Ask yourself: Is instruction responsive to the cognitive processing difficulties of each student?
Group 1: Comprehension (Marcus, Julia, Joe, and Eugene)
• Explicitly teach the students to self-monitor while they read (e.g., identify when text does not make sense to them, identify words they don’t know that prevent comprehension of the sentence or passage)
• Incorporate graphic organizers for students to complete and refer to while they read (e.g., recording predictions or questions about the text before they read, generating story maps, recording information to generate a main idea)
Group 2: Word study and text reading (Sandra and Elisa)
As Sandra and Elisa work on increasing their accuracy with word and text reading, I will help them set goals and chart their progress.
Group 3: Word study, comprehension, and self-regulation (Jamie)
Because Jamie is working on improving word reading, fluent text reading, and comprehension, I will use a combination of the self-monitoring and goal-setting strategies used in groups 1 and 2. I will also help Jamie with improving her attention by teaching her ways to self-monitor her behavior.