Instructional CycleInformed by Assessment

PlanInstruction

ModelGuidedPractice

Practice and Application

Assessment

Framework for ReadingAdapted from National Reading Panel, 2000

Put Reading First, CIERA, 2001

Phonemic Awareness Phonics Fluency Vocabulary Comprehension

Decoding Comprehension

OASD Kindergarten Benchmarks and Standards (Draft)

UseThinkingStrategiesto aidComprehensi

on

Retells Previews Predicts Connects Visualizes Questions Evaluates

Older Readers

UseThinkingStrategiesto aidComprehensi

on

Inferring Determining

Importance Using Prior

Knowledge Summarizing Synthesizing

Assessments

Screening, Diagnosis, Progress Monitoring

Stages

Early Emergent Transitional Fluent

Learning about Print

Learning about Tools

Learning about Texts

Learning to be independent

What is a reader

Becoming a reader

Being a meaning maker

Being a reader

Gradual Release of Responsibility

Conditions for Learning

Learning

Accelerating Growth

Whole GroupUniversal Instructionwithin the classroom

DifferentiatedInstruction in Small Groups

within the classroom

DifferentiatedIntervention with Individuals

within the classroom

Intensive/OutsideIntervention

Response to Intervention

Primary Instruction,Prevention and Intervention

“What Every Teacher Needs to Know about Comprehension?” by Laura Pardo

Reader+

Text+

Transaction

Supporting the Reader

Teach decoding skills Help students build fluency Build and activate prior

knowledge Teach vocabulary words Motivate students

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

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

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

Supporting the Text

Teach text structures Model appropriate text

selections Provide regular

independent reading time

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