Explicit

Direct model of skills and instruction. (IF SEE EXPLICIT OR MODEL IN ANSWER, CHOOSE) I Do to We do to You do

Systematic

Skills taught in sequence from phonemic awareness through comprehension (IF ANSWER JUMPS TO SEQUENCE OR SKIP SKILLS = Eliminate answer choice) Simple to Complex

Recursive

Returning to foundational skills (GO BACK TO MOVE FORWARD/REVIST EARLIER SKILLS, not setback)

Fab Five of Reading Continuum

- Phonemic Awareness- Sounds only/ no print -Phonics - Decode print: "SEE THE WORD" -Fluency {BRIDGE} - 95% accurate automatically ( frees cognitive space for comprehension) -Vocabulary- word meaning and use -Comprehension- Metacognition and Inference

Code- Based

-Phonemic Awareness -Phonics and Decoding - Word Recognition - Morphology (prefix and suffix) - PA (No print)/ Phonics ( use print) - Test Cue : student "looking at letter codes"

Fluency

The bridge between code-based and meaning-based

Meaning Based

-Vocabulary - Reading Comprehension - Inferential Thinking - Metacogntion/Background Knowledge - Test Cue : student understanding text meaning

Foundational Need + Guidance (CODE BASED)

- Name specfic foundational skill gap (digraph, blending, phoneme manipulation) -Cite the exact exhibit with specfic data

Foundational Strategy + Rationale (STRATEGY)

- Prescribe explicit instruction + modeling+ gradual release (Ex: I do to we do to you do) -End with " this aligns with grade level standard for _____ skill."

Comprehension Need + Guidance (MEANING-BASED)

-Name the comprehension gap (metacognition, inference, thinking, retelling) - Cite the comprehension exhibit with specific student response

Comprehension Strategy + Rationale (STRATEGY)

- Go to teacher model think aloud - Focus on metacogntion -EX : " I think___, this happened because/ end with rationale"

Formative

- Informal Instruction towards ongoing/ progress montioring - HAPPENS DURING LEARNING (Ex : exit slip,observation,quick task,teacher uses results to plan next steps) FAVORED ON TEST

Summative

- END OF LEARNING - HAPPENS AFTER ALL THE INSTRUCTION IS COMPLETE - Ex : end of unit test, semester exam, state test - WHEN LEARNING IS DONE

Diagnostic

- PINPOINT CAUSE OF GAP - IDENTIFIES THE SPECIFIC SKILLS THAT ARE MISSING - Follows screening/ goes in depth to find exactly what student - SCREENING THEN DIAGNOSTIC

Screening

- WHO NEEDS SUPPORT -Adminstered to all students to set intervention - TELLS WHO IS AT RISK NOT WHY -BROAD THAN NARROW

Oral Language Development : Tier 1

Everyday Words - Words that students know from daily life/ no direct instruction need -Ex : dog,house,run,big,house - rarely needs explicit instruction except for ELL students

Oral Language Development : Tier 2

Academic/Cross-Curricular - High frequency words in academic text across subjects/most important tier to teach -EX : Anaylze,Consequence,Demonstrate,Signficiant,Predict - Explicit instruction unlock text across all content areas

Oral Language Development : Tier 3

Domain Specfic Content -Specfic technical vocabulary/ low frequency but essential Ex : photosynthesis,mitosis,isosceles.pnomsyopoeia -Teach incontext using interactive word walls,morphlogy and application