1. Adapted by S. Knight from What's After Assessment? by K. Strickland
If…..Then Rx Chart
If a child (based on assessment)…then (some instructional possibilities are...
4/6/2017
Adapted by S. Knight from What's After Assessment? by K. Strickland

2. Fluency IF….Student reads word by word THEN….Teacher AND….
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
Reader’s 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 AND…. KWL Anticipation guides Set purpose for reading
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….
Reader’s 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
Reader’s 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 doesn’t 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
QAR’s
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
QAR’s
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
QAR’s
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
QAR’s
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
QAR’s
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
QAR’s
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 other’s questions
Students identify the 5 W’s 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
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 Bingo Lingo Words Alive Jeopardy Words in Motion
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
Reader’s 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
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.)
IF….Student doesn’t 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