| ZMe |
| 2-3x / wk |
| 2.5 / Wilson 4 |
| Self-correct oral reading; infer character feelings; use affixes/base words; claims. |
| Mod A, Mod B, Mod D |
Begin each 35-minute pull-out session with a 10-minute cohort study based on the anchor text block (Short Stories, *The Crossover*, or *Holes*). Focus on standard ELA curriculum mapping (finding evidence, structure, theme). Spend the remaining 25 minutes guiding students through their assigned self-paced modules, checking progress, and collecting data on individual IEP targets.
Section 1: Diagnostic Mapping Matrix Page 1 of 2
Implementation Manual
Instructional Pacing
35-Min Multi-Session Model
Path A: 5 Sessions per Week (JOJ, LGe, SLo) High Frequency
Sess 1-2: 10m cohort reading + 25m module practice. Focus on Module B (self-editing) & Module C (essays).
Sess 3-4: 10m targeted mini-lessons + 25m active writing/drafting using structured prompt blocks.
Sess 5: 15m peer/teacher conferencing + 20m digital progress checks & individual portfolio logging.
Path B: 3-4 Sessions per Week (DHa, HHa, JEl, JGa, JcFa, TWi) Standard Track
Sess 1: 10m cohort read + 25m Universal Module assignments (Evidence formulas & Theme mapping).
Sess 2: 10m targeted decoding mini-lesson (Module A roots/affixes) + 25m independent task practice.
Sess 3-4: 10m shared writing modeling + 25m structured composition draft / active annotations (Module D).
Path C: 2 Sessions per Week (ZMe) Targeted Track
Sess 1: 10m comprehension strategy modeling + 25m high-density Universal Module practice (claims and text proof).
Sess 2: 5m progress check-in + 25m intensive decoding & mechanics self-editing practice (Wilson 4 vocabulary).
Implement a student-maintained "Self-Paced Route Card" placed at the top corner of their workspaces:
1. Active Universal Module
2. Goal Criteria Met (Y/N)
3. IEP Individual Module Target
4. Next Lesson Target
Section 2: Execution Blueprint & Tracking Page 2 of 2
