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assessed grade The differentiated action taken as a result of reading assessment data
levels behind
Students 3 or more grade levels behind will receive intensive reading instruction focusing first on fluency through phonics and word part instruction. Students at this level will also
3+ receive differentiated reading goals, selective exposure to comprehension strategies, and a climate of persistent support (via 1 on 1 work, exploration of reading genres and
“reasons to read,” and reporting of reading needs to all content areas teachers and parents, including basic ways to improve literacy in the home), as well as “positive assessment.”
Goal setting is an important component of this stage of intervention as well, whereby students can recognize where they are, and have a mechanism to visualize their own
progress, and their potential to be successful readers.
This stage of reading intervention continues instruction of phonics, 1 on 1 support, goal-setting, and exploration of reading genres/materials, and adds to that an increase in focus
2-3 on word parts, as well reading comprehension strategies. The concept of reading speed is introduced to the reader on a differentiated basis via the judgment of instructor.
Students 1-2 grade-levels behind continue to benefit from goal-setting differentiated based on student need, including accuracy, speed, strategies, and so on. At this stage there is a
1-2 greater “whole-word” focus, with emphasis on vocabulary instruction and reading practice. All interventions for students 2 or fewer grade levels behind is designed to be delivered
ELA by classroom teacher, and enforced by all content area teachers.
Differentiated goal setting (reading accuracy, reading speed, fix-it strategies applied, reading level progress, genres, books read, quizzes taken/AR points, strategies
recognized, etc.)
Vocabulary instruction (Frayer or adapted Frayer model)
Word Parts (Affixes, Greek and Latin Roots)
Additional assigned independent reading using strategies
Focus on self-selected reading strategies and self-selected reading practice
Focus on goal setting and goal progress
Assessment frequency: formative/informal persistent; formative/formal once per semester, data reported to all stakeholders (student, parents, all content area
teachers, admins) per semester.
Students less than one grade-level behind generally have few phonic recognition issues, and so the focus here lies in comprehension strategies, reading practice, and vocabulary
<1 instruction. Students at this level should be fluent in comprehension strategies, with an emerging tendency towards self-selection of these strategies based on relevant genre or
comprehension issue. Reading speed is also noteworthy here, as greater practice, increased sight word vocabulary, and fluency with strategies will yield increased reading speed
and comprehension, decreased frustration with the reading process, and overall improved reading performance.
Note: Comprehension strategies include adjusting reading rate, questioning the text, marking/annotating text, visualizing, text connections, paraphrasing, reading aloud/reading silently, setting a
reader purpose, inferring, monitoring and repairing understanding, etc.