Comprehensive Intervention Model (CIM) Lesson Plan
Guided Reading Plus - Day One
Lesson Components:
Fluent Writing: The goal is for students to write fluently a large core of high frequency words. The teacher selects one or two partially knows HFW for the children to write fluently.
Phonological Awareness: The goal is for students to hear and manipulate larger units of sound e.g., word boundaries, hear, say, and generate rhyming words; hear and manipulate smaller phonemes within words, e.g. phoneme segmentation, deletion, addition, and blending (Phonemic Awareness).
The teacher:
Provides explicit instruction in hearing and manipulating sounds of language.
Provides explicit instruction in identifying word boundaries, hearing and generating rhyming words, segmenting onset and rhyme and syllables.
Provides explicit instruction in hearing and manipulating individual phonemes.
Phonics (Letter/Word Work): The goal is for students to become familiar with letters, features of letters, and connect letters and sounds, build a core of HFW to be read quickly, use word-solving strategies fast, fluent and flexibly while processing in continuous text. The teacher:
Provides explicit instruction in letter learning.
Provides explicit and systematic phonics instruction to help children learn how words work.
Provides explicit and systematic instruction in breaking words into parts (e.g. onset and rime or at meaningful and logical units).
Provides explicit and systematic instruction in how to use known words and known word parts to build, read and write unknown words.
Provides an opportunity for the students to use known words and
word patterns to read and write new words.
Personal Dictionary: The goal is for the students to acquire a core of high-frequency words that can be used in reading and writing. The teacher:
Provides an opportunity for the students to record known high-frequency words in their personal
dictionary.
Provides the students with an opportunity to read their recorded
words from a few pages in their dictionary for word fluency
practice.
Pattern Chart: The goal is for the students to acquire knowledge of spelling patterns to be used in
reading and writing. The teacher:
Provides the students with a resource that helps them make
connections across words (e.g., provides an opportunity to notice simple word
patterns, prompts to use known words from a prior word work experience to notice
patterns in words).
Guided Reading - Orientation to the New Book: The goal is for the students to apply
their knowledge of content, language, and reading strategies to prepare for the
text reading. During the discussion, the teacher:
Provides an overview of the text and the teacher and students co-construct meaning by discussing the
pictures.
Uses specific language structures that will enable the children to predict the language during reading.
Discusses relevant or new vocabulary that will help the children read the text with understanding.
Guided the children to locate known and/or unknown words using their knowledge of letters and sounds.
Points our important features within text such as illustrations, text structure (organization) and text features to support comprehension.
During Reading of New Book: The goal is for children to use meaning, structure and visual information in an orchestrated way to read fluently and with comprehension. The teacher:
Holds one-to-one conferences, listens to the student read orally and notes his/her reading fluency, word solving strategies, and checks on comprehension through a brief discussion.
Prompts the student to think about the text meaning, structure,
and /or initiate problem solving strategies.
After Reading of New Book: The goal is for the students to engage in a meaningful discussion and to reflect on their problem-solving and comprehension strategies. The teacher:
Discusses the book at the meaning level with the students (e.g. theme, new learning, and personal responses to the text).
Validates processing strategies used during reading.
Explicitly teaches for strategy development if processing strategies were neglected.
Guided Reading Plus - Day Two
Reading Assessment: The goal is for the teacher to code, score and analyze the child’s reading behaviors and to plan for instruction. The teacher:
Takes a running record on two students using the guided reading text from the previous day’s lesson.
Analyzes the behaviors used and/or neglected during readings.
Uses language to validate and/or activate processing during reading.
Independent Reading: The goal is for children to read texts with high levels of efficient processing and with comprehension. The teacher:
Provides an opportunity for students to read easy or familiar texts from their independent reading boxes.
Writing about Reading Lesson: The goal is for the students to extend their understanding of text and apply fluent transcription processes to encode their thinking about the text. The teacher:
Provides the students with an oral prompt to promote deeper thinking about the text.
Supports the students in thinking about the text (e.g. supports the planning, encoding, and problem-solving
processes).
Engage students in problem-solving processes on their individual wipe-off boards, if applicable.
Prompts the children to use known letters, sounds and words to write unknown words.
OR
Writing Prompt: The goal is for children to extend their understanding of text by thinking about texts at higher levels and use efficient problem-solving writing strategies to transcribe their message fluently.
The teacher:
Provides students with a comprehension prompt that stimulates deeper thinking.
Supports the students in composing messages in response to prompt.
Prompts students to rehearse their response before writing and provides support if needed.
Invites the students to use their practice page to problem-solve on unknown letters or words.
Encourages the students to use a planning page to organize their thinking before responding and to experiment with word choice, language phrases and creating techniques during composing.
Individual Conferences: The goal is for students to initiate writing strategies (composing, and
transcription) independently. The teacher:
Prompts students to apply rereading strategies to prepare for next move and to initiate visual processing strategies while encoding their thinking.
Reading and Writing Analysis: The goal is for the teacher to use data across reading and writing to check on reading and writing and plan next lessons. The teacher:
Reflects on focus for lessons.
Uses reading and writing data to validate progress.
Uses reading and writing data to prepare a new focus and writes predictions of progress.
Dorn, L. & Soffos, C. (March, 2009). Comprehensive Intervention Model:
A Systemic Design for Reversing Reading Failure. Boston, MA: Allyn & Bacon
Guided Reading Plus - Day One
Lesson Components:
Fluent Writing: The goal is for students to write fluently a large core of high frequency words. The teacher selects one or two partially knows HFW for the children to write fluently.
Phonological Awareness: The goal is for students to hear and manipulate larger units of sound e.g., word boundaries, hear, say, and generate rhyming words; hear and manipulate smaller phonemes within words, e.g. phoneme segmentation, deletion, addition, and blending (Phonemic Awareness).
The teacher:
Provides explicit instruction in hearing and manipulating sounds of language.
Provides explicit instruction in identifying word boundaries, hearing and generating rhyming words, segmenting onset and rhyme and syllables.
Provides explicit instruction in hearing and manipulating individual phonemes.
Phonics (Letter/Word Work): The goal is for students to become familiar with letters, features of letters, and connect letters and sounds, build a core of HFW to be read quickly, use word-solving strategies fast, fluent and flexibly while processing in continuous text. The teacher:
Provides explicit instruction in letter learning.
Provides explicit and systematic phonics instruction to help children learn how words work.
Provides explicit and systematic instruction in breaking words into parts (e.g. onset and rime or at meaningful and logical units).
Provides explicit and systematic instruction in how to use known words and known word parts to build, read and write unknown words.
Provides an opportunity for the students to use known words and
word patterns to read and write new words.
Personal Dictionary: The goal is for the students to acquire a core of high-frequency words that can be used in reading and writing. The teacher:
Provides an opportunity for the students to record known high-frequency words in their personal
dictionary.
Provides the students with an opportunity to read their recorded
words from a few pages in their dictionary for word fluency
practice.
Pattern Chart: The goal is for the students to acquire knowledge of spelling patterns to be used in
reading and writing. The teacher:
Provides the students with a resource that helps them make
connections across words (e.g., provides an opportunity to notice simple word
patterns, prompts to use known words from a prior word work experience to notice
patterns in words).
Guided Reading - Orientation to the New Book: The goal is for the students to apply
their knowledge of content, language, and reading strategies to prepare for the
text reading. During the discussion, the teacher:
Provides an overview of the text and the teacher and students co-construct meaning by discussing the
pictures.
Uses specific language structures that will enable the children to predict the language during reading.
Discusses relevant or new vocabulary that will help the children read the text with understanding.
Guided the children to locate known and/or unknown words using their knowledge of letters and sounds.
Points our important features within text such as illustrations, text structure (organization) and text features to support comprehension.
During Reading of New Book: The goal is for children to use meaning, structure and visual information in an orchestrated way to read fluently and with comprehension. The teacher:
Holds one-to-one conferences, listens to the student read orally and notes his/her reading fluency, word solving strategies, and checks on comprehension through a brief discussion.
Prompts the student to think about the text meaning, structure,
and /or initiate problem solving strategies.
After Reading of New Book: The goal is for the students to engage in a meaningful discussion and to reflect on their problem-solving and comprehension strategies. The teacher:
Discusses the book at the meaning level with the students (e.g. theme, new learning, and personal responses to the text).
Validates processing strategies used during reading.
Explicitly teaches for strategy development if processing strategies were neglected.
Guided Reading Plus - Day Two
Reading Assessment: The goal is for the teacher to code, score and analyze the child’s reading behaviors and to plan for instruction. The teacher:
Takes a running record on two students using the guided reading text from the previous day’s lesson.
Analyzes the behaviors used and/or neglected during readings.
Uses language to validate and/or activate processing during reading.
Independent Reading: The goal is for children to read texts with high levels of efficient processing and with comprehension. The teacher:
Provides an opportunity for students to read easy or familiar texts from their independent reading boxes.
Writing about Reading Lesson: The goal is for the students to extend their understanding of text and apply fluent transcription processes to encode their thinking about the text. The teacher:
Provides the students with an oral prompt to promote deeper thinking about the text.
Supports the students in thinking about the text (e.g. supports the planning, encoding, and problem-solving
processes).
Engage students in problem-solving processes on their individual wipe-off boards, if applicable.
Prompts the children to use known letters, sounds and words to write unknown words.
OR
Writing Prompt: The goal is for children to extend their understanding of text by thinking about texts at higher levels and use efficient problem-solving writing strategies to transcribe their message fluently.
The teacher:
Provides students with a comprehension prompt that stimulates deeper thinking.
Supports the students in composing messages in response to prompt.
Prompts students to rehearse their response before writing and provides support if needed.
Invites the students to use their practice page to problem-solve on unknown letters or words.
Encourages the students to use a planning page to organize their thinking before responding and to experiment with word choice, language phrases and creating techniques during composing.
Individual Conferences: The goal is for students to initiate writing strategies (composing, and
transcription) independently. The teacher:
Prompts students to apply rereading strategies to prepare for next move and to initiate visual processing strategies while encoding their thinking.
Reading and Writing Analysis: The goal is for the teacher to use data across reading and writing to check on reading and writing and plan next lessons. The teacher:
Reflects on focus for lessons.
Uses reading and writing data to validate progress.
Uses reading and writing data to prepare a new focus and writes predictions of progress.
Dorn, L. & Soffos, C. (March, 2009). Comprehensive Intervention Model:
A Systemic Design for Reversing Reading Failure. Boston, MA: Allyn & Bacon