If

1
If..Then Rx Chart

• If a child (based on assessment)then (some
  instructional possibilities are...

2
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

• AND.
• Repeated Reading
• Timed reading
• Listening/computer center
• Readers Theatre
• Environmental Print
• Reading and writing about their world
• Choral Reading
• Echoic Reading
• Pairs Reading
• Impress

3
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

• AND.
• Word sorts
• Word walls
• Alphabet books
• Personal dictionary
• Word of the day
• List-group-share
• Visual-auditory-kinesthetic-tactile (VAKT)
  approach
• Tracking
• Cloze
• Onset/rime
• Structural Analysis

4
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

• AND.
• KWL
• Anticipation guides
• Set purpose for reading
• Activate prior knowledge
• Think alouds

5
Fluency

• IF.Student reads slowly, but comprehends
• THEN.Teacher presents authentic reasons for
  re-reading
• Teacher models fluent reading
• Teacher presents opportunities to read with
  support

• AND.
• Readers Theatre
• Writing text for struggling readers
• Re-reading
• Shared reading
• Choral reading
• Computer reading
• Tape-recorded reading

6
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

7
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

8
Rx by Level

• Ideas for working with INTENSIVE students to
  improve in the area of fluency
• 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)

9
Rx by Level

• Ideas for working with STRATEGIC students to
  improve in the area of fluency
• 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

10
Rx by Level

• Ideas for working with BENCHMARK students to
  maintain and/or improve in the area of fluency
• Pre-read stories in anthology
• Readers Theater
• Read additional core literature related to unit
  themes
• Timed readings

11
Phonics

• IF.Student can decode but uses only letter
  sounds
• THEN.Teacher should model decoding using
  multiple strategies
• Onsets/rimes
• Structural analysis
• Context clues

• AND.
• Word sorts
• Cloze
• Letters Sounds
• Segmentation bag
• Word bank
• Making words
• Word families
• Finding little words in big words
• Writing

12
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

• AND.
• Cloze
• Computer reading programs
• Language experience
• Word families
• Word sorts
• Word banks
• Making words
• Contextual analysis
• Bag words
• Writing

13
Phonics

• IF.Student has problems with sight words
• THEN.Teacher connects words to life experiences
• Teacher demonstrates building sight words after
  reading

• AND.
• Word walls
• Personal dictionaries
• Bag words
• Word study after reading
• Writing

14
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

15
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

16
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

• 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

17
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

18
Phonics

• IF.Student doesnt recognize new words built on
  known words
• THEN.Teacher focuses on structural analysis

• AND.
• Word sorts
• Making words
• Word families
• Word games
• Rhyming words
• News and announcements chart

19
Phonemic Awareness

• IF.Student has difficulty with letter-sound
  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

20
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

• AND.
• Think-alouds
• QARs
• Comprehension strategy framework
• Literature circles
• Inferential strategy
• Response logs
• Say something
• Summarizing/retelling
• CLOZE

21
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
• QARs
• Anticipation guide
• Guiding reading
• Think-Pair-Share
• Reciprocal teaching

22
Comprehension

• IF.Student reads fluently but misses many
  details
• THEN.Teacher ensures student examines text and
  re-reads
• Teacher discusses story/text with class

• AND.
• Mapping
• Webbing
• Reciprocal teaching
• QARs
• Context clues, text features
• Self-questioning
• Literature circles
• Think-Pair-Share
• Linguistic roulette

23
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

• AND.
• Story mapping
• Literature circles
• Compare contrast graphic organizers
• QARs
• Paraphrasing
• Response logs
• Summarizing/retelling
• Artful artist

24
Comprehension

• IF.Student reads fluently but cannot retell
• THEN.Teacher ensures student know how to retell
• Teacher ensures student is constructing meaning
  while reading

• AND.
• Webbing/mapping
• Interpretive questions
• Story frames
• Semantic webbing
• QARs
• Imagery
• Predicting
• Guided reading
• Reciprocal teaching
• Directed reading/thinking activity (DRTA)

25
Comprehension

• IF.Student has difficulty reading text for
  information
• THEN.Teacher helps student develop techniques
  for reading non-fiction

• AND.
• Think-alouds
• Adjusting reading rate
• Anticipation guides
• Reciprocal teaching
• QARs
• KWL
• Webbing
• SQ3R
• Jackdaws

26
Rx by Level

• Ideas for working with INTENSIVE students to
  improve in the area of comprehension
• 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

27
Rx by Level

• Ideas for working with STRATEGIC students to
  improve in the area of comprehension
• 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 others
  questions
• Students identify the 5 Ws and the H as they
  read the story

28
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

29
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

• 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

30
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

31
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

32
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.
• Bingo Lingo
• Words Alive
• Jeopardy
• Words in Motion
• Word Wizard

33
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

• AND.
• Reading buddies
• Sharing books
• Owning books
• Library usage

34
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

• AND.
• Environmental print
• Literacy play boxes
• Readers Theatre
• Books about me
• Interactive reading
• Computer stories or reading games
• Word games
• Reading aloud
• Shared reading
• Literature circles
• Jackdaws

35
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

• 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

36
Issues Outside of the Big 5

• IF.Student pays little attention to print in the
  world
• THEN.Teacher emphasizes the purpose of print

• AND.
• Environmental print
• Work with names
• Reading the room
• Literacy play boxes
• Word games
• Language experience

37
Issues Outside of the Big 5

• AND.
• Interest inventory
• Reading own writing
• Writers workshop
• Choosing appropriate books
• DRTA
• Reading buddies
• Think-Pair-Share
• Literature circles
• Book reviews
• QARs
• Non-fiction strategies (KWL, SQ3R, Structured
  Note-Taking, etc.)

• IF.Student doesnt attend to story or attention
  wanders
• THEN.Teacher helps student see reading as a
  meaningful activity

38
Issues Outside of the Big 5

• 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)

• IF.Student reads only one genre or one type of
  book
• THEN.Teacher broadens interests and experiences
  with books

39
Issues Outside of the Big 5

• IF.Student has little knowledge of books
• THEN.Teacher helps reader feel comfortable with
  text and book handling

• AND.
• Read aloud with child
• Older reading buddies
• Owning books
• Field trips to the library and library cards