A targeted 30–40 minute reading comprehension intervention designed for striving readers at the 600L band. Students learn explicit annotation routines to isolate central ideas and extract supporting key facts from informational text.
Have choral reading of the 4-sentence passage. Ask: "Did the beaver's sharp teeth build the pond alone?" Have students eliminate Option A (too specific) and Option C (an outcome), selecting Option B. Have students annotate their desk copy together before moving on.
Distribute the student worksheet. Students complete the 2-step annotation on "The Glow Hunters of the Deep Sea", complete the graphic organizer, and answer 4 multiple choice / short response questions. Teacher conducts targeted small-group pullouts.
Targeted Intervention & Scaffolding Matrix
Tier 3 (High Need)
• Read passage aloud in small triad or provide whisper-phone.
• Provide pre-highlighted sentence strips to sequence main idea vs. detail.
• Sentence stem: "This whole part is mostly about..."
Tier 2 (Target Group)
• Partner check after step 1 (circle repeating words) before boxing.
• Use colored highlighters (blue for main idea, green for facts).
• Prompt: "Does sentence 1 explain the fish and the jellyfish?"
Extension (Fast Finishers)
• Write an alternative headline that captures the main idea in 5 words.
• Identify one sentence that is an extra detail not needed for the main idea.
Diagnostic Misconceptions & Redirection Prompts
Student Stumble
Why It Happens
Teacher Redirection Prompt
Chooses the cool fact as main idea (e.g., anglerfish lure).
High sensory interest distracts from broader text purpose.
"That's awesome, but does the whole passage ONLY talk about anglerfish?"
Highlights entire sentences without discriminating.
Anxiety about missing important information; passive reading.
"You get only 2 tickets to underline proof. Which 2 are the strongest?"
Confuses the topic (1 word) with main idea (full sentence).
Cannot yet synthesize what the author is saying about the topic.
"Yes, it's about 'ocean light.' What does the author say that light DOES?"
Level 4: Mastery Boxes main idea & 2 accurate details; completes organizer and answers 4/4 Qs.
Level 3: Proficient Identifies main idea; selects at least 1 supporting fact; scores 3/4 on Qs.
Level 2: Developing Selects a detail as main idea; needs cueing to find broader topic statement.
Level 1: Intensive Random underlining; unable to verbalize what the paragraph was mostly about.
Clue Catchers Intervention Series • Informational Text Comprehension Page 2 of 2
B Curious little fish swim close to the anglerfish's glowing ball.
C The deep water is freezing cold for all animals.
D Deep-sea shrimp spray a dark glowing cloud.
Q3. Based on paragraph 1, what does the word bioluminescence mean?
A Freezing cold ocean water
B Living light made by animals
C A type of sharp predator teeth
D Sunshine that reaches the ocean floor
Q4. Short Response: Explain how glowing light helps the deep-sea shrimp survive. Use 1 detail from paragraph 3
Clue Catchers Intervention Series • Reading Comprehension & Text Annotation Page 2 of 2
"Making living light is called bioluminescence."
Q4. Short Constructed Response Scoring Guide (2 Points Total) Skill: Text Citation & Explanation
2-Point Exemplar:
"The deep-sea shrimp uses its glow to stay safe from predators. In paragraph 3, the text says it sprays a cloud of glowing ink that blinds and confuses hungry hunters so it can swim away."
2 Points: States shrimp uses light for defense AND cites specific detail (sprays ink/blinds hunter).
1 Point: Mentions shrimp sprays ink OR escapes, but omits text connection/how light helps.
0 Points: Inaccurate information or unrelated copy of text.
First-Sentence Bias: Student treats opening setting hook as the central message.
Ask: "Does the author spend the rest of the text talking about ice water or glowing animals?"
Q1: Option C or D (Anglerfish / Shrimp)
Detail Trap: Student mistakes an exciting supporting character for the whole topic.
Ask: "Would that sentence work as a title for paragraphs 1, 2, AND 3?"
Q2: Option A or C (Sunlight/Cold)
Question Misalignment: Read the fact correctly, but ignored the prompt's focus on hunting for food.
Prompt student to underline "hunt for food" in the question stem first.
Blank or Single-Word Margin Jots
Passive Engagement: Reluctant to write or unsure how to summarize in 3-4 words.
Provide 2-word sentence frame: "[Animal] uses light to [Action]."
Next Steps Decision Rule (Based on Today's Intervention Data):
Mastery (Score 4–5 pts on Qs + Solid Annotations):
Ready to progress to 650–700L informational texts with multi-paragraph implied main ideas.
Re-teach (Score 0–2 pts or severe Detail Trap):
Repeat routine tomorrow with physical sentence-strip sorting (separate umbrellas from table legs).
Clue Catchers Intervention Series • Teacher Diagnostic Guide Page 2 of 2
B Blood flows through tiny vessels to release heat into the breeze.
C The fox uses sharp claws to dig in the sand.
D The blazing desert sun shines all day long.
Q3. In paragraph 1, what does the word adaptations mean?
A Special body features that help an animal survive
B Dangerous enemies that hunt animals at night
C Hot sand storms that blow across the desert
D Heavy weights that slow animals down
Q4. Short Response: Explain how the fox uses its hearing to hunt underground prey. Use 1 detail from paragraph 3
Clue Catchers Intervention Series • Reading Comprehension & Text Annotation Page 2 of 2
Why A is correct:
Q4. Short Constructed Response Scoring Guide (2 Points Total) Skill: Text Citation & Evidence Synthesis
2-Point Exemplar:
"The fennec fox uses its sharp hearing to catch the soft rustle of insects and mice moving under the sand dunes at night. Once it hears them, it quickly digs with its paws to catch a meal."
2 Points: Explains hearing underground rustles AND digging with paws to catch prey.
1 Point: Mentions giant ears or digging, but misses the connection to finding underground prey.
0 Points: Inaccurate information or unrelated copy of text.
