If…..Then
Rx Chart
If a child (based on
assessment)…then (some
instructional possibilities are...
4/8/2015
Adapted by S. Knight from What's
After Assessment? by K. Strickland
Fluency
• IF….Student reads
word by word
• THEN….Teacher
– Models fluent reading
– Models adjusting reading rate
– Uses pre-reading strategies
• Pre-telling
• Anticipation guides
• Webbing
• Activate prior knowledge
• Set purpose for reading
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AND….
Repeated Reading
Timed reading
Listening/computer center
Reader’s Theatre
Environmental Print
Reading and writing about their
world
Choral Reading
Echoic Reading
Pairs Reading
Impress
Fluency
• IF….Student reads
words letter by letter
• THEN….Teacher
models fluent reading
• Teacher helps student
see word as a whole
• Teacher helps student
see word patterns
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AND….
Word sorts
Word walls
Alphabet books
Personal dictionary
Word of the day
List-group-share
Visual-auditory-kinesthetictactile (VAKT) approach
Tracking
Cloze
Onset/rime
Structural Analysis
Fluency
• IF….Student reads so
slowly comprehension is
compromised
• THEN….Teacher uses
pre-reading strategies
• Teacher models fluent
reading
• Teacher ensures text is at
appropriate instructional
level
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•
•
•
AND….
KWL
Anticipation guides
Set purpose for
reading
• Activate prior
knowledge
• Think alouds
Fluency
• IF….Student reads slowly,
but comprehends
• THEN….Teacher presents
authentic reasons for rereading
• Teacher models fluent
reading
• Teacher presents
opportunities to read with
support
• AND….
• Reader’s Theatre
• Writing text for struggling
readers
• Re-reading
• Shared reading
• Choral reading
• Computer reading
• Tape-recorded reading
Fluency
• IF….Student
memorizes text during
repeated readings
• THEN….Teacher
emphasizes paying
attention to words in
text
• AND….
• Work with words
using a familiar story
or personal dictionary
• Scrambled sentences
• Tracking with finger
• Computer versions of
story with highlighted
text
Fluency
• IF…. Student has
difficulty tracking or
loses place
• THEN….Teacher
helps student practice
reading fluency by
using aids that train
the eye to process left
to right, line by line
• AND….
• Computer versions of
the story with
highlighted text
• Tracking with finger
• Shared reading
• Tracking with a
bookmark or other
device
Rx by Level
• Ideas for working with INTENSIVE students to
improve in the area of fluency:
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Review phonemic awareness
Review of alphabetic principle
Use of timers and daily reading practice probes
More blending and dictation practice
More exposure to high frequency words
Read along with taped story
Word building games (i.e. CVC to develop recognition
of spelling patterns)
Rx by Level
• Ideas for working with STRATEGIC students to
improve in the area of fluency:
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–
–
–
Form fluency groups
Practice with Decodable Text
More blending practice
Reread anthology stories in small groups with cassettes
or computer software
– Develop more word attack skills
– Choral reading
– Poetry reading with partners
Rx by Level
• Ideas for working with BENCHMARK
students to maintain and/or improve in the
area of fluency:
– Pre-read stories in anthology
– Reader’s Theater
– Read additional core literature related to unit
themes
– Timed readings
Phonics
• IF….Student can
decode but uses only
letter sounds
• THEN….Teacher
should model
decoding using
multiple strategies
– Onsets/rimes
– Structural analysis
– Context clues
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AND….
Word sorts
Cloze
Letters & Sounds
Segmentation bag
Word bank
Making words
Word families
Finding little words in big
words
• Writing
Phonics
• IF….Student guesses
at words using only
initial consonant
sound cue
• THEN….Teacher
should model multiple
strategies for decoding
• Teacher should
present words as
wholes
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AND….
Cloze
Computer reading programs
Language experience
Word families
Word sorts
Word banks
Making words
Contextual analysis
Bag words
Writing
Phonics
• IF….Student has
problems with sight
words
• THEN….Teacher
connects words to life
experiences
• Teacher demonstrates
building sight words
after reading
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•
AND….
Word walls
Personal dictionaries
Bag words
Word study after
reading
• Writing
Phonics
• IF….Student guesses
at unknown words
using no graphic cues
• THEN….Teacher
emphasizes visual
aspects of word
identification
• Teacher models using
semantic and syntactic
cues
• AND….
• Cloze with initial
consonant sound
• Finding little words in
big words
• Structural analysis
• Onset/rime
• Word sorts
• Writing
Phonics
• IF….Student reads
known words but
stops at every
new/unfamiliar word
• THEN….Teacher
emphasizes all three
cueing systems
– Semantic
– Syntactic
– Grapho-phonemic
• AND….
• Cloze activities
• Use of prediction
before and after
reading
– Possible sentences
– Response logs
• Guided reading
• Think-alouds
Phonics
• IF….Student has
difficulty matching
letters with
corresponding sounds
• THEN….Teacher
helps reader realize
words are made up of
letters that correspond
with speech sounds
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AND….
Counting words in speech
Clapping syllables
Sound boxes
Alphabet sound word examples
Word games – match word with
beginning letter
• Rhyming and rhyming books
• Magnetic letters
• I-Spy
Phonics
• IF….Student has little
knowledge of the
alphabet
• THEN….Teacher
makes learning the
alphabet interesting
and fun
• AND….
• Songs, nursery rhymes and
choral reading
• Alphabet books
• Letters in names
• Alphabet blocks
• Alphabet sound word examples
• Magnetic letters
• Writing letters in shaving crème
• Letter detective
• Letters in writing
Phonics
• IF….Student doesn’t
recognize new words
built on known words
• THEN….Teacher
focuses on structural
analysis
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AND….
Word sorts
Making words
Word families
Word games
Rhyming words
News and
announcements chart
Phonemic Awareness
• IF….Student has
difficulty with lettersound correspondence
• THEN….Teacher
focuses on high
frequency letter-sound
correspondence
(consonants) in the
context of real reading
situations
• AND….
• Letters in context of
real reading
• Tongue twisters
• Nursery rhymes
Comprehension
• IF…. Student recalls
literally and cannot
make inferences
• THEN….Teacher
models how to put
pieces of information
together
• Teacher explains not
all information is
stated directly
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AND….
Think-alouds
QAR’s
Comprehension strategy
framework
Literature circles
Inferential strategy
Response logs
Say something
Summarizing/retelling
CLOZE
Comprehension
• IF….Student reads
quickly but
inaccurately and with
limited comprehension
• THEN….Teacher
provides appropriate
pace for student
• AND….
• DRTA
• Comprehension strategy
framework
• Graphic organizers
• QAR’s
• Anticipation guide
• Guiding reading
• Think-Pair-Share
• Reciprocal teaching
Comprehension
• IF….Student reads
fluently but misses many
details
• THEN….Teacher ensures
student examines text and
re-reads
• Teacher discusses
story/text with class
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AND….
Mapping
Webbing
Reciprocal teaching
QAR’s
Context clues, text features
Self-questioning
Literature circles
Think-Pair-Share
Linguistic roulette
Comprehension
• IF….Student reads
fluently but cannot
identify main idea or
purpose
• THEN….Teacher
brings meaning to the
text by connecting to
experience and prior
knowledge
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AND….
Story mapping
Literature circles
Compare & contrast
graphic organizers
QAR’s
Paraphrasing
Response logs
Summarizing/retelling
Artful artist
Comprehension
• IF….Student reads
fluently but cannot
retell
• THEN….Teacher
ensures student know
how to retell
• Teacher ensures
student is constructing
meaning while reading
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AND….
Webbing/mapping
Interpretive questions
Story frames
Semantic webbing
QAR’s
Imagery
Predicting
Guided reading
Reciprocal teaching
Directed reading/thinking
activity (DRTA)
Comprehension
• IF….Student has
difficulty reading text
for information
• THEN….Teacher
helps student develop
techniques for reading
non-fiction
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AND….
Think-alouds
Adjusting reading rate
Anticipation guides
Reciprocal teaching
QAR’s
KWL
Webbing
SQ3R
Jackdaws
Rx by Level
•
Ideas for working with INTENSIVE students to improve in the area of
comprehension:
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More ‘easy’ reading and instructional leveled books for student use
Classroom libraries designated by instructional levels
Listening centers with books on cassette tape
Computer centers with books and games on software
Teacher focus on comprehension strategies
Pre-read story
Choral reading to develop fluency and comprehension
Experience a wide variety of text in many genres
More practice with comprehensible test questions
Sight word vocabulary
Read Alouds using comprehension strategies
Read Alouds that require student response
Rx by Level
•
Ideas for working with STRATEGIC students to improve in the area of
comprehension:
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Teacher focus on ‘RED OCR’ section with comprehension
More independent reading at independent reading level
Paired reading
Sequencing events
Vocabulary development
Comprehension and writing prompts modeling how to find answers embedded in
text
– Story maps
– Partners write 5 questions each about the current story; trade papers and answer
each other’s questions
– Students identify the 5 W’s and the H as they read the story
Rx by Level
• Ideas for working with BENCHMARK students to maintain and/or
improve in the area of comprehension:
– Continue to monitor comprehension
– Ask students to articulate what they are doing when reading to
ensure comprehension
– Read
– Explicitly use reading strategies
– Self monitoring
– Self correcting
– Literature groups with more challenging literature
– Confirm and disprove predictions
Vocabulary
• IF….Student needs to
develop a larger
vocabulary
• THEN….Teacher
devises methods to
add new words
encountered in context
to personal
reading/writing word
bank
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AND….
Word maps
Contextual analysis
Word games
Context-structure-sound-reference
(CSSR)
Frayer Model
Slotting
Graphic organizers
Visual vocabulary
Link and think
Word file cards
Visual vocabulary
Synonym/antonyms
Mnemonics
Rx by Level
•
Ideas for working with INTENSIVE students to improve in the area of
vocabulary:
– Pre-teach vocabulary
• Word sorts, Frayer Model, word mapping and webs, structural
analysis, think aloud, context clues, making choices, sentence stems,
choose between target words, closed sentences – semantic cloze,
example/non-example, beat the clock, same format,
questions/reasons/examples, juxtaposition, demonstration, etc.
– Vocabulary games and worksheets – synonyms, antonyms, multiple
meanings, affixes, root words
– Sentence extensions (Stretch It)
– Develop picture vocabulary
– Use of OCR re-teach masters
Rx by Level
•
Ideas for working with STRATEGIC students to improve in the area of
vocabulary:
– Pre-teach vocabulary
• Word sorts, Frayer Model, word mapping and webs, structural
analysis, think aloud, context clues, making choices, sentence stems,
choose between target words, closed sentences – semantic cloze,
example/non-example, beat the clock, same format,
questions/reasons/examples, juxtaposition, demonstration, etc.
– Create word walls
– Games for vocabulary: flashcards, sentence strips
– Pictionaries
– “Outlaw Word” flashcards, word walls,
– Blend words; read; re-read
– Teacher continually asks students to make up sentences and extend
Rx by Level
•
Ideas for working with BENCHMARK students to maintain and/or improve in
the area of vocabulary:
– Pre-teach vocabulary
• Word sorts, Frayer Model, word mapping and webs, structural
analysis, think aloud, context clues, making choices, sentence stems,
choose between target words, closed sentences – semantic cloze,
example/non-example, beat the clock, same format,
questions/reasons/examples, juxtaposition, demonstration, etc.
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Bingo Lingo
Words Alive
Jeopardy
Words in Motion
Word Wizard
Issues Outside of the Big 5
• IF….Student has problems
choosing appropriate
books
• THEN….Teacher
discusses strategies for
selection
• Teacher shares
instructional/independent
reading level with student
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AND….
Reading buddies
Sharing books
Owning books
Library usage
Issues Outside the Big 5
• IF….Student has little
interest in reading
• THEN….Teacher
provides opportunities
for authentic reading
• Teachers emphasizes
purposes for reading
in life
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•
AND….
Environmental print
Literacy play boxes
Reader’s Theatre
Books about me
Interactive reading
Computer stories or reading
games
Word games
Reading aloud
Shared reading
Literature circles
Jackdaws
Issues Outside of the Big 5
• IF….Student has little
confidence in reading
ability
• THEN….Teacher
provides opportunities
for student to see
himself as a reader
• Teacher emphasizes
reading strengths
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AND….
Read to younger children
Reading logs
Choosing appropriate books
Language experience (reading
books written by children)
• Choral reading
• Shared reading
• Set goals & work on them
together
Issues Outside of the Big 5
• IF….Student pays
little attention to print
in the world
• THEN….Teacher
emphasizes the
purpose of print
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AND….
Environmental print
Work with names
Reading the room
Literacy play boxes
Word games
Language experience
Issues Outside of the Big 5
• IF….Student doesn’t
attend to story or
attention wanders
• THEN….Teacher
helps student see
reading as a
meaningful activity
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AND….
Interest inventory
Reading own writing
Writer’s workshop
Choosing appropriate books
DRTA
Reading buddies
Think-Pair-Share
Literature circles
Book reviews
QARs
Non-fiction strategies (KWL,
SQ3R, Structured Note-Taking,
etc.)
Issues Outside of the Big 5
• IF….Student reads
only one genre or one
type of book
• THEN….Teacher
broadens interests and
experiences with
books
• AND….
• Read aloud from various
genres
• Share books (Literacy
Baskets)
• Introduce books through
book talks
• Recommend or suggest a
book similar but one step
removed (i.e. from
Goosebumps to another
type of mystery)
Issues Outside of the Big 5
• IF….Student has little
knowledge of books
• THEN….Teacher
helps reader feel
comfortable with text
and book handling
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AND….
Read aloud with child
Older reading buddies
Owning books
Field trips to the
library and library
cards