PM Agenda

12:00 – 12:30 • Chapter 4.2: Oral Reading Fluency Assessment

• Module 9B Artifact: Fluency ORF Assessment
12:30 – 1:40 • K5 Module 9B Reading Fluency Posttest
• End of Module 9 Survey
1:40 – 1:50 Movement Break 
Agenda, Requirements, 10B Pretest
1:50 – 2:40
Chapter 1: Comprehension Development
2:40 – 2:50 Movement Break
Chapter 2: Strategies that Lead to Increased
2:50 – 3:50
Comprehension
3:50 - 4:00 Reflection & Closing
 Chapter 4.2:  

Oral Reading Fluency

Assessment
 Marking Fluency Errors

Canvas
9B-4.7
 Measuring Students’ Prosody
Measuring prosody is more complex than measuring accuracy or rate because it is more subjective.
Participant
Notebook:
pg. 35
Activity

1. Open your PN to pg. 35 and Canvas to 9B-4.8

2. Take 2 minutes to read the descriptors for each level of the
prosody scale.
3. We will listen to the audio clip together to listen to a
young reader.
4. Talk to your partner to look over the scale to determine
the score that best describes the student’s reading. (2
minutes)
5. Determine the student’s prosody score by completing
the Quick Check on Canvas 9B-4.8

Canvas
9B-4.8
 Considerations for Prosody in Emergent Bilingual Students
Reading with prosody involves reading with appropriate pitch variation, intonation, phrasing, and
expression. This supports a reader’s connection and interaction with a text in their first and second
language.
In Spanish and English, intonation and pitch may be similar in declarative sentences but differ in
interrogative sentences (e.g., where the sentence ends with a rise in pitch in some Spanish-speaking
regions).
Due to the predictability of Spanish sounds, native Spanish-speaking students' prosody tends to develop
sooner, however, they might slow down when transferring the skill to their second language.  Once
children learn the grapheme-phoneme relationships in the Spanish language, it is easier for them to
develop automaticity in decoding, allowing them to identify and express intonation in their reading.

Emergent bilingual students benefit from practicing activities that

develop prosody in both languages to
• gain valuable skills to develop their language;
• gain valuable skills to develop their comprehension; and
Canvas • gain a deeper understanding of linguistic characteristics, such as
9B-4.9 syntax or phonetic relationships.
 CFU
Practice Administering an ORF Assessment: Fluency
Now let’s put everything we learned about calculating accuracy and rate, marking errors, and listening
Participant for the characteristics of prosody together to practice administering an ORF assessment.
Notebook:
pg. 36 Activity

1. Find page 9 on your handout for a copy of the

passage read by the student.
2. We will watch the corresponding video of a teacher
modeling the ORF Assessment.
3. As the student reads the text, follow along on the
Pg. 9 fluency passage and independently mark the errors
you hear.
4. Pay attention to other fluency elements such as
phrasing, prosody, and attending to punctuation.
5. Compare your errors with your partner: What errors
did you both note? What errors did you miss?
Canvas
9B-4.11
 Practice Administering an ORF Assessment: Fluency Analysis
CFU

Grade 2 Comparison to ORF Norms and Instructional Recommendations

• The ORF norms for second-graders in the middle of the year (Winter) indicate that students who
are reading within the range of 10 words above or below the 50th percentile, or 84 WCPM, are
reading within the typical, expected, and appropriate range.
• Since the student is reading 63 WCPM, she is reading below the 50th percentile for second-
graders at this time of year.
• Her accuracy is 98 percent, which indicates the passage she was reading was at her independent
level.
• Based on her reading errors and the teacher’s observational notes and completion of the prosody
checklist, the student will benefit from additional review and practice with prosody and reading
rate.

Canvas
9B-4.12
 Practice Administering an ORF Assessment: Fluency Analysis
CFU

Grade 2 Comparison to ORF Norms and Instructional Recommendations

Suggestions for instruction:

• Implement structured phrase-cued reading, echo reading, choral reading, and explicit modeling
paired with opportunities to practice oral reading with informative feedback to help develop
prosody.
• Implement teacher-led repeated oral reading practice with connected text at grade level to help
develop rate.
• Teach the student how to monitor her own oral reading fluency using an oral reading fluency
graph.

Suggestions for workstations, partner practice, or independent practice:

• Provide oral reading fluency practice with connected texts at her independent reading level.
• Engage with the reader's theater.
• Provide opportunities to sort words and identify syllable types after explicit instruction of the
Canvas concepts in the phonics curriculum.

9B-4.12
 Using Fluency Data to Inform Instruction
You may find that some students develop fluency skills naturally and without much instruction. If their
scores fall within 10 words above or below the 50th percentile of the ORF norms, they are reading
within the appropriate range, and you should continue to assess their fluency three times per year.
Students who read faster than this may need instruction on reading at an appropriate rate and with
prosody, especially if their rate affects comprehension.
Students whose ORF scores fall below the appropriate range may need reading fluency interventions. 

It is important to know that students’ fluency

may change as they read different genres and
topics and more complex texts. Therefore, all
students should continue to practice reading
fluently.

Fluent readers can be good models for students

Canvas who are still developing their fluency skills.

9B-4.14
 Selecting Texts for Fluency Practice
Participant Keep the following points in mind when making decisions about which texts to use for fluency instruction:  
Notebook: 1. Different levels and types of texts can be used to build fluency with structured teacher support. 
pg. 38-39 • Students who are acquiring basic phonics skills can use decodable texts to practice newly learned skills
while also developing reading fluency.
• Students should read independent-level texts when practicing fluency skills without teacher support.
• Students can read instructional-level texts for targeted fluency practice with support from the teacher in
small groups. Teachers can use the instructional strategies discussed in Chapter 2.
2. Instructional materials often have grade-level fluency passages aligned to unit topics. Students can use the
passages to practice reading with accuracy, rate, and prosody. (See the Teacher Tool for examples.)
3. Provide a balance of both literary and informational texts that include a wide variety of topics. 
4. Transition students to a broader range of appropriate texts as they advance in their decoding and fluency
skills.

Students who are significantly below their expected reading levels can be challenged with texts
Canvas that are difficult, or even at the frustration level. For these texts, students need extensive, ongoing,
9B-4.15 one-on-one support from the teacher. 
 Use Instructional-Level Texts to Support Efficient Word-Reading
Strategies
Participant On Canvas 9B-4.16 and in your Participant Notebook page 41, you will find strategies when using
Notebook: instructional-level texts in word reading development.
pg. 41

Canvas
9B-4.16
 Check for Understanding: Analyzing Fluency Data

Canvas Entry​
• Log into Canvas​9B-4.18 Check for Understanding:
Analyzing Fluency Data
•  You will have 6 minutes

Read the scenarios and select the correct answer for each
question.

Pg. 3-7

Canvas
9B-4.18
 Using Fluency Assessment Results to Set Oral Reading
Fluency 
How Do You Set Reading Fluency Goals for a Student?
Once you know a student’s beginning of year (BOY) fluency score, you can establish instructional
goals for rate and accuracy.
1. Compare the student’s BOY score to the end of year (EOY) goal on the ORF Norms chart.
2. Calculate the improvement needed by the end of the year by subtracting the student’s BOY
score from the EOY goal.
Pg. 3 3. Divide the improvement needed by the number of weeks remaining in the school year or the
semester to determine the weekly improvement needed.

A recommended weekly rate of

improvement for students in grades 1-3
can be found in the chart. If a student is
reading significantly below the 50th
percentile on the grade-level ORF
norms, it may be unreasonable to set a
goal that is higher than the “ambitious”
Canvas weekly growth rate.
9B-4.19
 Bilingual Trajectories in Oral Reading Fluency Scores
As emergent bilingual students become proficient readers, their fluency levels may not appear
consistent, and their progress may not appear smooth. Remember that fluency can be influenced by
factors related to features of the text, students’ familiarity with the text, and students’ background
knowledge. 

As with other forms of literacy assessment, look for predominant patterns over time. Use multiple
assessments, choose a range of texts, and consider the context of the assessments. 

Canvas
9B-4.20
End of Module Assessments
▪ Module 9B Artifact: Fluency ORF
Assessments
▪ K5 Module 9B: Reading Fluency Posttest
▪ End of Module 9 Survey
 Study Aid
• There are some differences in the continuum of fluency development between English-speaking students and Spanish-
speaking students.
• While English-speaking students are naming pictures, Spanish-speaking students are learning vowels.
• When Spanish-speaking students are concentrating on multisyllabic word reading, English-speaking
students have moved to read phrases and sentences.
• When Spanish-speaking students are focused on vowels and syllables, English-speaking students
appear to have moved on to words.

• The above is the typical trajectory for our English-speaking students and for Spanish-speaking students. The first
language influences the focus of fluency development, resulting in some differences in the beginning.

• To support emergent bilingual in their oracy development, students should engage in oral discussion about texts they
have heard read orally by the teacher.

• If a student reads the text word-by-word, often pausing after every word and even within words, reads in a monotone
voice with little regard for punctuation, they may need to review of phonics elements, engage in repeated readings of
independent level texts with teacher feedback, and reading activities such as readers theater.

• When promoting accuracy and automaticity in high frequency and grade level function words, students
should practice reading those words in meaningful phrases.
 Module 9B Artifact: Fluency ORF Assessment
Participant
Notebook: pg.
33
Canvas Entry​
• Module 9B Artifact: Fluency ORF Assessment

Pg. 1
and
Pgs. 11-16
K5 Module 9B: Reading Fluency Posttest

Canvas Entry​
• K5 Module 9B: Reading Fluency Posttest
• You will have 10 minutes to complete your posttest
End of Module 9 Survey

Canvas Entry​
• End of Module 9 Survey
Quick Movement Break
 Module 10
(Part 1)
Reading Comprehension
 Module 10 - Requirements
Participant
Notebook: Chapter Activity Name Type of Activity Type of Grading Required Score
pg. 8 1 Reading Comprehension Pretest  Pretest  Canvas-Graded  Complete 

2 Reading Comprehension Strategies  Check for Canvas-Graded  80% or higher 

Understanding 
 Module 10 Objectives 
Participant
Notebook:
Chapter 1:
pg. 7
▪ After completing this chapter, you will be able to explain the factors that contribute to
reading comprehension and the explicit connection to the implications for the biliteracy
instruction needed to support your students’ comprehension of two languages.
Chapter 2:
▪ After completing this chapter, you will be able to analyze comprehension skills and
strategies and how they can be explicitly taught in the biliteracy classroom.
Module 10B – Pretest Time
Canvas Entry​
• Log into Canvas​
• Click on slide K5 Module 10B: Reading Comprehension Pretest
• You will have 10 minutes to complete your pretest
 Chapter 1:  

Comprehension Development
 Chapter 1 Objective
Participant
Notebook:
pg. 10

After completing this chapter, you will be able to explain the

factors that contribute to reading comprehension and the
explicit connection to the implications for the biliteracy
instruction needed to support your students’ comprehension
of two languages.
 What Is Comprehension?
Comprehension is the process of making meaning in both oral and written language.

We make meaning when we listen to a song, watch a movie, engage in conversation with friends,
peruse a magazine, and read a billboard. These are all ways we interact with spoken and written
language to comprehend texts. 

The best method for a young child to begin developing comprehension is through rich oral language and
listening experiences.

Biliteracy Considerations

Keep in mind that a bilingual reader must do the following:

• Decode what they read: Is it Spanish, English, or bilingual?
• Make connections between what they are reading and what they
already know about:
• Language and its structures
• Culture and background knowledge
Canvas • Vocabulary and idiomatic expressions
10B-1.1 • Text features and author’s craft
 Comprehension and the Simple View of Reading
Participant As we have learned in previous modules, reading comprehension develops when the reader integrates
Notebook: information about sounds, letters, and words (in decoding) with information about oral language,
pg. 12 background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge (in
language comprehension).

Canvas
10B-1.4
 Background Knowledge and Reading Comprehension
Background knowledge, or prior knowledge, is critical to reading comprehension. Our background
knowledge is shaped by our lived experiences, including the books we have read (or listened to), the
places we have visited (parks, grocery stores, vacations, hikes, museums), and the language we have been
exposed to including conversations, poetry, songs, instruction, and schooling.
Biliteracy teachers are responsible for building connections between students’ existing knowledge and the
new learning. That is what we might call knowledge building.

If a student’s experiences and language are not incorporated into their learning, it would be harder for
them to learn.

Canvas
10B-1.5
 Vocabulary and Reading Comprehension
Remember in Module 5 we learned that there are many avenues through which children gain vocabulary.
Those avenues are fluid and can be heavily influenced by multiple factors, including play with siblings
and peers, cooking with parents, conversations while driving in the car, and other everyday routines.

Vocabulary knowledge affects the understanding of any text. For this reason, effective comprehension
instruction includes building students’ word knowledge. We can provide word-level instruction before,
during, and after a reading lesson so that students approach reading comprehension with an understanding
of word meanings.

Canvas
10B-1.7
 Language Structures and Reading Comprehension
We have learned that a young reader’s ability to comprehend and produce spoken language is an early
predictor of literacy achievement. This is because language and literacy have a reciprocal relationship; each
one builds on the other. This is especially important as children learn new languages.
Children develop reading comprehension proficiency, fluency, and confidence as they learn to combine all
the language systems, just as they do when using oral language. We learned about these language systems in
previous modules, and they are also crucial to fluent, confident, and proficient reading comprehension.

• Phonology (awareness of sounds)

• Pragmatics (appropriateness to
social contexts)
• Semantics (vocabulary)
• Morphology (words and word
parts)
• Syntax (sentence structure)
Canvas
10B-1.8
 Verbal Reasoning and Reading Comprehension
Young readers also need to build their capacity for verbal reasoning. Briefly, verbal reasoning is the way
we think with words. Making meaning of texts requires more than decoding the words on the page. Readers
must read between the lines and use verbal reasoning to understand the meaning that is not explicitly stated
in the words, sentences, and paragraphs. This requires thinking strategies like predicting, inferring,
connecting, visualizing, and more. 
Students need to be able to use verbal reasoning and to talk about it—to name particular strategies
and explain when a particular kind of thinking is useful.

Canvas
10B-1.9
 Literacy Knowledge and Reading Comprehension
The literacy knowledge and experiences students bring to any text help them comprehend it more deeply
and fully. This literacy knowledge includes print awareness, word meanings, text features (like format
and bolded words), genre features, author’s purpose, and the author’s decisions about crafting
effective texts. 

Canvas
10B-1.10
 Developing Student Agency to Build Comprehension
There are many practices that teachers can use to elevate students' understanding and development of
reading comprehension. Biliteracy teachers can respectfully and inclusively provide opportunities for
students to show what they know and are capable of. 

Emergent bilingual students understand more than they can demonstrate orally or in written English.
However, if they are allowed to show what they have learned using their full linguistic repertoire or with
alternative means such as diagrams or demonstrations, a better picture of a student's understanding can
be drawn.

Be aware that many times grammatical errors, accents,

or the mechanics of writing may be distractors when
assessing comprehension.

When the goal is to determine students' comprehension,

the teacher's focus is on the content rather than the form
of students' answers.

Canvas
10B-1.11
 Real-Life Experience
Participant “These ‘Funds of Knowledge’—information, skills, and experiences integral to students’ family and
Notebook: cultural background—are also crucial to students’ comprehension development. Students bring
their background knowledge, cultural knowledge, and the language of their homes and
pg. 14 communities to school every day. Bilingual learners bring many linguistic and literacy strengths to
the classroom.
Although students who speak another language at home may need support with reading
comprehension when tasks are in English, they also use ‘Funds of Knowledge’— resources to
support their learning.
Watch the short film Immersion, about a ten-year-old boy named Moisés who has just
immigrated to California from Mexico. He doesn’t speak English, but he’s good at math
calculations, so he hopes to do well on his first math test in the USA.

What could the educators in this video

have done to better support Moisés? 
Canvas
10B-1.12
 Reading Comprehension and Motivation
Participant Motivation spurs active engagement in the reading-comprehension process.
Notebook: You have seen a child excitedly run to the bookshelf to grab a new book or a child carrying a library book
pg. 15 to the cafeteria. These children are not reading to become a better predictor, develop metacognitive
processes, or improve decoding skills. They ran to the bookshelf because they are motivated to read!
They want to read the sequel of a story, connect with characters, or explore a topic they are learning about
further.

Research Shows

• Children’s valuing of reading in fourth grade predicted their

leisure time reading activities in tenth grade, and tenth-grade
students who valued reading, read to learn more about
possible careers.
• Students become less motivated and enthusiastic about
reading as they move up in elementary grades.
• Students who rely on extrinsic motivation (competition-
What motivated you to
oriented motivation) are less likely to become highly
run to the bookshelf as
involved in the text and read on a more superficial cognitive
Canvas level.
a young ​reader?
10B-1.15
Quick Movement Break
 Chapter 2:  

Strategies that Lead to

Increased Comprehension
 Chapter 2 Objective
Participant
Notebook:
pg. 16

After completing this chapter, you will be able to

analyze comprehension skills and strategies and how
they can be explicitly taught in the biliteracy
classroom.
 Metacognition and Comprehension
Reading requires both awareness and control. This awareness and control are defined as metacognition.
Metacognition is being aware of one’s own cognitive processes. In other words, it is thinking about your
thoughts or being aware of your thoughts.
Effective readers are aware of their thoughts, control their next move, and take action to improve
comprehension. They strategically use metacognitive strategies to enhance comprehension. Metacognition
can be broken into two major categories, awareness and control. We learn strategies that support our
comprehension (awareness), and we effectively use strategies (control).

Understands self as a Activating background

reader and writer knowledge, previewing,
“I enjoy reading.” “Reading longer questioning, predicting
words is difficult”

Literacy knowledge, such as Confirm, disconfirming,

print awareness, genre adjusting, checking
knowledge, author’s craft understanding, noticing
and purpose breakdown

Rereading to confirm or
Canvas Strategies that support
comprehension
problem solve, self-
correct, come up with
10B-2.1 “I need to go back and reread.” solutions
 What Strategies Lead to Improved Comprehension? 
Participant There is strong evidence that specific strategies improve reading comprehension. When you teach each
Notebook: strategy, it is important for you to be aware of and in control of your own thinking patterns to share your
pg. 17-18 metacognitive processes with your students in an explicit manner. In doing so, students are more likely to
transfer metacognitive thinking to their own literacy experiences. 

Biliterate learners may develop

comprehension processes in
different ways depending on the
student's linguistic repertoire and the
language of instruction in the
particular program model.

Emergent Bilingual students will

benefit from having biliteracy
teachers who explicitly make cross-
linguistic connections by modeling
their thinking process, further
Canvas developing the student's
metalinguistic skills.
10B-2.2
 CFU
Strategy #1: Establishing a Purpose for Reading
Before a student reads a text, it is important to establish a purpose. When they do, they
set their goal or intention for reading. They answer the question “Why am I reading this
text?” For example, the purpose for reading a text might be to learn a new recipe,
connect a text to one’s personal experiences, or learn about a historical event. In assigned
texts, the purpose is usually established by the teacher or other adult: retell a story, orally
respond to a text, or write an argumentative essay in response to a text. However, in self-
selected texts, students must define for themselves the specific purpose(s) to read a given
text. 
When reading aloud to and with students, you have an opportunity to use think-alouds to make this strategy
explicit. Setting a clear purpose increases comprehension.

To help students understand how to establish a purpose for reading,

How does it you can demonstrate what proficient readers do: 
look in the • Share why you are reading.
classroom? • Read for a variety of purposes.
• Discuss the difference between the reader’s purpose and the author’s
purpose.
Canvas • Preview texts, thinking about the genre, structure, and purpose.
10B-2.3 • Ask students to share why they are reading.
 Participant
Notebook:
Jigsaw Activity
pgs. 20-32 1. 2 table groups will partner up and decide who will take each task
2. Explore and take notes on your assigned task CFU
3. Participate in a shuffle and share to discuss your points
4. Take notes in PN

Participant
Task Title
Notebook

1 PN 20 10B-2.4 Strategy #2: Activating and Building Background Knowledge 

How does it 2 PN 21-22 10B-2.5 Strategy #3: Generar preguntas

look in the
classroom?
3 PN 23 10B-2.6 Strategy #4: Monitoring, Confirming, Disconfirming, and Adjusting

4 PN 24 10B-2.8 Strategy #5: Haciendo predicciones: Make, Monitor, Clarify, and Adjust

Notes Predictions 

5 PN 28 10B-2.13 Strategy #7: Creating Mental Images 

6 PN 30 10B-2.17 Strategy #8: Making Connections

7 PN 31 10B-2.19 Strategy #9: Evaluating Details and Determining Key Ideas 

8 PN 32 10B-2.20 Strategy #10: Synthesizing Information to Create New Understanding

10B-2.21 Synthesizing Information: A Rationale
 CFU
Strategy #11: Summarizing
Summarizing is the process of generating a shortened version of a text or portion of a
text by connecting the most important events, ideas, or details. Younger children
engage in retelling and paraphrasing, skills that support summarizing.

• Retelling: Orally retelling the text to someone who is listening

• Paraphrasing: Restating the text in your own words

Fiction Nonfiction

During Reading  • Using a plot-structure graphic organizer, you can • Model noting what is important to remember by
model think-alouds throughout the story to connect stopping at a few places in the text. Students stop
the most important events. and jot down on sticky notes what they think is most
• Students can draw a picture to represent the important in each part of a text as it is read (aloud or
characters, setting, and most important events of the independently).
text as it is read (aloud or independently).   • Assign pages of the text (to groups or individual
How does it children) with each group or child deciding what’s
look in the important in their part of the text.
classroom?

After Reading  • Students assemble their pictures in the graphic • Each group or child contributes what is important to
organizer and share their summaries orally (or in add to the summary from their part of the text.  
Canvas writing).

10B-2.22
 CFU
Strategy #6: Inferring
Now let’s take a look at one of the more difficult comprehension strategies to teach:
inferring.
Inferring requires our students to generate implicit ideas from the text. Inferring is a
strategy that builds on activating background knowledge, questioning, and
predicting. This is dependent on the text evidence we collect as readers.

As we collect more text evidence, we are

able to draw conclusions because we are
more certain. We use the details the
author has provided and combine them
with relevant background knowledge to
How does it draw conclusions.
look in the As we read, we monitor our questions
classroom? and predictions, confirming and
adjusting. Asking questions, making
predictions, and monitoring
Canvas comprehension help students to infer.
10B-2.9
 CFU
Inferir and the Role of Background Knowledge
Background knowledge plays an important role in inferring. Students can’t infer
situations they have no experience or knowledge of. Emergent bilingual students
confront comprehension difficulties when presented with new texts for which
context and language have not been developed.
It is the responsibility of biliteracy teachers to model during read-alouds and through
talk, the process of making meaning and inference when the text has not been
scaffolded.

La Sra. Aguilar dejó a sus estudiantes en la cafeteria y regresó a su salón.

• ¿Dónde trabaja la Sra. Aguilar?
• ¿Cuál es el trabajo de la Sra. Aguilar?

Karina agarró su paraguas antes de caminar a la escuela.

• ¿Cómo sería el clima afuera?

Lobo ladró y ladró cuando el hombre desconocido se acrecó a la cerca.

Canvas • ¿Qué tipo de animal es Lobo?
10B-2.10
 Sentence Stems for Comprehension Strategies
Participant Teachers who want to support students’ growing independence can provide sentence stems to assist
them when using comprehension strategies. Sentence stems provide a bridge, or scaffold, that grants
Notebook:
students access to academic language in a way that supports reading comprehension.
pg. 35-37
The Comprehension Thinking Stems handout (in Spanish and English) includes each comprehension
strategy and possible sentence stems that can support students who are attempting to use the strategy on
their own.
While these sentence stems are important for every student, they are particularly useful for emergent
bilingual students, as well as students with disabilities who may need more specific linguistic support.
Pg.
17-18

Canvas
10B-2.24
Study Aid

1. Making Predictions

2.  Summarizing
9 Me pregunto.....

3. Inferring

4. Synthesizing

5. Activating Prior Knowledge 10 Esto me recuerda.....

6. Visualizing

7. Monitoring and Adjusting

Cuando leo el título, "______,” creo
8. Determining Key Ideas
1 que podría tratarse de... 
9. Questioning

10. Making Connections
Study Aid

1. Making Predictions
Cuando leí este artículo, me imaginé...
2.  Summarizing 6
3. Inferring

4. Synthesizing

5. Activating Prior Knowledge 5 Ya sé que ___. El año pasado ___.

6. Visualizing

7. Monitoring and Adjusting

8. Determining Key Ideas

9. Questioning
2 El artículo dice...

10. Making Connections
Study Aid
Una idea clave de este pasaje es...
1. Making Predictions 8
2.  Summarizing

3. Inferring Ayer leí un artículo sobre _____. El

4 autor dice ___. Creo que...
4. Synthesizing

5. Activating Prior Knowledge

6. Visualizing
3 El autor sugiere que...

7. Monitoring and Adjusting

8. Determining Key Ideas

Al principio, pensaba que este
9. Questioning 7 artículo trataba sobre _____, pero
ahora se que _____.
10. Making Connections
 Check for Understanding: Reading Comprehension Strategies

Canvas Entry​
 Log into Canvas​10B-2.25 Check for
Understanding: Reading Comprehension Strategies
•  You will have 10 minutes

Pg.
19-20

Canvas
10B-2.25
Reflection and Closing
Closing: What To Expect Next
▪ Next training
• Instructional Week:
o Week 1: January 23-26
o Week 2: January 30 – February 2

▪ Complete all module assignments prior to our next training

▪ Your cohort leader will email you about any missing assignments
▪ Complete the survey

56
Survey

https://forms.office.com/r/H13p6q1EkH
57
 Chapter 3 Objective
Participant
Notebook:
pg. 41

After completing this chapter, you will be able to

apply knowledge of effective reading comprehension
instruction using the gradual release of responsibility
model.
Chapter 4:  

Vocabulary
 Chapter 3 Objective
Participant
Notebook:
pg. 41

After completing this chapter, you will be able

to evaluate the explicit and systematic vocabulary
practices in high-quality instructional materials.
10B-4.1 Connecting the Simple View of Reading to Vocabulary

Reading comprehension develops when the reader integrates information about oral language,
background knowledge, language structures, verbal reasoning, and literacy knowledge (in language
comprehension). This module will focus on how vocabulary development supports reading
comprehension.
 Connecting the Simple View of Reading to Vocabulary
In the extended diagram
of the Simple View of
Reading, the vocabulary
component is closely
related to the
development of oracy. In
this module, we will
clarify the connection
between oracy and how
vocabulary development
supports reading
comprehension. Our
ultimate goal is to
support readers as they
become increasingly
fluent, confident, and
proficient
comprehenders. This
Canvas chapter will help you do
10B-4.2 just that.
 Summing Up the Research: Guidelines for Vocabulary Instruction

We looked at the vocabulary research in Module 5 and learned that the National Reading
Panel97 and IES Practice Guides114 tell us what kind of vocabulary instruction has the biggest
impact on student learning. Let's revisit the three main recommendations for this research and
preview the specific instruction options that will be described in the rest of this chapter.

Canvas
10B-4.3
10B-4.5 Planning Vocabulary Instruction That Matches Your
Students’ Needs
Research shows that knowing what words to teach is just as important as when and how you teach word
meanings. Use the strategies below to help you plan or identify what, when, and how words are taught in
your reading lessons.

Look for Tier 2 academic vocabulary and

Which words to
teach content-specific words that should be explicitly
taught for a student to fully comprehend a text.

Plan time for a word to be explicitly introduced

When to teach them or learned to maximize comprehension.

Provide graphic organizers with varying levels of

How to introduce support to help students organize the relationships of
them new words to previously known words or concepts.

Provide many opportunities over multiple days

How to encourage
to use words in a variety of ways, (e.g.,
students to use them
listening, speaking, reading, and writing).
 Preview-View-Review in a Biliteracy Classroom
Participant The Canvas
Notebook: Page:
pg. 53

Canvas
10B-4.5
 Planning Vocabulary Instruction That Matches Your Students’ Needs

Participant Research shows that knowing what words to teach is just as important as when and how you teach
Notebook: word meanings. Use the strategies below to help you plan or identify what, when, and how words
are taught in your reading lessons. When determining the oracy objectives for the languages of
pg. 53 instruction, it is important to take into consideration the literacy objectives and the levels of prior
knowledge that students had about particular concepts.72
How to Introduce Them
Which Words to Teach When to Teach Get Students to
Utilize the oracy
Look for Tier 2 Them  Use Them
developing strategies
academic vocabulary Plan time for a Provide many opp
that are adequate for the
and content-specific word to be explicitly ortunities over
goal of your lesson. You
words that should be introduced or multiple days to
might want to help your
explicitly taught for a learned to use words in a
students attain a concept
student maximize variety
or perhaps you want to
to fully comprehend a comprehension.112, of ways, (e.g., list
help them become
text.54 Select technical 113,114 
Oracy ening, speaking,
familiar with the text by
and high-utility words so development is reading, and
presenting an adapted
students can interact best presented at writing).112,113,114 
reader’s theater.70
with the text and learn the beginning of the Provide graphic
Canvas the new vocabulary that unit or before organizers with varying
they are likely to reading a text to
10B-4.5 encounter in other
levels of support to help
ease students organize the
 10B-4.7 Planning Vocabulary Instruction: Choosing Vocabulary
Words Carefully
Participant Our experience as readers and our knowledge of research tell us that knowing what a word means
Notebook: matters.
pg. 79

Although you decide which words your students need to learn, research tells us that explicit
instruction with Tier 2 words offers the most transfer across different types of reading tasks. 
 Preview-View-Review in a Biliteracy Classroom
Participant The Canvas
Notebook: Page:
pg 

Canvas
10B-4.6
 Preview-View-Review in a Biliteracy Classroom
Participant In Module 5, we explored the tiered vocabulary system as a way to help us prioritize teaching
Notebook: word meanings related to oral language development. The same tiered vocabulary system can
pg. 53 be used to determine which words to teach your students as part of their reading
comprehension instruction. Research tells us that explicit instruction with Tier 2 words offers the
most effective transfer across different types of reading tasks.
Our students encounter numerous words throughout their daily lives in and out of school. It is
impossible to explicitly teach every word that they will encounter. This is why it is important to
choose vocabulary words that will significantly impact their ability to build knowledge and use
high utility academic words across texts and subjects.

Tier 2 words are high

frequency and high utility Tier 3 words are context- Tier 1 words are used
words.  These are dependent, domain- every day and are
academic words that specific, and low familiar (sometimes
occur across different frequency; they help called BICS – Basic
subjects or domains of build explicit knowledge Interpersonal
knowledge (sometimes about a topic, idea, or Communication
Canvas called CALP – Cognitive theme. Skills).38
Academic Language
10B-4.6
Proficiency).38
 Preview-View-Review in a Biliteracy Classroom
The Canvas
Page:

Canvas
10B-4.9
 Preview-View-Review in a Biliteracy Classroom
During our vocabulary lessons, we can highlight the relationships
among words. When children make relationships between words,
they can more easily retrieve them when they need to use them in
their speaking or writing. One way to support these connections is
to use graphic organizers. Some common graphic organizers are
listed below and can be found in the handout in the Teacher Tool.

•Concept maps
•Semantic and word
maps
•Word wrap
•Circle map for students
to brainstorm knowledge
of a word
•Bubble map
•Four square vocabulary
map
Canvas •Word web
10B-4.9
 Graphic Organizers for Building Vocabulary

EJEMPLOS DE PRIMER GRADO

Después de ver ilustraciones o ejemplos de cosas vivas y formular una definición, los
estudiantes platican sobre más cosas vivas mientras que la maestra escribe sus ideas en
un gráfico de ancla. Los estudiantes completan un mapa de burbuja (bubble map) usando
un ejemplo de la lista. Usan el organizador para pensar y anotar las características de
cosas vivientes.

Canvas
10B-4.9
 Graphic Organizers for Building Vocabulary

EJEMPLOS DE  TERCER GRADO

La maestra provee a los estudiantes la definición de cosas vivientes y les pide que escriban
una definición en sus propias palabras. Luego, los estudiantes trabajan en grupos
pequeños para crear una lista de tres cosas vivientes y tres cosas no-vivientes. Las listas
se combinan en una lista para la clase que los estudiantes usarán al completar sus
organizadores gráficos. Finalmente, la maestra les pide que piensen de un ejemplo de algo
viviente en sus vidas personales y proveen detalles sobre el ejemplo.

Third-Grade
Concept Map

Canvas
10B-4.9
 Graphic Organizers for Building Vocabulary

EJEMPLOS DE  QUINTO GRADO

Los estudiantes están estudiando los efectos sobre el medio ambiente de la

superpoblación de organismos vivos. El maestro les da a los estudiantes una lista de
recursos digitales para leer sobre animales en donde la población no está controlada por
depredadores. Mientras leen, los estudiantes trabajan juntos en grupos pequeños para
desarrollar una definición de superpoblación, así como una lista de organismos no
controlados por depredadores. El maestro les pide que piensen en un antónimo de
superpoblación, y los estudiantes se ponen de acuerdo que la extinción sería un buen
antónimo. Encuentran ejemplos de animales que están en peligro de extinción en línea y
agregan algunos a su lista de no ejemplos. Finalmente, el maestro les pide a los
estudiantes que respondan a la pregunta: "¿Cuándo has visto algo similar a la
superpoblación en tu propia vida?" Los estudiantes trabajan independientemente para
responder en la caja titulada "¿Cómo es?". Finalmente comparten con sus compañeros de
grupos pequeños.

Fith-Grade
Canvas Concept Map
10B-4.9
 Using Non-Linguistic Examples to Enhance Vocabulary
Knowledge-Building
Participant The Canvas
Notebook: Page:
pg. 53

Canvas
10B-4.10
 Using Non-Linguistic Examples to Enhance Vocabulary Knowledge-Building

Participant Research 
Notebook: (IES Practice Guide – Fo
undational Skills to Supp
pg.  ort Reading for Understa
nding in Kindergarten thr
ough 3rd Grade)
 Download (IES Practice
Guide – Foundational Ski
lls to Support Reading fo
r Understanding in Kinde
rgarten through 3rd Grad
e)
134 
tells us that the more
connections students
can make between their
background knowledge
and new words and
phrases, the better they
will remember the new
information. These
Canvas connections can be
10B-4.10 words (e.g., synonyms,
antonyms, and stories),
 Context Clues and Reading Comprehension
The Canvas
Page:

Canvas
10B-4.11
 Context Clues and Reading Comprehension
Explicitly teaching
students about context
clues is another strategy
that can help students
determine word meaning
during or after
reading. Context clues
are words, phrases, or
sentences that indicate
the meaning of a word
within a larger
text. Readers can use
context clues found in
the surrounding text to
assist them in solving the
word's meaning. There
are different types of
context clues.
Canvas  
10B-4.11 Special Populations Con
siderations for Context C
 Context Clues and Reading Comprehension
 Quick Check

¿Qué son las mascotas?

¿Qué hace que un animal sea una mascota?  La gente piensa en las mascotas como miembros
de su familia.  Los alimentamos y los cuidamos porque nos hacen sentir alegres.  El ganado no
son mascotas.  Son animales que la gente usa para alimentarse o trabajar.  Las cabras son un
tipo de ganado que la gente cría para tener leche.  Los bueyes también son ganado que se usan
para cultivar los campos.  Los dueños del ganado cuidan a los animales para asegurarse que
estén sanos.  ¡Pero la mayoría de los granjeros no dejan que sus animales de la granja duerman
al pie de la cama!
¿Qué tipos de pistas de contexto se encuentran en el texto?

o Definición y ejemplo
o Sinónimo y inferencia
o Definición y sinónimo
o Ejemplo y antónimo

Canvas
10B-4.11
 Using Cognates to Develop and Improve
Comprehension
The Canvas
Page:

Canvas
10B 4.12
 Using Cognates to Develop and Improve
Comprehension
We have learned in
previous modules that 30
to 40 percent of all words
in English have a related
word in Spanish. For
Spanish-speaking
multilingual learners,
cognates support cross-
linguistic transfer and
enhance reading
comprehension.
Multilingual learners use
all their language
resources to make
connections between
their home language and
the second language
learned in school. 
Canvas Cognates help bridge
10B 4.12 this process, which leads
 A Vocabulary Routine in Action
Participant
Notebook: As you learned from the research recommendations, explicit and systematic vocabulary
instruction can promote reading comprehension. Examine the following video for an
pg.  explanation of an effective routine for teaching vocabulary.6 As you watch the video
consider which parts of this routine you already use regularly in your classroom. Which
parts are you not currently using but might enhance your current vocabulary instruction?

Canvas
10B-4.14
 Discussion: Lesson Peer Review
The Canvas
Page:

Canvas
10B-4.15
 Discussion: Lesson Peer Review
•One praise point, or
Please Use the 
Prompt: something that you liked.
observe the Planning Explicit Instructi •One addressing point,
Now that you have
following on template
learned about explicit or something that may
guidelines  Download Planning Expl
vocabulary instruction, icit Instruction template need to be improved.
when •One pressing issue, or
let’s brainstorm a 81
 or develop a lesson
responding to
vocabulary routine. based on the routine on question that pushes the
the prompt:
Choose three vocabularythe previous page and lesson to a higher level.
•Be
words to teach from the video (Introduce,
respectful in
following passage,  Present, Illustrate, and
language and You may use the 
Informational Text: AdaptCheck). Make a
tone. ación Discussion Post Rubric
•Post error- brainstorming list of
 Download Informational  Download Discussion P
free, fully Text: Adaptación ideas about how you ost Rubric
developed . To support your might develop a lesson  Download Discussion P
substantive brainstorming, words based on the routine in ost Rubric
posts when from the article have the previous video: to guide you in
responding. been listed here. Introduce; Present; developing a successful
•Feel free to Illustrate, and Check. post. You are
Canvas Upload your
respond in encouraged to continue
10B-4.15 Spanish brainstorming sheet to the discussion by
 Chapter 5:  

Exploring Authors’ Decisions

Within Multiple Genres -
Overview
Chapter 5 Objective

After completing this chapter, you will be able

to evaluate how an author’s purpose affects the
author’s decisions regarding genre, structure,
features, and craft.
 Evidence-Based Recommendations
The Canvas
Page:

Canvas
10B-5.1
 Evidence-Based Recommendations

As we examine Strand 4: Multiple Genres and Strand 5: Author’s Purpose and Craft of the TEKS,

it is important to consider the evidence-based recommendations that ground this content.15

Teach students to identify and use the text’s organizational structure to comprehend,
learn, and remember content. 
•Explain how to identify and connect the parts of narrative texts. 
•Provide instruction on common structures of informational texts. 

Select texts purposefully to support comprehension development. 

•Teach reading comprehension with multiple genres of text. 
•Choose texts of high quality with richness and depth of ideas and information. 
•Choose texts with word recognition and comprehension difficulty appropriate for the students’
reading ability and for the instructional activity. 
•Use texts that support the purpose of instruction. 

As you move through this chapter, begin thinking about how you can transfer these
recommendations and content to teaching and learning in the classroom. 
Canvas
10B-5.1
 Multiple Genres
Participant
Notebook:
pg. 53

Canvas
10B-5.3
 Multiple Genres
Participant Authors’ decisions about what type of message they want to compose
Notebook: determine the genre. Artistic, musical, and literary genres are
pg. 53 composed of elements and characteristics that shape the genre. We
can flip through radio stations, notice the musical patterns, and
determine the genre featured on a specific station.

Each genre, or type of text, has unique characteristics. When we

explicitly teach genre characteristics, children have a frame of
reference to organize details from a particular text. Our children
can use their understanding of genres to make meaning of texts
and to compose texts. When genres are taught from a reading-
writing approach, children have opportunities to read from and
write in a particular genre.

Look through the standards for the multiple genres at your grade level. For each
genre, look at the standard for the grade level that comes before and the
standard that comes after the grade level you teach. What have your students
learned about the genre in the previous grade? What will they need to know to
Canvas be prepared for the grade level that follows?
10B-5.3
 Literary Genres
Participant
Notebook:
pg.

Canvas
10B-5.4
 Literary Genres
Participant “Literary texts include narratives, which portray a story, or sequence of related fictional or
Notebook: nonfictional events involving individuals or fictional characters, and poetry.”134
pg.
The flip cards describe As you explore the We can support
genres commonly foundcards, keep in mind the children’s genre
in K-5 classrooms. importance of choosing knowledge by
Literary texts from texts that reflect the encouraging them to look
diverse cultures, children’s culture and for specific genre
perspectives, and time lives in your classroom characteristics within
periods can serve as and around the world, texts. We can also
vehicles to provide different perspectives, support oral language
cultural insights to and a range of time development by having
students in authentic periods. Which type of children talk about these
ways.18 This builds their literary text does each characteristics in
cultural awareness and card describe? Which structured table talks.
empathy and contributesgenres have you used, The 
to a strong literacy or are you currently Engagement with Literar
community through using in your y Genres
Canvas culturally sustaining classroom?   Download Engagement
10B-5.4 pedagogy. with Literary Genres
handout provides you
 10B-3.6 Literary Genres
Participant Another way to divide the genres is by literary and informational categories. 
Notebook:
pg. 60 “Literary texts include narratives, which portray a story, or sequence of related
fictional or nonfictional events involving individuals or fictional characters, and
poetry.”

a
a literary
a work
traditional
literary
story that
work
traditional that
begins
storyfocuses
written
storythat
with inonathe
has
that
short
story
expression
that
poem
of
teaches
is
feelings
or
passed
and ideas
a
been
stage
“Once
provides passed
play
uponan format
adown
time,” has
which
and told
explanation
lesson
chant
on
through
as through
generally
good a that
the
matter
and and
use typically
of
includes
evil
of different
often
a has
distinctive
characters,
history
dialogue
but
for
style a
animals
has
families cultural
that
rhyming and
that belief
is often rhythmical
cultures
talk
words or a
and
cannot
and stage
often
may have be has
verified; has
directions
elements a happy
such and
as is
mystery
significance
intended
ending
meter, rhyme,
ofbe
to nature
to
and the
performed
culture
stanzas
from which it originated

nursery
fairy
folktale
legend
drama
poem
fable
myth
tale
rhyme
 Literary Genres
Participant
Notebook:
pg.

Canvas
10B-5.4
 Literary Genres
Participant
Notebook:
pg.

Canvas
10B-5.4
 Literary Elements
Participant This section takes us
Notebook: from the broad idea of Children need to
pg. 53 genres within the recognize and analyze
literature to thinking these elements within a
about the discrete parts variety of literary texts
of an individual literary and determine how they
work and how they interact with one another.
interact together. Literary They can acquire these
elements—such as skills through read-
setting, plot, alouds, shared reading,
characterization, point of independent reading,
view, and theme—are book clubs, or any other
the basic components of literacy experience that
most literary works. takes place in a natural
These elements can be setting.71
found in literary works
that represent various
cultures and
Canvas perspectives.
10B-5.5
 10B-3.10 Organizational Structure of Literary Texts
Participant Teachers can begin using a story map at the earliest grade levels to anticipate the
Notebook: elements of the structure when reading literary texts.
pg. 62
Story Map
A story map can support
students with moving beyond
a beginning, middle, and end
retell.

K – 1st students can match

pictures from the story to each
element of the story map and
use the story map to practice
orally retelling the sequence of
events in a story.
 Preview-View-Review in a Biliteracy Classroom
Participant
Notebook: Children begin narrating Using tools like story
stories long before they maps and plot mountains
pg.  to analyze plot structure
enter kindergarten, so it
is important that we build is not the end goal, but it
on this background is one way for readers to
knowledge. Teachers think deeply about a
can begin using a story story, ask insightful
map at the earliest grade questions, and explore
levels to anticipate the an author’s decisions.
elements of the structure
when reading literary
texts.
Story Map
Using a story map can support students with moving
beyond a beginning, middle, and end retelling. Story
maps with picture icons can be used with younger
students to support their understanding of literary
Canvas elements. Kindergarten through first-grade students
10B-5.6 can match pictures from the story to each element of
the story map and use the story map to practice orally
 Organizational Structure of Literary Texts
Participant Plot Mountain
Notebook:
pg. 62

Visuals like the plot

mountain graphic
can assist children
with retelling or
summarizing literary
texts.  

Why is it beneficial for students to move beyond a

beginning, middle, and end retell?
 Preview-View-Review in a Biliteracy Classroom
Participant
Notebook:
pg.
Plot Mountain
Visuals like the plot
mountain graphic can be
used in grades 2-5 to
help students identify the
elements that create the
structure of literary texts.
The plot mountain can
be used to assist
children with retelling
and summarizing literary
elements.

Canvas
10B-5.6
 Elements of Informational Texts
Participant The Canvas
Notebook: Page:
pg

Canvas
10B-5.8
 Preview-View-Review in a Biliteracy Classroom
Participant Informational texts present information in order to explain, clarify, and/or
Notebook: educate the reader. These could include procedural texts, magazines,
pg newspapers, menus, nonfiction books, pamphlets, and textbooks.
Informational texts from varying genres, cultures, perspectives, and time
periods provide students opportunities to learn about the world around them
and extend their lived experiences beyond their home and immediate
community.18
Click the cards to reveal the descriptions of these key informational text
elements.

Canvas
10B-4.15
 Matching for Informational Genres
Participant
Notebook: Match the characteristics with the informational genres in this activity
pg. 64

Canvas
10B-5.9
 Matching for Informational Genres
Participant
Notebook:
pg

Canvas
10B-5.9
  Matching for Informational Genres
Participant Review the characteristics of informational genres in this activity
Notebook:
pg. 64

Canvas
10B-5.9
 Informational Text Structures
Participant In informational texts, text structure is the way the author organizes the information
Notebook: and ideas for the reader
pg.
The most common nonfiction text structures are:

Canvas
10B-5.10
 Characteristics of Persuasive and Argumentative
Texts
Persuasive or argumentative texts are written to convince the reader to think or do something.
While the author’s opinion is typically stated or implied, it is still a form of nonfiction because the
author is attempting to make a case.48  

Explore the hotspots to review important terms associated with

persuasive and argumentative texts.129
Facts
Central Claim details or ideas that can
Evidence When students read an be shown and verified as
the available body of argumentative text, they true, to exist, or to have
supporting, valid, and are expected to happened; statements
relevant details, facts, or determine the author’s that can be proven with
information that supportsclaim, a position or data, observations, and
an inference, idea, or arguable statement reliable sources
proposition about the topic or issue
being discussed.  The
claim is usually the main Opinions
idea, or the essence of a view, judgment, or
the argument.  A claim appraisal about a
Canvas must offer facts and particular matter
10B-5.11 reasons to show the
author’s point of view
 Author’s Purpose in Persuasive and Argumentative Texts
Because persuasive and
argumentative texts are
written to convince the
reader to think or do
something, the author’s
purpose is to convince,
persuade, influence,
argue, or coax. When
authors write to
persuade or argue, they
present a claim, stance,
or side supported by
facts and details. Authors
organize their facts and
details with support and
reasoning, attempting to
prove a side or convince
readers to do or
Canvas believe something.48
10B-5.12
 Children's Engagement with Persuasive or
Argumentative Texts
Remember that persuasive and argumentative texts are a type of informational texts. Here are
question stems to support children with comprehension of persuasive and argumentative texts.

No matter what genre

children are reading, it is
important that they use
their understanding of
the genre to determine
the author’s purpose. In
addition, effective
readers pay close
attention to the way
authors craft texts to
Canvas convey meaning.
10B-5.13
 Check for Understanding: Informational and
Persuasive/Argumentative Texts
Canvas Entry​
•  Log into Canvas​10B-5.14 Check for
Understanding: Informational and
Persuasive/Argumentative Texts

•  You will have 6 minutes

To check your understanding of informational texts,
choose the best answer to the multiple-choice
questions. 

Canvas
9B-5.14
 Preview-View-Review in a Biliteracy Classroom
Participant Another way to help understand an author’s purpose for writing a text is to consider the point of
Notebook: view, a craft that authors use to shape what the reader will know. Authors use narrators to help
the audience experience the events from a specific point of view—a way of looking at something,
pg the angle from which the story is told.
The first-person point of view uncovers the author’s beliefs, opinions, and feelings about a topic or
experience, providing insight into the purpose. An author who writes from the third-person point of
view takes on a neutral stance and offers minimal insight into a character’s feelings and thoughts
or the topic of the text. Understanding the author’s point of view can support our understanding of
the author’s purpose across genres and texts. 

First-Person Point of
View
From the first-person point of view, the narrator is a character in a
story or the author of an informational text. The narrator or author
shares personal thoughts and feelings. When a literary text is
written in the first person, the story is told from a specific
character’s perspective. The character’s inner and outer dialogue
Canvas and feelings are shared firsthand with the audience.
The first-person point of view uses the pronouns I, me,
10B-5.16 my, and us.
 Preview-View-Review in a Biliteracy Classroom
Participant Third-Person Point of
Notebook: View
pg From the third-person point of view, the narrator is not a part of the
story or text and does not refer to herself or himself. A text written from
a third-person perspective uses an outside perspective to share
information or tell a story. When an author crafts a text from a third-
person perspective, personal biases are typically reduced when
sharing facts, details, information, and experiences. An author
choosing to craft a literary text from a third-person perspective allows
the audience to enjoy the story from multiple angles and perspectives.
The third-person point of view uses the pronouns he, she, and they.

Questions to Think About

•What angle is the text shared from?
•Is the narrator inside the text or outside the
text?
•Who is sharing the story or text?
•How does the narrator view particular
Canvas
events?
10B-5.16
 Comprehending Multimodal Texts
Participant Authors of multimodal texts make decisions beyond those mentioned in this chapter
Notebook: that can impact reading comprehension. Any text or genre can be multimodal. Modes
pg are different ways to convey meaning so the connection to comprehension instruction
is significant, especially for young readers, English learners, and for learners needing
additional support.49 Most texts students engage with are multimodal. Picture books,
websites, billboards, infographics, graphic novels, poetry books, and many other texts
are constructed utilizing multiple modes. Authors use color, spacing, layout, font, and
multiple modes to convey their messages and achieve their purposes. For students to
deconstruct multimodal texts, they must understand the elements of multimodal texts.
Specifically, students need opportunities to explore the way authors use a range of
modes to carry meaning. They also need opportunities to construct multimodal texts
utilizing a range of modes.

Canvas
10B-5.17
 Using a Genre Wall to Teach Routines
Participant Consider how you can review these elements of purpose and craft with any text you read
Notebook: to students or read with students. These elements can also be used as you confer with
pg students about what they are reading independently. Purpose and craft elements are tools
for comprehension; they help readers make sense of all genres of texts. The ultimate goal
is for students to use these concepts to comprehend increasingly complex texts as they
read independently.

As you watch the video,

observe how the teacher
uses a genre wall to teach
routines for analyzing the
genre, point of view, purpose,
and text structure.139

Canvas
10B-5.20
 Discussion: The Influence of Author’s Purpose
Participant Please observe the following guidelines when responding to the prompt:
Notebook: •Be respectful in language and tone.
pg •Post error-free, fully developed, substantive posts when responding.

Prompt: 
Using the provided text, using 3-4 sentences, explain the author’s
purpose in writing the article “
Esta es la razón por la cual su mentalidad es importante
 Download Esta es la razón por la cual su mentalidad es importante
” and explain how the purpose influenced the genre and structure
the author chose to write in. What craft techniques did the author
use to support the genre and structure?
Using your preferred communication mode, in two or three
sentences, share a short (less than two minutes) reflection with your
peers.
You may use the Discussion Post Rubric Download Discussion Post Rubricto guide you in
developing a successful post. You are encouraged to continue the discussion by responding to
your peers within the discussion board.
Canvas Feel free to use the different Canvas submission types, including recording video and audio, to
10B-5.212 practice your own oral-language skills.
 Response Enriches Comprehension
Participant In Latin America, unlike in the United States, the teaching of reading and writing is done jointly and
Notebook: as separate processes. In lectoescritura, two closely-related processes take place
pg simultaneously.147 Biliteracy teachers consistently and strategically provide opportunities for
students to process the learning to read by applying the newly acquired knowledge skills in
writing. The development of all literacy domains, listening, speaking, reading, writing, and
metalanguage supports emergent bilingual students’ biliteracy development.

Active readers use the text to build meaning. Sometimes we say that readers engage in a
conversation with the author--asking questions, looking for answers, remembering relevant
experiences, and reacting emotionally. This is what we call “reader’s response.”
Response Opportunities with Young Readers
Research supports the use of response opportunities with young readers: 
•Students generate and express meaningful responses to texts as they think about their emotional
responses, as well as connections to background knowledge and to other texts they have read.85
•A variety of responses to literature will provide students opportunities to develop and apply
comprehension strategies and increase comprehension proficiency. Response activities that require
Canvas students to use cognitive strategies support an enriching, fun environment that also supports
comprehension development.87
10B-6.1 •When students have time to talk about the books they are reading, their comprehension,
 Response Enriches Comprehension

In Latin America, unlike in the United States, the teaching of reading and writing is done jointly and
as separate processes. In lectoescritura, two closely-related processes take place
simultaneously.147 Biliteracy teachers consistently and strategically provide opportunities for
students to process the learning to read by applying the newly acquired knowledge skills in
writing. The development of all literacy domains, listening, speaking, reading, writing, and
metalanguage supports emergent bilingual students’ biliteracy development.

Active readers use the text to build meaning. Sometimes we say that readers engage in a
conversation with the author--asking questions, looking for answers, remembering relevant
experiences, and reacting emotionally. This is what we call “reader’s response.”

Canvas
10B-6.1
 Preview-View-Review in a Biliteracy Classroom
Response Opportunities with Young Readers
Research supports the use of response opportunities with young readers: 
•Students generate and express meaningful responses to texts as they think about their emotional
responses, as well as connections to background knowledge and to other texts they have read.85
•A variety of responses to literature will provide students opportunities to develop and apply
comprehension strategies and increase comprehension proficiency. Response activities that require
students to use cognitive strategies support an enriching, fun environment that also supports
comprehension development.87
•When students have time to talk about the books they are reading, their comprehension,
motivation, and language development increase.109
•Students who have opportunities to respond to books also become more motivated to read.2

The TEKS and Response Skills

The TEKS devotes a whole strand to Response Skills because these skills point to how
active readers both 
•interact with the text during reading; and
•respond to the text after reading.
We are focusing here on reading comprehension, but this kind of response is just as
Canvas important when comprehending through other modes, for example, when viewing a video.
10B-6.1
 Reader Response During and After Reading
Participant
Notebook:
pg.

Canvas
10B-6.2
 Reader Response During and After Reading
Participant Responding as we read and after we read are crucial comprehension
Notebook: processes. Proficient readers respond to messages in all kinds of texts.
pg. 

Responses During Meaning-Making

As we read or view texts, we respond with feelings, connections, insights, comments, and
images that form an internal dialogue, a conversation with ourselves, or an imagined
conversation with the author. Response is a natural part of meaning-making  Outside of
school, readers often respond by posting on social media and by engaging in conversations.
Inside our classrooms, readers’ responses can include sketches, digital compositions, open-
ended responses, quickwrites, and oral discussions. 

Responses After Reading, Hearing, or Viewing

A written or oral response after reading demonstrates students’ understanding of a text and can
provide you with insights into their comprehension. In addition, readers’ responses can be used as
formative assessments to monitor their metacognitive processes. In the next few pages, we’ll take
Canvas a look at what the reader’s response can look like across the grade levels.
As teachers, we can invite and encourage young readers to engage with texts in this way, and we
10B-6.2 can model for them how mature readers interact with
 Reader Response During and After Reading
This audiobook is provided by Learning Ally. The Texas Education Agency (TEA) and Learning Ally
Participant
have a partnership that provides free access for K-12 public and charter schools to support
Notebook: struggling readers.  Visit www.learningally.org
pg.

Reflect 
Take a moment to read along with an excerpt from Quizas algo hermoso and note your “reader’s
responses” as you experience this text. After you finish reading, set a timer for one minute and respo
to one of the following prompts:
•How can you use this book in the classroom?
•How does this message connect to society?
Canvas •What emotions did you experience as you followed along with this text?
10B-3.23 •Write about anything that comes to mind after reading this excerpt.
 Quick Check: Instructional Strategies for Beginning
Readers
Match the student expectation to a response activity that will engage students in learning that
knowledge or skill. With adaptations and appropriate support, these response activities could be
used in any grade level.  

Canvas
•Log into Canvas​​
•Click on slide 10B-6.4
•Click "Take the Quiz"

Canvas
10B 6.4
 Ways Students Can Respond to Texts
Participant In this module, you have considered these topics:
• The importance of response as a meaning-making process contributing to comprehension
Notebook:
development
pg. • Some possible options for creative responses for your grade level

Reflect on what response currently looks like in your classroom and answer the following in your PN
pg. 88

Canvas
10B-6.5
 Ways Students Can Respond to Texts
Participant In this module, you have considered these topics:
Notebook: •The importance of response as a meaning-making process contributing to comprehension
pg.  development
•Some possible options for creative responses
•The TEKS Response Strand is a guide for instructional decisions at each grade level

Now, you are ready to learn more about a range of response opportunities that you can
integrate into your daily instruction across all content areas. We have grouped these into oral,
multimodal, and written responses, with particular instructional activities related to each of
these. Think of these as flexible building blocks for your literacy lessons. You can combine
Canvas them in various ways, depending on your students’ strengths and targets for instruction.  
10B-6.5 Keep in mind that these response activities are tools—they are a means to achieving comprehension
growth. They are not ends in themselves, but they can build scaffolds for students who are gaining
10B-5.8 Oral Responses during Interactive Literacy Events
Oral responses occur naturally during read-alouds, shared readings, and discussions about all kinds of texts.

Suggestions about
how to ask
questions that
invite and
encourage
students to think
and talk about
text during
reading and after
reading.
 Oral Responses during Interactive Literacy Events
Participant Oral responses occur naturally during read-alouds, shared readings, and discussions about all
Notebook: kinds of texts. Biliteracy teachers can informally, and formally via oracy development, encourage
students to voice their responses as they encourage them to be active meaning-makers during
pg. 53
the reading process. Teachers can also invite students to voice their feelings and their
perspectives in discussions after reading by providing the necessary scaffolds and supports.

Here are some suggestions about how to ask questions that invite and encourage students to think
and talk about the texts they are reading:

Canvas
10B-6.6
10B-5.11 Discussions with Younger Children
Younger learners may need more time and support to understand conversational conventions.
Discussions at the Beginning of the Year Discussions at the End of the Year
• teacher-directed and teacher-reliant • children can be more active,
• teacher can be less a discussion leader and
more a participant.
• discussions are brief • discussions will be longer
• students’ comments may be scattered • more focused on the topic.

Consider these strategies for facilitating discussions with younger

children:
• Assign roles (e.g., questioner, summarizer, task monitor)
• Have students share their think-alouds and summarize their
peers’ think-alouds.
• Provide visual supports for higher-order questions.
• Allow children to draw or write to prepare for the discussion. Share the why.

____ because ____

 Preview-View-Review in a Biliteracy Classroom
Participant When teachers invite students to talk about their responses to texts, it is possible to
Notebook: help children develop deeper understandings. It is important, of course, to move
beyond literal level questions to inferential and evaluative questions, including open-
pg. 53 ended questions that invite students to share their personal responses. Well-planned
discussions can spark conversations that lead to a deep understanding of the text. 

Teachers also play an important role in facilitating these dialogues in ways that extend and sustain
children’s thinking and their responses. Initial and follow-up questions should be used to encourage
further discussion. Teachers can also teach students to ask one another questions and respond to
one another in small group discussions.140 

Often, Multilingual learners and other students may understand the text and follow
the discussion, but lack the vocabulary or confidence to express this understanding,
particularly if they are learning English. Teachers can invite students to use the
languages that they know and to respond via other modes (drawing, acting out,
using groups of words rather than complete sentences) to help all students engage
fully in discussions about literature and other texts.134
Canvas
10B-6.8
 Preview-View-Review in a Biliteracy Classroom
Participant
Teacher questions can invite students to imagine they can do whatever is being asked. When
Notebook: teachers ask how a student is planning to go about a specific task or deal with any problems
pg. 53 encountered, students internalize the teacher’s belief in their competence to handle problems and
position themselves as competent. Students can imagine the possibilities, which leads to a growth
mindset.103 In the same way that we use questions to help students see themselves as learners,
we can also use questions with text to help build students’ comprehension processes.

Three types of text-dependent questions can be used to promote students’ levels of

comprehension. Questions can be sequenced to scaffold students’ thinking about a text and to
facilitate deeper understandings. Explore the different types of questions below.
Literal Questions Inferential Questions Evaluative Questions
The answer can be The answer is implied The reader uses
found directly in the text. rather than stated information in the text to
•What is the main idea of directly in the text. evaluate ideas about the
the text? •What kind of person is text or about the topic of
•What details support the main character? the text.
this main idea? •What does the author •Do you think a character
Canvas •What is the problem and want you to learn from made the right decision?
10B-6.9* solution in a narrative this text? •Do you agree with the
•What is the theme of the author that a problem in
 Questions Stems to Support Deeper Understanding
of Texts
Three types of text-dependent questions can be used to promote students’ levels of comprehension.

Literal Questions
The answer can be found directly in the text.
• ¿Cuál es la idea principal del texto?
• ¿Qué detalles apoyan esta idea principal?
• ¿Cuál es el problema y la solución en una historia narrativa?

Inferential Questions
The answer is implied rather than stated directly in the text.
• ¿Qué tipo de persona es el personaje principal?
• ¿Qué quiere el autor que aprendas de este texto?
• ¿Cuál es el tema del texto?

Evaluative Questions
The reader uses information in the text to evaluate ideas about the text or about the topic of
the text.
• ¿Crees que el personaje tomó la decisión correcta?
Canvas • ¿Estás de acuerdo con el autor en que se puede solucionar un problema en el mundo?
• ¿Qué tan bien apoya su posición un autor (o personaje)?
10B-6.9
 Strategically Plan Questions
Participant We can provide question stems to support discussions that lead to a deeper understanding of
Notebook: texts. The more students have to evaluate an action or generate their ideas, the more dynamic
pg. 53 the discussions will be.

It is important to remember that engaging in too many questions during a literacy event that
involves constructing meaning (e.g., read-aloud, shared reading, independent reading, guided
reading, book clubs) may interrupt the flow of the text and impede the reader from
comprehending the text. A strategically placed scaffold from a few literal questions to one or
two higher-level, thought-provoking questions is more beneficial than a steady stream of
questions throughout the entire text. When using discussion questions with students,
encourage them to support their thinking with evidence from the text. 

The panel content includes examples of question stems, though this is by no

means a comprehensive list. 

Canvas
10B-6.10
 Strategically Plan Questions
Participant
Notebook:
Higher-Level Questioning Stems
pg. 53 •¿Por qué…?
•¿Cómo podría…?
•¿Si usted fuera…?
•¿A qué te recuerda…? ¿Por qué?

Questions that Encourage Discussion

•¿Qué te hace pensar / decir eso?
•¿Puedes extender esa idea?
•¿Puedes explicar lo que quisiste decir cuando
dijiste…?
•¿Qué dice el autor sobre eso?
•¿Por qué no estás de acuerdo con…?

Canvas
10B-6.10
 Graphic Organizers
Participant You can support students’ engagement in the reader’s response through the use of graphic
Notebook: organizers. A graphic organizer is a visual organizational tool students can use to represent
pg. 53 knowledge. They help children see relationships among ideas, concepts, and themes in texts. 

Graphic organizers are useful when teaching more complex strategies and skills. They can
support children’s thinking with text structure, summarizing, noticing implicit relationships, and
analyzing literary elements, to name a few. Emergent bilingual students derive the needed
support to see the connection between the content and the language. 

A few words of caution are in order about graphic organizers:

•We need to carefully consider how graphic organizers are used to support readers' thinking about
texts. Filling in a graphic organizer is not a reader's response. It is a thinking tool that can be used
to represent the ideas in a text in a visual way, and the response is written or shared orally after
the reader has used the graphic organizer to organize their ideas. Teachers will need to model this
deliberate thinking and responding process.
•However, overuse of graphic organizers can position students into linear ways of responding or
writing, stifle creativity, and result in fixed or unoriginal work. Therefore, it is important that teachers
think through how they are supporting teaching and learning carefully.
Canvas
10B-6.13
 Response Through Quickwrites

Participant A quickwrite is a first draft response to a short text (usually no more

Notebook: than one page of poetry or a short picture book.) Quickwrites allow
us to write fast without censoring—it’s what the subconscious
pg. 53 allows us to say. With quickwrites, we are asking students to use
their writing to think about what really matters to them. Some
suggestions for quickwrites include:

•Write as quickly as they can for two or three minutes, capturing

anything that comes to mind in response to the work as a whole.
•Borrow a line or part of a line (one of their own choosing or a
particular line that you might suggest) from the work and write off,
or from, that line nonstop for two or three minutes.
•Use a specific line or particular style as a model from which to
write. 

The purpose of doing a quickwrite is simply to get words and ideas on paper
that can then be developed into effective, compelling pieces of writing
afterwards."
Canvas –from the “What is a Quickwrite?” Heinemann Blog50

10B-6.14
 Discussion: Planning a Discussion in Your Classroom
Participant Please observe the following guidelines when responding to the prompt:
Notebook: •Be respectful in language and tone.
pg. 53 •Post error-free, fully developed, substantive posts when responding. 

Prompt:
We can use higher-level questioning in our classroom to support rich discussions about texts.
Follow along to read the book After the Fall: How Humpty Dumpty Got Back Up Again below.
Reflect on what you have learned about questioning, literary elements, and comprehension to
create two higher-level questions you could use with this book to lead children into
comprehension-fostering discussions. In addition, create an open-ended response prompt that is
aligned to a grade-level TEKS. This prompt should be one that students could engage in after the
reading (e.g., sketch a picture of the resolution, write a letter to the main character and describe a
personal connection to the character).

Your response needs to include:

•two higher-level discussion questions for this text
•an open-ended response prompt that is aligned to a TEKS
Canvas
10B-6.15
 Strategically Plan Questions
Participant
Notebook:
pg. 53

Canvas
10B-6.15
 Chapter 7:  

Reading Comprehension
Assessment - Overview
 Chapter 6 Objective
Participant
Notebook:
pg.

 After completing this chapter, you will be able to

describe ways to use data collected through formal
and informal reading comprehension assessments
and reflect on how you use these data to make
instructional decisions in your classroom.
 Using Reading-Comprehension Assessments to Improve
Teaching and Learning
Participant Teachers can take action to make assessment a part of the instructional process and use it as a
Notebook: reflective tool to improve teaching.
pg. 103

Understanding the different types of assessments can assist you in making assessment a part of the
instructional process. Take a few minutes to list all the ways you assess your students’
comprehension, both their use of various comprehension strategies as well as their independent
Canvas comprehension of the text.
10B-7.2
 10B-7.5 Qualitative Comprehension Assessments
Participant Qualitative assessments typically focus on the authentic response of the student within the setting of the
Notebook: classroom. 
pg. 104-
108
 Authentic Comprehension Assessment
Participant
Notebook: When we think about assessments, it is important to
consider the authenticity of the assessment. Qualitative
pg. 53 assessments typically focus on the authentic response
of the student within the setting of the classroom. The
conclusions that we draw from these assessments are
closely aligned to the teaching and learning that has
taken place. Most times, qualitative assessments easily
transfer to the real world. Examples of qualitative
comprehension assessments include:

•Performance Tasks
•Retelling
•Writing Samples
•Teacher Observations
•Projects
•Compositions
•Portfolios
Canvas
10B-7.3
 Authentic Comprehension Assessment
Participant
Notebook: There are many opportunities to authentically
pg. 53 assess children’s comprehension processes. It
is important to note that any type of
assessment should only occur after many
opportunities for teacher modeling and student
practice with purposeful feedback. In addition,
comprehension assessments should occur
over time, with a variety of texts.

Canvas
10B-7.3
 10B-7.6 Quantitative Comprehension Assessments
Participant Quantitative assessments have the benefit of providing educators with a snapshot of student
Notebook: achievement in relation to benchmark scores.
pg. 104- Students
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 Traditional Comprehension Assessments
Participant
Notebook: Quantitative assessments have the benefit of
providing educators with a snapshot of
pg. 53 student achievement in relation to benchmark
scores. When paired with qualitative data, we
can use the information to recognize
students’ consistent performance patterns. It
is important that all assessment types are
used as tools to build a student’s literacy
portrait. Quantitative data is data that can be
reported as a score or number. It can be
collected through student assessments and
reported outcomes.

Canvas
10B-7.4
 Traditional Comprehension Assessments
Participant Examples of Quantitative Classroom
Notebook: Data about Comprehension
pg. 53 •Oral reading fluency (WCPM) and text-
dependent comprehension questions
• On a grade-level passage, Helena read 64
WCPM and scored 70 percent on the text-
dependent questions.
•Classroom grades
• Tomas earned 75 percent on a retelling of
the story that he read independently.
•IEP goals
• After engaging in shared reading, the
student will identify and sequence the
beginning, middle, and end of the story.

Canvas
10B-7.4
 Benefits and Limitations of Quantitative and
Qualitative Assessments for Comprehension
Participant
As with many teaching decisions, we weigh the benefits of various comprehension assessments
Notebook:
with their limitations. The key considerations for teachers are:  
pg.
1.What am I learning from this assessment tool or procedure about students’ use of meta-
cognitive strategies, their knowledge about the text, and their overall comprehension
proficiency?  
2.Are the students comprehending what they are reading?
3.When they get confused or overwhelmed, do they know what to do?
4.Are they building independence? Are they motivated to continue reading?
5.Are they motivated to expand their reading to unfamiliar authors? Or topics? Or genre? 

Think of these questions as you consider the general benefits and limitations of
comprehension assessment tools. 

Canvas
10B-7.5
 Benefits and Limitations of Quantitative and
Qualitative Assessments for Comprehension
Participant
Quantitative Data
Notebook:
General Benefits
pg. •Quick to score
•Easy to administer
•Generally available commercially
•Helps to establish trends in group data  (for example, all first-graders on a campus)
•Usually has established degrees of validity and reliability
•Efficient way to communicate results to various audiences
General Limitations
•Focuses on particular variables or constructs, not a comprehensive view of a student’s
literacy proficiency
•Requires multiple measurements to get a literacy picture of a student
•Provides data points over time that need to be interpreted, instead of a visual artifact that
can create a convenient narrative of development.
•Usually focuses on the product of comprehension, rather than on the processes the
student uses in attempting to make sense of texts
•Typically assumes that children have shared background knowledge
•Typically ignores the role of cultural knowledge
Canvas
•Typically ignores the role of motivation 
10B-7.5
 Benefits and Limitations of Quantitative and
Qualitative Assessments for Comprehension
Participant
Notebook: Qualitative Data
General Benefits
pg.
•Teacher created
•Easily adaptable and aligned to current learning
•Can be normed with the use of a rubric with other graders
•Allows for multiple modalities of assessment (listening, speaking, reading, writing)
•Can use artifacts to show growth over time
General Limitations
•Typically time consuming to create
•Typically relies heavily on the experience of the teacher to create alignment to cultural
knowledge and motivation of students
•Often not valid, reliable, or normed with other measures
•Can provide too much scaffolding and may not be a true test of independent student
abilities 

Canvas
10B-7.5
 Open-Ended Comprehension Assessments
Participant
Open-ended comprehension assessments are
Notebook: assessments that require the learner
pg. to generate the response.  Open-
ended authentic evaluations do not have pre-
determined answers. There is typically more
than one correct answer, solution, or response
and can be completed in more than one form or
way. ​

Benefits of open-ended comprehension assessments:​

​
• Encourage many students to give responses.​
• Encourage student-to-student interaction patterns.​
• Elicit more complete and more complex responses.​
• Allow students to give knowledgeable answers.​
• Encourage students to question themselves, their classmates, and their teachers.​
Canvas • Stimulate further thought and exploration. ​
10B-7.6
 10B-7.13 Analyzing Student Work
Participant Simply administering assessments is not enough to support our students; we must also know what to do
Notebook: with the data we collect. Having a routine to analyze student work is important. It allows us to diagnose
pg. 109 student strengths and their areas for growth. Most importantly, it helps us know where to adjust our
instruction to meet our students’ needs.
 Analyzing Student Work
Participant Simply administering assessments is not enough to support our students; we must also know what
Notebook: to do with the data we collect. Having a routine to analyze student work is important. It allows us to
pg. diagnose student strengths and their areas for growth. Most importantly, it helps us know where to
adjust our instruction to meet our students’ needs.
When you analyze student work, you can follow a protocol similar to our Assessment-Instructional
Cycle.102 Any analysis of emergent bilingual students should be framed on the understanding of a
biliteracy trajectory. 

Assessment–Instructional Cycle

Canvas
10B-7.9
 Discussion: Making Assessment Decisions about
Comprehension
Please observe the following guidelines when responding to the prompt:
•Be respectful in language and tone.
•Post error-free, fully developed substantive posts when responding

Prompt:
Reflect on the assessment types we examined in this module and the
considerations for emergent bilingual students when assessed. In 3-4
sentences, address one of the following:
•Discuss how you use both qualitative and quantitative data to inform your
instructional decisions about reading comprehension. Include one or more
examples from your classroom to illustrate your response. 
•Discuss how you plan to begin using both qualitative and quantitative data to
inform your instructional decisions about reading comprehension. Include one
or more examples from this module to illustrate your plans.

Canvas
10B-7.10
 Module 10B Artifact: Reading Comprehension
Instructions
Participant
The purpose of this artifact is for you to use what you have learned about comprehension
Notebook: instruction to respond to questions about what a teacher might do to support students’
pg. comprehension of the text, Hidden Figures: The True Story of Four Black Women and the Space
Race, by Margot Lee Shetterly. Before answering the questions, you may find it helpful to
become familiar with the text that will be used.  
We now want to give you a chance to apply what you have learned with a new set of student
data. In the summative artifact, you will examine a literacy profile of assessment data to make
data-driven decisions to support this student. You will analyze the data provided and use the data
to make an instructional plan for this student. Then you will write a script of a lesson plan to
address one student's need!

Canvas
10B-7.5
 Preparing for the Summative Artifact
Throughout the Reading Academies, you have learned how to use the Assessment-
Instructional cycle to guide you in using data to respond to student needs. In each module,
we explored how to use assessments aligned to a component of literacy to respond to the
needs of case-study students and the students in our classrooms.

We now want to give you a chance to apply what you have learned with a new set of student
data. In the summative artifact, you will examine a literacy profile of assessment data to make
data-driven decisions to support this student. You will analyze the data provided and use the
data to make an instructional plan for this student. Then you will write a script of a lesson plan
to address one student need! 

Canvas
10B-7.5
 Benefits and Limitations of Quantitative and
Qualitative Assessments for Comprehension
Participant
Module 10B: Draft Summative Artifact Submission
Notebook:
pg.
•Due No Due Date
• Points 0
• Submitting a file upload

In preparation for the final summative artifact submission, this DRAFT submission allows you to
receive feedback and coaching from your Cohort Leader.
For the final artifact, you have the opportunity to demonstrate: 
•comprehension of the STR modules; 
•the ability to make decisions while applying this knowledge; and 
•the ability to successfully engage and complete realistic tasks related to the content. 

Canvas
10B-7.5
 Benefits and Limitations of Quantitative and
Qualitative Assessments for Comprehension
Participant
Notebook:
pg.
Draft Instructions

This optional assignment will allow you to submit a DRAFT version of your artifact for

feedback from your Cohort Leader prior to submitting it for final grading. You will use the
same steps that you use for the final artifact. You will submit your DRAFT artifact here first
to get feedback, and then, when you have incorporated any feedback, submit your final
artifact to the FINAL artifact assignment on the next page.
You will create a SINGLE artifact submission that includes two parts. Both parts will be
on a single document that you submit as a file upload. Click through the tabs to
understand each task. Then complete each task on a SINGLE document to upload. You
can use this printable checklist Download printable checklistand 
Summative Artifact Workspace and Planning Document
 Download Summative Artifact Workspace and Planning Documentto ensure that you have
completed all of the activities associated with this artifact. The video provided should also
help you understand the steps.
Canvas IMPORTANT:
10B-7.5 •If you submit your artifact here, YOU ARE NOT FINISHED. You must submit your artifact
 Benefits and Limitations of Quantitative and
Qualitative Assessments for Comprehension
Participant
Notebook:
pg.

Canvas
10B-7.5
 Benefits and Limitations of Quantitative and
Qualitative Assessments for Comprehension
Participant
Notebook:
pg.

Canvas
10B-7.5