Comprehensive Reading Framework
Framework  For One Week of Reading Instruction Using the Comprehensive Reading Framework (CRF):

Day 1: Day 2: Day 3: Day 4: Day 5:
Comprehension: Explicit       instruction/ modeling of research-based comprehension strategy - high scaffolding (20 minutes) Comprehension: Teacher review and modeling of research-based comprehension strategy.  Individual or small group guided practice with strategy (20 minutes) Writing: Explicit instruction and modeling of writing skills (sentences, paragraphs, essays, reports, friendly letters)
 (20 minutes)
Writing: Review of explicit instruction and modeling of writing skills from Day 3 (15 minutes)
Vocabulary: Review vocabulary words and play vocabulary game (10-15 minutes)
Prior knowledge: Establish prior knowledge through discussion, video clips,
trade books, photos (15 minutes)
Prior knowledge: Bellringer or short discussion protocol about the trade book, chapter, basal story (10 minutes) Prior Knowledge: Oral discusssion or activity about the trade book, chapter, basal story (10 minutes) Discussion Protocol/Literature Circle/Book Club: Discussion of trade book, basal story, or chapter of novel in small groups (20  minutes) Writing: Finish/share out writing projects  (20 minutes)
Vocabulary: Introduce 6-10 words from story or novel modeling structural analysis/decoding and use
of context clues to determine word meaning. Provide an explanation or "kid friendly" definition and visual for each word (20 minutes)
Vocabulary: Review vocabulary from Day 1.  Word Study skills applied to vocabulary words (15 minutes) Vocabulary: Brief review of words. Have students share out their graphic organizers (10 minutes) Comprehension: Review of research-based comprehension strategy and application in pairs (15 minutes)
Comprehension: Share out comprehension work applying research-based strategy
 (15 minutes)
Reading of TextFluency: Text walk then model fluent reading for first few pages of instructional text
(basal, novel, trade book) (10-15 minutes)
Reading of Text/Fluency: Read teacher-selected portions of the text students read on Day 1. Discuss using various levels of pre-planned questions. Teacher and individual or small groups of students model/practice fluency (15 minutes) Reading of Text/Fluency: Read teacher-selected portions of the text students read on Day 2. Discuss using various levels of pre-planned questions. Teacher and individual or small groups of students model/practice fluency (15 minutes)  Reading of Text/Fluency: Read teacher-selected portions of the text students read on Day 2. Discuss using various levels of pre-planned questions. Teacher and individual or small groups of students model/practice fluency (15 minutes) Reading of Text/Fluency: Read teacher-selected portions of the text students read on Day 2. Discuss using various levels of pre-planned questions. Teacher and individual or small groups of students model/practice fluency (15 minutes)
Independent Work:
Read the assigned pages or chapter
Complete vocabulary
graphic organizer
Independent reading of self-chosen book (20-30 minutes)
Independent Work:
Read the assigned pages or chapter.
Finish vocabulary graphic organizer
Independent reading of self-chosen book
(20-30 minutes)
Independent Work:
Read the assigned pages or chapter.
Work on writing project for application of writing skills
Independent reading of self-chosen book
(20-30 minutes)
 Independent Work:
Read the assigned pages or chapter.
Work on writing project for application of writing skills
Application of comprehension strategy work
(20-30 minutes)
Assessment: Test, formative assessment

Book Talks/Literature circles

Independent reading
(20-30 minutes)
Small Group Work/Interventions:
During independent work time, teacher works with small group to read the assigned text and work on vocabulary graphic organizer
Teacher provides additional modeling of fluency and reteaching of vocabulary
Small Group Work/Interventions:
During independent work time, teacher works with small group to read the assigned text and work on vocabulary graphic organizer
Teacher provides additional modeling of fluency and reteaching of vocabulary
Small Group Work/Interventions:
During independent work time, teacher works with small group to read the assigned text and work on the writing project
Teacher provides additional modeling of fluency and writing skills
Small Group Work/Interventions:
During independent work time, teacher works with small group to read the assigned text and work on the writing project and comprehension strategy
Teacher provides additional modeling of fluency and writing skills
Small Group Work/Interventions:
Teacher works with small group to review/reteach vocabulary, comprehension strategy, writing skills, or to reread text.

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