A.   The teacher provided a clear explanation about the structure/ purpose of the skill or strategy to be learned and described when and how it could be used.

B.   The teacher modeled the use of the skill or strategy so students were able to see how it would be used.

C.   Any direct teaching of phonics or a phonemic element was immediately followed by students using the skill in a meaningful context.

D.   Explicit skill and strategy instruction was provided and applied in the context of reading/writing.

E.   The students were prompted to use before, during, and after reading strategies.

F.   Scaffolded skill and strategy instruction moved students toward independent use.