secondary reading intervention framework: Granite School District
color bar
Comprehension Button
green bar

light bulb

Framework

 

 

Enduring UnderstandingReading comprehension provides the skills and strategies to think critically, communicate with others, and become metacognitive in reading.

Essential QuestionsWhat skills and strategies are necessary to become an active, proficient reader? How does one acquire academic knowledge through text?

Standard 4Students will evaluate, analyze, and comprehend informational and narrative text by utilizing reading comprehension strategies before, during, and after reading.

Benchmark(roll mouse over each benchmark to view tiers)

 

4.1 Indicator: Tier 2

a.Locate important information and main ideas using titles, headings, tables of contents, charts, graphs and pictures in instructional level text

b.Identify text structure and signal words for compare/contrast, time order, description, problem/solution and cause/effect

4.1 Indicator: Tier 3

a. Use headings, text size, pictures, captions, charts, and use of color in instructional level text to build understanding

b. Identify text structure and signal words for compare/contrast, time order, description and problem/solution

4.2 Indicators: Tier 2

a. Identify main ideas and supporting details using graphic organizers

b. Develop a one-paragraph summary including main idea and supporting details

4.2 Indicators: Tier 3

a. Identify main ideas and supporting details, orally or with a graphic organizer

b. Summarize the main idea in a summary sentence

4.3 Indicators: Tier 2

a. Identify and describe a story’s characters, setting, plot, conflict, and theme

b. Examine problem, outcome, and theme

c. Retell includes beginning, middle, and end in order; description of the setting; the initiating event and outcome of problem (either orally or in writing)

d. Answer factual  and inferential questions

e. Reflect and respond to text

4.3 Indicators: Tier 3

a. Identify setting, characters, beginning, middle, and end of a simple plot

b. Examine problem and outcome

c. Identify the sequence of events by retelling the beginning, middle, and ending of a story (either orally or in writing)

d. Answer factual questions from the text

e. Reflect and respond to text

 

4.4 Indicators: Tier 2

a. Use prior knowledge to set a purpose for reading (e.g., anticipatory guide)

b. Generate questions about the main idea and ask for clarification

c. Make, verify and adjust predictions

d. Make text-to-self, text-to-world, and text-to-text connections

e. Answer factual and inferential questions

f. Identify when comprehension breaks down and apply fix-up strategies

g. Reflect and respond to text

4.4 Indicators: Tier 3

a. Use prior knowledge to set a purpose for reading (e.g., K-W-L)

b. Generate questions about the text

c. Make and verify predictions

d. Make text-to-self and text-to-world connections

e. Answer questions from the text

f. Identify when comprehension breaks down and apply fix-up strategies

g. Reflect and respond to text

 

4.5 Indicators: Tier 2

a. Develop an enjoyment for reading as a life-long way to learn

b. Access background knowledge in preparing to read and enjoy text

c. Develop confidence in the ability to access text

d. Read for pleasure from a variety of authentic texts (e.g., graphic novels, various genres of fiction and non-fiction, magazines, newspaper, plays)

4.5 Indicators: Tier 3

a. Develop an enjoyment for reading as a life-long way to learn

b. Access background knowledge in preparing to read and enjoy text

c. Develop confidence in the ability to access text

d. Read for pleasure from a variety of authentic texts (e.g., graphic novels, various genres of fiction and non-fiction, magazines, plays)

4.6 Indicators: Tier 2

a. Clarify thinking by using organizational tools before, during, and after reading (i.e., graphic organizers, summary frames, K-W-L, timelines, anticipatory guides)

b. Extend learning by writing questions, making predictions, and writing summary paragraphs

c. Reflect on reading and learning and set goals for improvement

4.6 Indicators: Tier 3

a. Clarify thinking by using organizational tools before, during, and after reading (i.e., graphic organizers, summary frames, K-W-L, timelines, anticipatory guides)

b. Extend learning by writing questions, making predictions, and writing summary sentences and/or paragraphs

c. Reflect on reading and learning, and set goals for improvement