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READING COMPREHENSION | Teacher Manual

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Teacher Manual Reading comprehension

Facilitate and Encourage

Facilitate and Encourage Where to look... PROGRESS: Progress Details - Print Shop Progress Progress For groups in progress, the report shows the number of language structures successfully completed out of the total in each group (12). Percent Correct Each group includes 12 structures, with 5 questions per structure. To make progress, students must correctly answer all 5 questions associated with a language structure. Questions Each language structure group includes a minimum of 60 questions. What to look for... what it means Has the student completed the minimum number of questions and most of the language structures (for example, 60 questions and more than 9 out of 12 structures)? The student is close to passing and may be struggling with just one language structure. Check the Errors section of this report. • If they are making mistakes with multiple language structures, encourage them to take their time, and read each question closely. • If they are struggling with just a couple language structures, consider providing instruction on those structures. Has the student completed the minimum number of questions, but very few language structures (for example, 60 questions and fewer than 6 structures)? The student may be struggling with multiple structures. Check the Errors section of this report. • If they are making a few mistakes on each error structure, encourage them to take their time, and read each question closely. • If they are struggling with multiple language structures, consider providing instruction on those structures. Is the number of completed language structures increasing? The student has mastered some language structures and is making progress. Make sure the student remains focused and motivated. When a student reaches content that is difficult for them, their progress will slow and completing a level will require more questions. Is the number of completed language structures staying the same? The student may be struggling with multiple language structures. Check the Errors section of this report to determine where the student needs additional support. See the “Adjust Instruction/Intervene” section in this teacher manual for suggestions on supporting struggling students. PROGRESS: Errors - Print Shop Content the student is struggling with is indicated in red. Are specific language structures highlighted in red? Consider providing the student with instruction on the specific language structures with which they are struggling. See the “Adjust Instruction/Intervene” section in this teacher manual for suggestions on supporting struggling students. Reading Comprehension Progress Monitoring Chart in Student & Teacher Resources 48 Print Shop Teacher Manual

Adjust Instruction/Intervene Differentiation Activities Facilitate and Encourage Differentiating instruction requires continually striving to know and to respond to each student’s needs in order to maximize learning. Use the data in Print Shop reports to adjust instruction to meet each student’s needs and respond to variance among learners. The activities below are suggestions to support students who might be struggling with their progress in Print Shop. Does the student understand the exercise goal/task? After initially reviewing the exercise goal/task with the student, if the student is demonstrating difficulty, consider clarifying the instructions, setting a goal based on student area of need, and modeling and practicing self-monitoring to encourage accuracy, confidence, and independence. • First, start by setting a clear goal: • Set a goal in student-friendly language prior to beginning the exercise. The goal should be positively stated, written using clear and concise language, and be observable and measurable. • Review the goal with the student and check for understanding. • Next, introduce and model how the student will monitor their goal: • Choose or create a self-monitoring chart for students to track their progress over time. Use the chart to motivate, encourage, and allow the student to practice selfmonitoring. Include the goal on the self-monitoring chart. • Explain and model the steps needed to complete and interpret the self-monitoring chart. • Practice completing and interpreting the self-monitoring chart with the student. • Then, clarify the expectations by modeling and reviewing the specific steps required to complete the exercise: • Review the steps of the activity with the student. • Model or explain the steps of the activity. • Practice completion of the task with the student. • Encourage the student to explain or show you how to complete the task. • Monitor independent practice and provide feedback and prompts as needed. Print Shop Teacher Manual 49