A.   At appropriate points during reading, the students were asked to evaluate their initial predictions or hypotheses.

B.   The students were asked to identify or read aloud portions of the text that confirmed or disproved their predictions or hypotheses.

C.   The comprehension discussion focused on the established purposes for reading.

D.   An appropriate mix of factual and higher level thinking questions was incorporated into the comprehension discussion.

E.   During the lesson, the teacher modeled fluent reading.

F.   The teacher prompted the students to adjust their reading rate to fit the material.

G.   The teacher monitored the students and gave proper assistance and feedback during literacy activities.

H.   The teacher modeled and prompted the use of new vocabulary.

I.   The students were prompted to use a variety of word study strategies (e.g., words within words, context, syllabication) to decode unknown words and get their meaning.

J.   The students were prompted to use appropriate comprehension monitoring and fix-up strategies during reading (e.g., paraphrasing, rereading, using context, asking for help).

K.   The teacher provided opportunities for students to demonstrate oral reading fluency.

L.   The teacher periodically assessed the students’ ability to monitor meaning.