Model for Some Second Graders
Choosing Books and Getting Down to Work
Coaching for Comprehension (Days 1 and 2)

7. Assessing Second Graders in EIR
Fall Assessments
Assessing Students’ Progress in Reading During the School Year
Spring Assessments
Summary of Assessment Procedures

8. Managing Your Reading Block with EIR
Management Ideas
Reading Block Schedules: Examples of Effective Balance
More Suggestions for Challenging Independent Activities

9. Creating an EIR Community
Overview of the Monthly EIR Meetings
Agendas for Monthly Meetings
Training One-on-One Coaches
Summary

DVD CONTENTS

See-It-in-Action Video Clips

Day 1 Lesson:
Rereading Old Stories/Assessing
Modeling Decoding Strategies
Choral Reading
Coaching for Comprehension
Sound Boxes
Making Words
Sorting Words

Day 2 & Day 3 Lessons:
Rereading
Partner Reading
Coaching for Comprehension
Sentence Writing
Transition to Independent Reading

Downloadable Classroom Reproducibles
Over 100 pages of full-size forms and teaching resources.

Samples

Reviews

“Consider daily life for a child struggling with reading. Imagine what it is like to go through school day after day feeling that you are bad at the one thing that schools seem to value most. Barbara Taylor brings decades of research and development to the question of how to help struggling readers become successful. The Catching Readers series could not come at a more important time, as RTI leads schools to invest more than ever in small-group reading instruction.” Nell Duke, Michigan State University

“Barbara Taylor’s approach gives struggling readers second reading lessons right in the classroom—not in some room down the hall. With details, specifics, and examples that only someone who has spent many hours in the classroom could know, Barbara guides you step by step through her proven, three-day lesson sequence.” Patricia Cunningham, Wake Forest University