2007-08 K-12 Comprehensive Research-Based Reading Plan

Reading Comprehension (RC)=IF student's Reading Comprehension (RC) is 39 th percentile rank or lower AND…Maze score is ABOVE 30th percentile (Box 1) WA score is ABOVE 30th percentile (Box 3)Provide enhanced core instruction in the high-level reasoningskills, vocabulary, and reading comprehension strategies requiredto read/understand complex text and meet grade level standards.Provide enhanced core instruction in the high-level reasoningskills, vocabulary, and reading comprehension strategies requiredto read/understand complex text and meet grade level standards.Maze score is BELOW 30th percentile (Box 2) WA score is BELOW 30th percentile (Box 4)Administer DIBELS Next Oral Reading Fluency grade levelUse writing samples and error pattern analysis from runningmeasure. Teacher monitors and documents student’s readingrecord or ORF in conjunction with Word Analysis Student Detailbehaviors and fluency (accuracy, expression, rate) whileReport to determine focus of word study instruction.administering the measure.IF student reads fluently at Oral Reading Fluency gradelevel benchmark, THEN work on comprehension strategies. If thestudent struggles with comprehension, intervention instruction incomprehension is needed. Progress monitor growth using DIBELSNext Daze measure.IF the student reads below Oral Reading Fluency gradelevel benchmark, THEN administer a Running Record. Reviewdata and determine whether student needs intervention addressingfluency, phonics or phonological awareness deficiencies.Intervention should be provided daily outside the 90 MinuteReading Block. Progress monitor fluency and strategic readingusing the DIBELS Next oral reading fluency measures.IF decoding and phonics is determined to be area ofdeficiency, THEN administer Phonics Screener for Intervention(PSI) starting with Skill 10, Multisyllabic Words.Intervention should be provided daily outside the 90 MinuteReading Block. Progress monitor growth using the PSI and/orDIBELS Next oral reading fluency measures.Grades 3-6 Assessment Decision TreeFAIR Broad Screen/Progress Monitoring Tool (BS/PMT)Beginning of the Year: Teach predictable and unpredictable vowel teams and the six syllable types with one syllable and multisyllabic words.AP 1, 2 & 3: IF the student’s FCAT Success Probability (FSP) score on the Broad Screen (BS) is 84% or lower,THEN administer the FAIR Maze and Word Analysis Targeted Diagnostic Inventory (TDI) Tasks.FAIR Targeted Diagnostic Inventory (TDI)Maze+FCAT Success Probability (FSP)Red, Yellow or Green Success ZonesWord AnalysisIF student struggles with *phonological or*orthographicerrors, THEN provide instruction in basic phonics (letter/soundpatterns, syllable types, etc.).IF student struggles with *morphological errors, THENprovide instruction in base/root words and prefixes/suffixes.Intervention instruction in *phonics or word study should beprovided 30 minutes daily. Progress monitor growth usingDIBELS Next oral reading fluency measures, FAIR Toolkitmeasures or the Phonics Screener for Intervention (PSI).*Phonological – Sounds of the English language*Orthographic – Written patterns of standard English*Morphological - Meaning of words or word partsInstructional ImplicationsIF a student's score falls in Box 1 & 3, THEN provide rigorous instruction using informational and complex grade level text. Studentsshould be responding to texts through conversation and writing and directed to reread text for multiple purposes.IF a student's score falls in Box 1 & 4, THEN the student might have a specific weakness in spelling that does not impact reading; provideinstruction in basic orthographic patterns of standard English and affixes/roots. (e.g. vowel team ---receive grief)IF a student's score falls in Box 2 & 3, THEN work on text reading efficiency (comprehension and fluency); automaticity at the phrase,sentence, and paragraph level, practice with repeated readings, teach using a comprehension focus during intervention instruction.IF a student's score falls in Box 2 & 4 THEN provide intensive intervention instruction in sight word recognition, phonics, word studyor/and etymology work on applying decoding strategies to connected text to reinforce purpose of strategies, build fluency as accuracyincreases, and focus on comprehension strategies.Resources to assist with providing appropriate phonics, comprehension, fluency and vocabulary interventions:• Brevard’s Strategy Notebook - http://elementarypgms.sp.brevardschools.org/home/WebPages/StrategyNotebook.aspx• Quick Reference to Reading Intervention Strategies Document• FAIR Search Tool - http://www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx• Just Read Now! – Strategy Lessons http://www.justreadnow.com/florida.htm• Empowering Teachers – Intervention Lessons http://www.fcrr.org/assessment/ET/routines/routines.htmlPage 1 9.17.2012