Protocol for Intensified Instruction

Kate Chambers
ECI 543
North Carolina State University
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INTRODUCTION

This protocol has been designed to support a developing reader in the elementary grades.

It is designed to be implemented for an hour of instruction once a week in a 1:1 tutoring session.

Because the protocol supports many areas of literacy, it is applicable to many readers who need

extra support in reading and writing but should be adjusted to meet individual student needs.

This protocol differs from more traditional instructional protocols because the teacher is

encouraged to consistently use a combination of online and print texts to ensure the student is

prepared for the demands of 21st century literacy. Furthermore, rather than implementing a series

of disconnected lessons, the teacher is encouraged to engage the student in a broad inquiry- such

as an author, genre, or topic study- over many lessons. This protocol is based on the research of

Coiro, Castek, and Quinn (2016) and Amendum, Amendum, and Almond (2013). Coiro, Castek,

and Quinn (2016) introduce a framework for personal digital inquiry that empowers students to

actively inquire, collaborate and discuss, participate and create, and reflect. Though this

framework looks very different in a 1:1 tutoring session as it would in a regular classroom

setting, parts of the framework, such as using technology to foster higher-order thinking and

discussion, can be easily adapted to a tutoring setting. Amendum, Amendum, and Almond (2013)

provide research about a literacy intervention framework for English language learners. Specific

parts of the framework that are represented in this protocol include familiar rereading, word

study, and teacher-guided reading with a writing extension.

LESSON NARRATIVE

The lesson should begin with the student selecting an online or print text to read

independently and quietly for a few minutes for pleasure. At this time the teacher should also

choose a text to read for pleasure. After a few minutes, the student and teacher can informally
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share about what they read. The purpose of this part of the lesson is to emphasize the importance

of choice and reading for pleasure.

The second step of this protocol involves the student engaging in some type of word

study based on observed and documented needs. It is important that the word study activities be

engaging and hands-on, even multisensory when possible. There are many wonderful technology

tools available to assist with word study but if these tools are not available, traditional methods

will work just as well. Depending on the needs of the student, the teacher could use word sorts,

picture sorts, letter sorts, vocabulary building activities and/or general phonemic awareness

activities. It is important that this step is carefully planned out with materials chosen to meet the

needs of the student.

Next, the student should choose a familiar text to read from several texts that were read in

previous lessons. This gives the student the opportunity to practice fluent reading because less

effort will be needed in decoding the text and more energy can be spent on fluency and

comprehension. The teacher can take notes about the students reading at this time and these

notes can help the teacher determine future mini lessons and activities.

The next part of the lesson should be made up of a mini lesson where the teacher

performs a read aloud of a text at the students instructional level. The purpose of the read aloud

is for the student to gain experience listening to expressive, fluent reading which can serve as a

model for their own reading. The students comprehension and vocabulary knowledge will also

improve from listening to a more experienced reader because the student will not need to expend

energy on decoding the text themselves. The teacher should choose a new concept, skill, or

strategy to focus on during the read aloud and model it for the student. Mini lessons should be

tailored to student needs that have been observed and documented by the teacher.
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The fourth step of this protocol involves the student reading a new, scaffolded text at their

independent or instructional level with guidance from the teacher. The teacher will act as a coach

to help the student practice with understanding and applying their knowledge of concepts, skills,

and strategies learned from instruction. It is important for the teacher to be monitoring the

students progress during reading and adjust support accordingly. The ultimate goal of instruction

is reading independence, and the path to independence can be hindered by providing too little or

too much support during this part of the lesson.

After reading the text, the teacher should always conclude with some kind of post-reading

reflection to foster metacognition and deep and critical thinking about the text. This part of the

lesson offers a great opportunity for connecting to the larger multi-lesson inquiry, although this

could also happen anytime or at multiple points throughout the session. The teacher could offer a

few choices to the student to tailor this reflection/extension activity toward student interests. For

example, if the student was curious about a popular culture reference in the story or wanted to

know more about the author, the teacher could facilitate a brief inquiry into related print or

online texts. The teacher and student could generate questions about the text and discuss the text

with each other, bringing up personal connections, opinions, etc. Another option could be for the

teacher and student to collect more texts in the same genre or topic to read in later lessons or at

home for practice. This part of the lesson could also be used to engage in written or artistic

expression related to the text, and could be an opportunity to work on writing skills, depending

on the needs of the student. It is recommended that the teacher use technology during this part of

the lesson to engage the student in 21st century literacy skills. It is vital that this part of the

lesson be thought-provoking and meaningful for both the student and the teacher to maintain

engagement and build connections.

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Lesson Component Brief Description

Self-Selected Independent Reading and Student and teacher each select their own
discussion (10 minutes) online or print text to read independently for
pleasure
Engage in natural, low-stakes conversation
after reading

Word Study (5-10 minutes) Student engages in teacher-created word study

activities using online or print resources
Activities should be hands-on and engaging
and tailored to student needs

Reading of a Familiar Text (5 minutes) Student selects a familiar text from texts that
were read in previous lessons
Engaging in familiar reading helps to build
fluency and confidence
Teacher can take brief notes during or after
student reading to track progress

Read aloud/Mini-lesson (5-10 minutes) Teacher chooses a concept, skill, or strategy to

focus on and models it while fluently reading
a text at the students instructional level
Mini-lesson should be tailored to students
observed and documented needs

Scaffolded Reading/Discussion/Strategy Student reads a new text at their independent

Practice (10-15 minutes) or instructional level and applies taught
concepts/skills/strategies with coaching from
the teacher as needed
Teacher is constantly monitoring the student
for understanding and adjusting instruction
accordingly

Reflection and Extended Learning (10-20 Teacher and student engage in an intriguing
minutes) and thought-provoking inquiry/extension
activity related to texts read during the lesson

Bibliography

Amendum, S., Amendum, E., & Almond, P. (2013). One dy I kud not red a book bot naw I can:
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One English Learners Progress. The Reading Teacher, 67(1), 64-68.

Coiro, J., Castek, J. & Quinn, D.L. (2016). Personal and online research: connecting learners in

ways that matter. The Reading Teacher, 69 (5), 483-492.