Instructional Cycle Informed by Assessment

1. Instructional Cycle Informed by Assessment Assessment Practice and Application Plan Instruction Guided Practice Model

2. Framework for Reading Adapted from National Reading Panel, 2000 Put Reading First, CIERA, 2001 Decoding Comprehension Phonemic Awareness Phonics Fluency Vocabulary Comprehension

3. Use Thinking Strategies to aid Comprehension Retells Previews Predicts Connects Visualizes Questions Evaluates OASD Kindergarten Benchmarks and Standards (Draft)

4. Use Thinking Strategies to aid Comprehension Inferring Determining Importance Using Prior Knowledge Summarizing Synthesizing Older Readers

5. Assessments Screening, Diagnosis, Progress Monitoring

6. Stages

8. Gradual Release of Responsibility

9. Conditions for Learning

10. Accelerating Growth Intensive/Outside Intervention Differentiated Intervention with Individuals within the classroom Differentiated Instruction in Small Groups within the classroom Resources Whole Group Universal Instruction within the classroom Time

11. Response to Intervention Primary Instruction, Prevention and Intervention

12. “What Every Teacher Needs to Know about Comprehension?” by Laura Pardo Reader + Text + Transaction

13. Supporting the Reader • Teach decoding skills • Help students build fluency • Build and activate prior knowledge • Teach vocabulary words • Motivate students

14. Student Number One Ms. Brewer (a pseudonym, like all names of students and teachers in this article) is conferencing with her second graders during independent reading time. She begins by listening to Ben read Why Do Birds Sing? “Baby birds chirp for action,” he says, substituting ‘action’ for ‘attention.’ “The birds sing to find mats and build nests,” he goes on, mistaking ‘mates’ for ‘mats.’ In retelling the passage, Ben talks about the birds building nests out of mats. Inaccurate Decoding Interferes with Comprehension

15. Student Number Two Ms. Brewer then listens to Sarah read aloud from Mom’s Day Off, “Mom looks tired. ‘Take a day off,’ we told her. First, we started breakfast.” During that three sentence segment, Ms. Brewer notes that Sarah omitted the word ‘today’ and substituted ‘a’ for ‘the,’ ‘told’ for ‘tell,’ and ‘started’ for ‘start,’ resulting in 4 errors in a span of 15 printed words. Despite these errors, Sarah then gives an accurate and detailed retelling of the passage. Inaccurate Decoding Doesn’t Interfere with Comprehension

16. Student Number Three Finally, Ms. Brewer listens as Dante reads Wax to Crayons. He reads correctly, “When the wax cools, it becomes hard. The hard wax is taken out of the mold. The wax is now in the shape of crayons.” Ms. Brewer asks Dante what he learned about how crayons are made, and he mentions that the wax is melted, then it cools, then people have to clean the crayons because they’re moldy. Accurate Decoding Doesn’t lead to Comprehension

17. Supporting the Text • Teach text structures • Model appropriate text selections • Provide regular independent reading time

18. Supporting the Transaction • Provide explicit instruction of useful comprehension strategies • Teach students to monitor and repair • Use multiple strategy approaches • Scaffold support • Make reading/writing connections visible