Verbatim Coaching Scripts for Paraprofessionals:
If student circles the cardboard box: "Look at the first page. Who is talking and waving? Does a box talk, or does the energetic boy shout 'Yo!'? Point to the boy with me."
If student struggles with punctuation: Guide pencil: "An exclamation mark shows big excitement! Draw a straight line down and put a dot right below it for !."
Paraprofessional Instructional Guide • Yo! Yes? Page 1 of 2 • Tier 3 Protocols & Prompting
Staff Resource Instructional Support • Paraprofessional Guide
Answer Keys: Tier 2 (Scaffolded) & Tier 1 (Independent)
Quick-Reference Answer Guides, RAC Checklist Criteria & Immediate Fixes
EVALUATION GUIDE
TIER 2 KEY
Word Bank & Sentence Starters
Pages 1 & 2 (Clues & Focus Response):
Page 1 Word Bank: lonely, friends, slumped, street, jumped.
Page 1 Clues: Action: slumped; Dialogue: lonely / no friends; Solution: friends.
Page 2 Focus Frame (6 Lines): "...feeling sad because he has no friends to play with on the street."
Problem Check: Check: He feels lonely because he has no friends to play with.
Pages 3 & 4 (STORY Map Responses):
💬 Verbal Prompt for Tier 2: "What word in the word bank explains how the boy stands when he is sad? Look at slumped! Write slumped on your 1-inch lines."
TIER 1 KEY
RAC Evidence Criteria
Page 1: RAC Exemplar Paragraph (8 Lines):
"The quiet boy is feeling sad because he is lonely and has no friends to play with. A problem is what a character wants but does not have. In the book, when the other boy asks him 'Why?', he answers 'No fun' and 'No friends.' His body looks sad with slumped shoulders. Then the lively boy shouts 'Me!' and offers to be his friend. By the end, both boys jump together shouting 'YES!' with giant smiles."
Friendship Solution (Page 2): Saying 'Me!' shows kindness and welcoming someone who feels left out.
Pages 3 & 4: STORY Map Key Elements:
💬 Verbal Prompt for Tier 1: "Check your RAC criteria: Did you Restate? Did you quote dialogue like 'No friends' or 'Me!'? Did you explain how their feelings changed?"
1. Sparse Dialogue Reading
Immediate Fix: Remind students: "Even with one-word sentences, the punctuation (! and ?) and pictures tell us exactly what the characters feel!"
2. 1-Inch Letter Formation
Immediate Fix: Guide student to write tall capital letters touching the headline and small letters touching the dashed midline.
3. Defining Loneliness
Immediate Fix: Connect to lived experience: "Have you ever wanted someone to play with at recess? That is why the energetic boy's offer of 'Me!' is so powerful."
Paraprofessional Instructional Guide • Yo! Yes? Page 2 of 2 • Tier 2 & Tier 1 Exemplars & Troubleshooting
A
The quiet boy feels lonely because he has no one to play with, but the energetic boy reaches out by shouting "Me!" to offer true friendship.
B
The quiet boy is tired from a long walk home from school, and the energetic boy offers him a ride on his red bicycle.
C
The quiet boy lost his jacket on the sidewalk, and the energetic boy finds it hanging on the street sign.
Step 2: Trace Stem The quiet boy feels lonely until the energetic boy offers...
[ ] Capital [ ] Finger Spaces [ ] On Line [ ] Period
Story Elements Detectives • Scaffolded Focus Response Page 2 of 5 • Tier 2 (Rewrite Whole Response)
Tier 2 Worksheet Reading Comprehension • Story Elements
Name:
Date:
Text: Yo! Yes? • Rigorous MC, Trace Stem & Primary Writing Lines
TIER 2 • SCAFFOLDED
Page 3 of 5: Story Elements Map
S Setting: Where does the entire dialogue happen?
Circle A, B, or C:
A. Outside city street sidewalk
B. Indoor elementary classroom
C. Empty playground soccer field
Trace The story takes place outside on a city...
T Talking Characters: Who are the two speakers?
Circle A, B, or C:
A. Energetic boy and quiet boy
B. Two brothers on school bus
C. Teacher and young student
Trace The two talking characters are an energetic...
O Oops! The Problem: What is the main conflict?
Circle A, B, or C:
A. Quiet boy has no friends and is lonely
B. Both boys want the same basketball
C. Rain started falling on the sidewalk
Trace The central problem is that the quiet boy...
Story Elements Detectives • STORY Map Part 1 Page 3 of 5 • Tier 2 (Setting, Characters, Problem)
Tier 2 Worksheet Reading Comprehension • Story Elements
Name:
Date:
Text: Yo! Yes? • Rigorous MC, Trace Stem & Whole Response Rewrite
TIER 2 • SCAFFOLDED
Page 4 of 5: Story Elements Map
R Resolve: How does the energetic boy try to fix it?
Circle A, B, or C:
A. Points to himself and says "Me!" to be his friend
B. Tells the quiet boy to go find other kids
C. Walks past him and looks the other way
Trace Stem The energetic boy resolves the problem by saying...
Rewrite Whole Sentence with Proper Handwriting:
Y Yes! Solution: What is the joyful outcome of the story?
Circle A, B, or C:
A. Both boys jump with joy, shout "YES!" and become friends
B. Both boys say goodbye and head home alone
C. They sit quietly on the sidewalk and read books
Trace Stem In the end, both boys jump and shout Yes because...
Rewrite Whole Sentence: Neat Letter Formation [Cap] [Space] [Punctuation]
Story Elements Detectives • STORY Map Part 2 Page 4 of 5 • Tier 2 (Resolve & Solution Rewrite)
Tier 2 Worksheet Comprehension Check • Chris Raschka
Name:
Date:
Directions: Read each question carefully. Fill in the bubble next to the best answer.
Score ____ / 4
TIER 2 • ASSESSMENT
Page 5 of 5: Exit Ticket
RL.1.3 • Feelings
A. He looks down at his shoes with slumped shoulders and avoids eye contact. B. He waves his hands in the air and runs after a yellow school bus. C. He stomps his feet angrily because he dropped his favorite toy on the ground.
RL.1.4 • Dialogue
A. He is curious and unsure why someone is calling out to him on the street. B. He cannot hear what the other boy is saying over street traffic noise. C. He is asking what time the neighborhood library closes today.
RL.1.3 • Conflict
A. He has no friends to talk to, play games with, or share time together. B. He forgot his umbrella and heavy rain clouds are filling the city sky. C. He lost the key to his front apartment door while walking home.
RL.1.2 • Resolution
A. He says "Me!" and enthusiastically invites him to be his friend. B. He lends him a library book to read alone while sitting on the steps. C. He runs away to look for other children on the next street over.
Self-Reflection: How confident do you feel about story elements today?
Circle your choice:
Need Help
Getting It
Got It!
Story Elements Detectives • Assessment Page 5 of 5 • Tier 2 (Multiple Choice Exit Ticket)
What is the problem? Circle the correct problem:
Quiet boy has no friends to play with
Heavy rain poured down on street
The neighborhood school bus left early
R Resolve
Ideas
Energetic boy points and offers friendship. Trace his word:
M E !
He says: "Me! I will be your friend!"
Y Yes!
Solution
Draw the happy ending: Both boys jumping in the air, smiling together as new friends!
Story Elements Detectives • STORY Elements Map Page 2 of 2 • Tier 3 (STORY Map Page)
Verbatim Coaching Scripts for Paraprofessionals:
If student circles wrong card: "Look at page 12. Are they at an amusement park or the doctor's office? Point to the doctor's office with me."
If student struggles with letter tracing: Guide hand: "Start at the top line, pull straight down, curve right for S. Stay inside the box!"
Paraprofessional Instructional Guide • Patricia Jensen's I Am Sick Page 1 of 2 • Tier 3 Protocols & Prompting
Staff Resource Instructional Support • Paraprofessional Guide
Answer Keys: Tier 2 (Scaffolded) & Tier 1 (Independent)
Quick-Reference Answer Guides, RAC Checklist Criteria & Immediate Fixes
EVALUATION GUIDE
TIER 2 KEY
Word Bank & Sentence Starters
Pages 1 & 2 (Clues & Focus Response):
Page 1 Word Bank: scared, fever, doctor, medicine, rest.
Page 1 Clues: Action: fever; Dialogue: scared.
Page 2 Focus Frame (6 Lines): "...wonders about the doctor because she feels scared / nervous / worried."
Problem Check: Check: She is sick and afraid of the doctor.
Pages 3 & 4 (STORY Map Responses):
💬 Verbal Prompt for Tier 2: "Read the word bank with me. Did she feel scared or fine? Find scared in the bank and write it on your 1-inch lines."
TIER 1 KEY
RAC Evidence Criteria
Page 1: RAC Exemplar Paragraph (8 Lines):
"The little girl wonders 'what will the doctor do?' because she feels scared and worried about her visit. A problem is what a character wants but cannot have. She wants to feel healthy, but she fears the doctor's office might be painful. On page 11 she says, 'I am scared,' and on page 16 she looks anxious while waiting for the doctor."
Feelings Change (Page 2): From scared on pg. 11 to relieved ("That was not scary!") on pg. 29.
Pages 3 & 4: STORY Map Key Elements:
💬 Verbal Prompt for Tier 1: "Check your RAC criteria: Did you Restate? Did you name her negative feeling? Did you quote 'I am scared' on your lines?"
1. Student Brings in Own Doctor Fears
Immediate Fix: Redirect to the text: "That happened to you, but let's check what our book says on page 11."
2. 1-Inch Letter Formation
Immediate Fix: Guide student to write tall capital letters touching the headline and small letters touching the dashed midline.
3. Physical vs. Emotional Feelings
Immediate Fix: Clarify: "Her body feels sick (physical), but her mind feels scared (emotional). Both are negative feelings!"
Paraprofessional Instructional Guide • Patricia Jensen's I Am Sick Page 2 of 2 • Tier 2 & Tier 1 Exemplars & Troubleshooting
A
The girl is scared that checkup instruments might hurt, but the kind doctor checks her gently, explains everything, and prescribes rest and medicine.
B
The girl is worried about missing an art test at school, so Dad calls her teacher to reschedule.
C
The girl does not like riding in Dad's car, so they decide to take the city subway instead.
Step 2: Trace Stem She worries about the doctor until the visit...
[ ] Capital [ ] Finger Spaces [ ] On Line [ ] Period
Story Elements Detectives • Scaffolded Focus Response Page 2 of 5 • Tier 2 (Rewrite Whole Response)
Tier 2 Worksheet Reading Comprehension • Story Elements
Name:
Date:
Text: I Am Sick • Rigorous MC, Trace Stem & Primary Writing Lines
TIER 2 • SCAFFOLDED
Page 3 of 5: Story Elements Map
S Setting: Where does the checkup take place?
Circle A, B, or C:
A. At home and doctor's clinic
B. In a school gymnasium
C. At a public playground park
Trace The story takes place at home and at the...
T Talking Characters: Who are the key figures?
Circle A, B, or C:
A. Sick girl, her Dad, and doctor
B. Two classmate friends
C. Teacher and school nurse
Trace The key characters are the sick girl, Dad, and...
O Oops! The Problem: What is the main conflict?
Circle A, B, or C:
A. She is sick and scared of doctor tools
B. She lost her homework library book
C. Dad cannot find car keys
Trace The central problem is that she is sick and...
Story Elements Detectives • STORY Map Part 1 Page 3 of 5 • Tier 2 (Setting, Characters, Problem)
Tier 2 Worksheet Reading Comprehension • Story Elements
Name:
Date:
Text: I Am Sick • Rigorous MC, Trace Stem & Whole Response Rewrite
TIER 2 • SCAFFOLDED
Page 4 of 5: Story Elements Map
R Resolve: How does the kind doctor help her?
Circle A, B, or C:
A. Checks gently, reassures her, and prescribes medicine
B. Sends her to school to take tests
C. Tells Dad to buy candy at grocery store
Trace Stem The kind doctor helps by checking her gently and...
Rewrite Whole Sentence with Proper Handwriting:
Y Yes! Solution: What is the peaceful outcome of the story?
Circle A, B, or C:
A. She rests safely at home, takes medicine, and feels better
B. She runs outside to play sports immediately
C. She stays at the doctor office all night
Trace Stem In the end, she rests comfortably at home and...
Rewrite Whole Sentence: Neat Letter Formation [Cap] [Space] [Punctuation]
Story Elements Detectives • STORY Map Part 2 Page 4 of 5 • Tier 2 (Resolve & Solution Rewrite)
Tier 2 Worksheet Comprehension Check • Patricia Jensen
Name:
Date:
Directions: Read each question carefully. Fill in the bubble next to the best answer.
Score ____ / 4
TIER 2 • ASSESSMENT
Page 5 of 5: Exit Ticket
RL.1.3 • Feelings
A. She stays in bed holding her head, coughs, and feels too warm with a fever. B. She rides her bicycle around the block to race against her neighborhood friends. C. She refuses to eat her dinner because she wants to eat chocolate ice cream.
RL.1.4 • Dialogue
A. She does not know what the doctor will do and fears the visit will hurt. B. She is afraid of the barking dog sitting on the clinic porch steps. C. She worries that the clinic will not have any magazines to read.
RL.1.3 • Actions
A. The doctor speaks gently, checks her ears and throat softly, and reassures her. B. The doctor tells her she must stay at the hospital for a whole week. C. The doctor asks her Dad to wait out in the parking lot alone.
RL.1.2 • Resolution
A. She takes her medicine, drinks fluids, and rests quietly in bed at home. B. She goes immediately to school and runs outside in physical education. C. Dad buys her a pet kitten from the animal shelter on the way home.
Self-Reflection: How confident do you feel about story elements today?
Circle your choice:
Need Help
Getting It
Got It!
Story Elements Detectives • Assessment Page 5 of 5 • Tier 2 (Multiple Choice Exit Ticket)
She is sick and scared of doctor visit
Her sneakers are too tight to walk
Soccer ball went over tall fence
R Resolve
Ideas
The kind doctor checks her gently and gives advice. Trace the doctor's word:
R E S T
Doctor says: "Drink fluids and rest in bed!"
Y Yes!
Solution
Draw the happy ending: Girl resting comfortably in bed with Dad reading a story!
Story Elements Detectives • STORY Elements Map Page 2 of 2 • Tier 3 (STORY Map Page)
TIER 3 Max Support
Multi-Modal Packet
Rotation: Teacher Launch → Para Intensive Fluency
3
Need-Based Grouping
Pedagogical Design: Whole group is split by need because students need to build the independent skill over time.
3 × 20 Min Rotations (60 Min Block)
Teacher Table: Launch & Comprehension
Launches focus skill, teaches targeted vocabulary aligned to Red Word List, and delivers intensive direct reading support for lower-level readers first.
Para Table: Reading Intensive & Fluency
Paraprofessional leads reading-intensive groups: low-tier readers read again more fluently, execute Red Word Hunts, and tackle multiple-choice STORY mapping.
Rotation 1 (20m) Lower-Level Focus First
Teacher Table (Low-Tier): Direct launch of focus skill, targeted words on Red Word List, guided decoding support first.
Para Station (Tier 3): Read again more fluently with paras, Red Word Hunt, begin STORY map multiple choice.
Tier 1 & 2: Independent text preview and vocabulary detective setup.
Target: Fluency & Decoding
Rotation 2 (20m) Tier 2 Guided Group
Teacher Table (Tier 2): Sit with teacher and discuss STORY map explicitly, walking through each page for fluency and comprehension.
Para Station (Tier 3): Finalize multiple-choice STORY map, trace sentence frames, complete handwriting rewriting.
Tier 1: Draft independent RAC paragraph and cite textual evidence.
Target: Page-by-Page Guided Map
Rotation 3 (20m) Tier 1 Deep-Dive & Wrap
Teacher Table (Tier 1): Complete open-ended question discussion, debate dialogue nuances, finish in independent.
Independent (Tier 2): Begin independent packet work, applying guided discussions to structured writing lines.
Tier 3: Multi-modal drawing response and exit ticket check-in.
Target: Open-Ended Mastery
Least-to-Most Prompting Ladder (All Stations):
L1: Wait & Ask (5-7s pause) • L2: Gesture (point to clue) • L3: Choice Stem (2 choices) • L4: Echo Model (repeat)
Story Elements Detectives • Grade 1 Reading Comprehension Unit Educator Blueprint & Rotation Architecture Guide • Page 1 of 1
Verbatim Coaching Scripts for Paraprofessionals:
If student circles the dinosaur: "Look at page 7. Who did Don say could help? Did he say the toy, or Meg the helper? Point to Meg with me."
If student struggles with letter tracing: Guide hand: "Start at top line, pull straight down, slant down, slant up, and straight down for M."
Paraprofessional Instructional Guide • Meg and the Lost Pencil Case Page 1 of 2 • Tier 3 Protocols & Prompting
Staff Resource Instructional Support • Paraprofessional Guide
Answer Keys: Tier 2 (Scaffolded) & Tier 1 (Independent)
Quick-Reference Answer Guides, RAC Checklist Criteria & Immediate Fixes
EVALUATION GUIDE
TIER 2 KEY
Word Bank & Sentence Starters
Pages 1 & 2 (Clues & Focus Response):
Page 1 Word Bank: angry, tugged, blue stars, desk, alike.
Page 1 Clues: Action: tugged / pull; Dialogue: angry / mad.
Page 2 Focus Frame (6 Lines): "...tug at the case because they both think it is theirs / mine."
Problem Check: Check: They both claim the same blue case.
Pages 3 & 4 (STORY Map Responses):
💬 Verbal Prompt for Tier 2: "Why did Jack take the case off Ann's desk? Because it was blue with stars and looked alike! Match alike to your 1-inch lines."
TIER 1 KEY
RAC Evidence Criteria
Page 1: RAC Exemplar Paragraph (8 Lines):
"Jack and Ann tug at the pencil case because they both believe it belongs to them and are furious at each other. A problem is what characters want but cannot have. On page 4, Ann says, 'Give me my pencil case,' but Jack refuses to let go. In the picture on page 6, they pull with angry faces because their pencil cases look identical."
Proactive Solution (Page 2): Meg tells them to write their names inside so they never mix them up again.
Pages 3 & 4: STORY Map Key Elements:
💬 Verbal Prompt for Tier 1: "Check your RAC criteria: Did you Restate? Did you explain why both kids are mad? Did you quote 'Give me my pencil case'?"
1. Blaming Jack as a "Thief"
Immediate Fix: Clarify intention: "Jack made an honest mistake because his case is also blue with stars. Meg helps them find the truth!"
2. 1-Inch Letter Formation
Immediate Fix: Guide student to write tall capital letters touching the headline and small letters touching the dashed midline.
3. Explaining "Proactive"
Immediate Fix: Explain: "Proactive means solving a problem before it happens again—like writing your name on your belongings right away!"
Paraprofessional Instructional Guide • Meg and the Lost Pencil Case Page 2 of 2 • Tier 2 & Tier 1 Exemplars & Troubleshooting
A
Both students own identical blue cases with yellow stars, and Jack cannot see that his own case is hidden under his jacket.
B
Jack and Ann share a locker and accidentally packed each other's backpacks during morning arrival.
C
The teacher told the class that all pencil cases belong to the whole classroom community.
Step 2: Trace Stem Jack and Ann both think the case is theirs because...
[ ] Capital [ ] Finger Spaces [ ] On Line [ ] Period
Story Elements Detectives • Day 1 Focus Response Page 2 of 6 • Tier 2 (Whole Response Rewrite)
Tier 2 • Day 2 Reading Comprehension • Text Evidence
Name:
Date:
Text: Meg and the Lost Pencil Case • Day 2 Rigorous Comprehension
TIER 2 • DAY 2
Page 3 of 6: Deep Comprehension
Directions: Read each question. Go back into the story text to find proof before selecting your answer.
4 Items
Text Evidence
A. The text states both cases are blue with bright yellow stars, so they look identical. B. Jack saw Ann borrow his pencils without asking during spelling time. C. The teacher gave only one pencil case to the entire first-grade class.
Character Motive
A. She observes that Jack also owns a star case, so she searches to see if his is lost. B. She wants to find a missing jacket to wear outside at recess. C. Ann whispered to Meg to look under the desk for a hidden toy.
Key Detail
A. Slipped beneath his winter jacket bunched up on the shelf of his desk. B. Left on the school bus seat next to the driver's seat. C. Inside the teacher's locked filing cabinet drawer.
Resolution
A. "Write your name on your case!" so each student's case is clearly labeled. B. "Never bring pencil cases to school ever again!" C. "Ask the teacher to lock all cases in the closet every day."
Story Elements Detectives • Day 2 Text Evidence Page 3 of 6 • Tier 2 (Text-Dependent Comprehension)
Tier 2 • Day 2 Reading Comprehension • Story Elements
Name:
Date:
Text: Meg and the Lost Pencil Case • Complete 5 Elements
TIER 2 • DAY 2
Page 4 of 6: Story Map
S Setting
Where does the conflict happen?
T Characters
Who are the students involved?
O Oops! The Problem
Why do Jack and Ann argue over the pencil case?
R Resolve Ideas
How does Meg investigate and find the missing second case?
Y Yes! The Solution
How do the students solve the conflict and ensure it won't happen again?
Story Elements Detectives • Day 2 Story Map Page 4 of 6 • Tier 2 (S, T, O, R, Y Elements)
Tier 2 • Day 2 Narrative Writing • Perspective Challenge
Name:
Date:
Text: Meg and the Lost Pencil Case • Point of View Writing
WRITING CHALLENGE
Page 5 of 6: Extended Narrative
Now, you are Meg! You see Jack and Ann tugging and arguing in the classroom. How would you step in, calm them down, and solve the mystery? Write your story from Meg's perspective using "I".
Required Text Dialogue (Use in Quotes):
You must include at least two in your story:
"It is mine!" (Jack or Ann) "Look under your jacket!" (You as Meg) "Write your name on your case!" (Advice)
Better Writers Word Bank:
Use these rich vocabulary words:
observed calmly identical discovered labeled apologized
Write Your Narrative as Meg:
[ ] Used "I" [ ] Used Quotes ("...") [ ] Word Bank Words
Story Elements Detectives • Day 2 Extended Writing Page 5 of 6 • Tier 2 ("You Are Meg" Narrative)
Tier 2 • Day 2 Narrative Illustration • Visual Evidence
Author:
Date:
Draw how you, as Meg, helped Jack and Ann solve the pencil case mystery!
ILLUSTRATION
Page 6 of 6: Narrative Art
Illustration Window: Show Meg, Jack, Ann, and Both Labeled Pencil Cases Include details from your narrative
Draw your classroom detective scene here Add speech bubbles with dialogue from your story!
Illustration Caption (Describe what is happening in your drawing):
Author Detective Self-Check:
Verify your narrative before turning in:
Meg's "I" Voice Quoted Dialogue Word Bank Words Neat Drawing
Story Elements Detectives • Day 2 Narrative Art Page 6 of 6 • Tier 2 (Illustration & Author Self-Check)
Text-aligned multiple choice and restatement handwriting lines for each element.
TIER 3 • STORY MAP
Page 2 of 2: S-T-O-R-Y Elements
S
Circle A, B, or C:
A
School Classroom
By the student desks
B
School Playground
Outside by the swings
C
School Cafeteria
At the lunch tables
Trace
The story takes place in the ____________.
Restate
T
Circle A, B, or C:
A
Jack, Ann, and Meg
Students in room 1B
B
Teacher & Principal
School adults in office
C
Kindergarten Buddies
Younger children at art
Trace
The main characters are ____________.
Restate
O
Circle A, B, or C:
A
Both Think It Is Theirs
Both cases look alike
B
Lost Spelling Folder
Missing paper homework
C
Broken Yellow Scissors
Fighting over tools
Trace
The problem is both think the case is ____________.
Restate
R
Circle A, B, or C:
A
Checks Under Jacket
Finds case on desk shelf
B
Checks Lost and Found
Looks in hallway bin
C
Asks Teacher for Help
Requests adult timeout
Trace
Meg resolves it by checking under ____________.
Restate
Y
Circle A, B, or C:
A
Write Names on Cases
Label each case clearly
B
Throw Both in Trash
Discard classroom cases
C
Lock Cases in Closet
Keep away from students
Trace
They solve the problem by writing their ____________.
Restate
Story Elements Detectives • Full STORY Map Page 2 of 2 • Tier 3 (Text-Aligned MC & Restate Lines)
Kept lost dog and feels bad inside
Flat tire on bicycle
Spilled kitchen juice
DAY 1 STOP
Stop here! Day 2 will reveal how Jamaica decides to solve her problem.
Story Elements Detectives • Day 1 Story Map Page 2 of 2 • Tier 3 (S, T, O Elements)
Paraprofessional Instructional Guide • Jamaica's Find Page 1 of 3 • Day 1 Prompting & Tier 3 Key
Staff Resource Instructional Support • Paraprofessional Guide
Day 1 • Keys & Monitoring Notes
Decoding Supports • Red Word Hunt • Fluency Activities • Tier 1 & 2 Keys
COACHING SUITE
Answer Checks
Tier 2 Key (Scaffolded)
Page 1 Starter: Choose A (feels bad inside about keeping dog).
Page 2 Clues: finds hat & dog; bad feelings in stomach.
Problem Check: Check Box 1 (kept lost dog).
Tier 1 Key (RAC Exemplar)
Restate & Answer: Jamaica says she doesn't feel good because she feels bad inside about taking a dog that isn't hers.
Evidence: P. 21 dialogue "I don't feel good." Conscience clue.
Exit Ticket (4 Items)
1: A (Found hat & cuddly dog)
2: A (Turned in hat, kept dog)
3: A (Feels bad inside in bedroom)
4: A (Core problem: kept lost dog)
Diagnostic Fix-Up Guide
| Target Struggle Words | Phonics / Decoding Hurdle | Common Student Misunderstanding | Corrective Prompt / Action |
|---|---|---|---|
| stuffed (dog), whispered | Suffix -ed sounding like /t/ or /d/; double consonant ff. | Students guess "stuff" or say "stuff-ed" without connecting to a toy animal. | "Cover -ed. Say the base word: stuff! Add /t/: stuffed! It means soft toy." |
| kitchen, dishes | Trigraph -tch /ch/ and digraph sh; short vowel decoding. | Students skip over the setting shift from park playground to family home. | "Chunk it: kitch-en. Where is Jamaica? Point to the sink with bubbles!" |
| belonged, trouble | Prefix be-; word-ending -ble consonant-l-e syllable. | Assuming the dog is wild or abandoned rather than owned by a child. | "Chunk: be-longed. If it belonged to a girl, does Jamaica own it? No!" |
| "I don't feel good" | Contraction don't (do not) and vowel team ee in feel. | Thinking Jamaica caught a stomach bug, flu, or ate bad food. | "Touch your chest. That heavy feeling when you did something wrong is conscience!" |
Active Comprehension Strategies
Routine 1
Point-to-the-Word Activity (Finger-Track)
Protocol: Students must place their index detective finger under each word before saying it aloud.
Para Prompt: "Touch and track! Keep your finger under the letters. If your finger moves faster than your mouth, stop and tap the word again. Freeze on our target red word!"
Eliminates word skipping & forces 1:1 voice-to-print correspondence.
Routine 2
Count How Many Words in the Sentence
Protocol: Isolate dialogue or key sentence (e.g., "I don't feel good."). Students tap and count words from capital letter to punctuation.
Para Prompt: "Find the capital letter. Let's tap and count to the period: 1, 2, 3, 4 words! Now sweep your finger and read all 4 words smoothly in one breath!"
Builds sentence boundary awareness, spacing concept, and vocal phrasing.
Routine 3
Red Word Hunt Facilitation Strategy
Target Day 1 Red Words: said, was, does, where, some, they.
Para Script: "Detective alert! Look at line 3 on page 21. Frame the red word 'said' between two fingers. What sounds do you hear? Let's sky-write S-A-I-D in red ink!"
Orthographic mapping: irregular heart letters reinforced visually.
Routine 4
Additional Comprehension Supports
Multi-sensory engagement connects decoding to character empathy.
Daily Paraprofessional Checklist: 1. Review Red Words (2m) • 2. Choral Fluency Reread (8m) • 3. Word Count & Tracking (3m) • 4. S-T-O Map Check (7m)
Paraprofessional Instructional Guide • Jamaica's Find Page 2 of 3 • Day 1 Monitoring Notes & Reading Support Toolkit
Staff Assessment Tool Grade 1 MTSS Reading Progress Monitoring
Date: ________________ Rotation: [ ] 1 [ ] 2 [ ] 3
Text: Jamaica's Find (Day 1) • Diagnostic Tracking: Decoding, Red Words, Fluency & Story Elements
Facilitator Tracker
Tier 1 • Tier 2 • Tier 3
Facilitator: ________________________
Group Focus: [ ] Para Intensive [ ] Teacher Table
Target Red Words: said, was, does, where, some
Scoring: 4=Mastery • 3=Scaffolded • 2=Emerging • 1=Needs Prompt
| Student Name | Red Word Hunt | 1:1 Finger Track | Word Count | Decode Base + -ed | Problem/Conscience | Prompt Level | Observed Misunderstandings / Notes |
|---|---|---|---|---|---|---|---|
| 1. | [ ] + [ ] - | [ ] Accurate | [ ] 4 words | [ ] /t/ sound | [ ] S-T-O Map | L1 L2 L3 L4 | ________________________________ |
| 2. | [ ] + [ ] - | [ ] Accurate | [ ] 4 words | [ ] /t/ sound | [ ] S-T-O Map | L1 L2 L3 L4 | ________________________________ |
| 3. | [ ] + [ ] - | [ ] Accurate | [ ] 4 words | [ ] /t/ sound | [ ] S-T-O Map | L1 L2 L3 L4 | ________________________________ |
| 4. | [ ] + [ ] - | [ ] Accurate | [ ] 4 words | [ ] /t/ sound | [ ] S-T-O Map | L1 L2 L3 L4 | ________________________________ |
| 5. | [ ] + [ ] - | [ ] Accurate | [ ] 4 words | [ ] /t/ sound | [ ] S-T-O Map | L1 L2 L3 L4 | ________________________________ |
| 6. | [ ] + [ ] - | [ ] Accurate | [ ] 4 words | [ ] /t/ sound | [ ] S-T-O Map | L1 L2 L3 L4 | ________________________________ |
Targeted Instructional Red Flags
1. Decoding Red Flags
-ed in stuffed-tch in kitchendon't2. Comprehension Red Flags
3. Fluency & Prosody Flags
Instructional Next Steps
Tier 3 Continuation:
Students needing Level 3 or 4 prompts; continue icon support and trace rewriting on Day 2.
Names: _______________________
Ready for Tier 2 Scaffolds:
Can decode with Level 1-2 prompts; ready for guided word banks and sentence frames.
Names: _______________________
Tier 1 Independent Ready:
Fluent decoding, accurate red words, ready for 8-line RAC response writing independently.
Names: _______________________
Facilitator Signature: ____________________________________ Shared with Lead Teacher: [ ] Yes [ ] Follow-up needed
Paraprofessional Instructional Guide • Jamaica's Find Page 3 of 3 • Day 1 Small-Group Progress Monitoring Sheet
Sentence Starter: She solved the problem by bringing the dog to the park house and helping...
Reading Comprehension • Story Elements Page 3 of 3 • Day 2 Tier 2 (Summary Organizer)
Flat tire on bicycle
Forgot dinner beans
R Resolve
Ideas
Jamaica brings the dog to the park house counter. Trace the word:
P A R K
Returns the dog to the park house!
Y Yes!
Solution
Draw the happy ending: Kristin hugging Edgar dog with Jamaica smiling!
Story Elements Detectives • Full Story Map Page 2 of 2 • Tier 3 (S, T, O, R, Y Elements)
Draw your picture here
Story Elements Detectives • Assessment Page 2 of 2 • Day 2 Creative Extension Task (Rewrite the Ending)
"Detectives, notice how Jamaica's feelings change on Day 2! In the bedroom on Day 1, her tummy hurt from her guilty conscience. On Day 2, when she returns the dog to the park office and helps Kristin, she smiles her biggest smile because honesty and empathy make her heart proud!"
Paraprofessional Instructional Guide • Jamaica's Find Page 1 of 3 • Day 2 Prompting & Tier 3 Key
Staff Resource Instructional Support • Paraprofessional Guide
Day 2 • Keys & Monitoring Notes
Decoding Supports • Red Word Hunt • Fluency Activities • Tier 1 & 2 Keys
COACHING SUITE
Answer Checks
Tier 2 Key (Scaffolded)
Page 1 Starter: Choose A (wants to help Kristin find Edgar dog).
Page 2 Clues: shouts "Come along!"; smiles biggest smile.
Page 3 STORY: Resolve = park office; Solution = happy reunion.
Tier 1 Key (RAC Exemplar)
Restate & Answer: Jamaica brings Kristin to the lost and found because she is excited to reunite her with Edgar dog.
Evidence: P. 29 dialogue "Come along with me!" Heart happy.
Exit Ticket & Sequencing
Part 1 MC: 1-A (counter), 2-A (knows where Edgar is), 3-A (delighted).
Part 2 Sequencing: 3 (Return dog) → 1 (Finds items) → 4 (Reunion) → 2 (Takes home).
Diagnostic Fix-Up Guide
| Target Struggle Words | Phonics / Decoding Hurdle | Common Student Misunderstanding | Corrective Prompt / Action |
|---|---|---|---|
| returned, shouted | Vowel team ou /ow/, r-controlled ur, past tense -ed. | Assuming Jamaica was yelling in anger rather than calling in excitement. | "Sound chunk: sh-ou-t-ed. Was she mad? No, she shouted to help Kristin hear!" |
| counter, park house | Diphthong ou; compound term park house (lost-and-found office). | Thinking Jamaica handed the toy to Kristin immediately at her own house. | "Point to the park office desk. Jamaica placed Edgar on the counter first!" |
| Kristin, Edgar | Proper nouns with consonant blends (Kr-, -st-, dg). | Confusing the little girl's name with the dog's name (who is who?). | "Who has yellow hair? Kristin! Who has floppy ears? Edgar the stuffed dog!" |
| delighted, squeeze | Silent letters -igh- long i; qu blend with vowel team ee. | Thinking Jamaica felt sad because she had to give the toy away. | "Look at Jamaica's face when Kristin hugs Edgar. Is she frowning? She is smiling!" |
Active Comprehension Strategies
Routine 1
Point-to-the-Word Activity (Finger-Track)
Protocol: Students track with their detective pointer finger directly under each word as they read Jamaica's dialogue.
Para Prompt: "Touch and track! Put your finger under 'Come'. Slide under 'along', 'with', 'me!' Don't let your mouth run ahead of your finger. Freeze on the exclamation mark!"
Anchors visual attention on multisyllabic words and punctuation stops.
Routine 2
Count How Many Words in the Sentence
Target Sentence: "Come along with me!" (Page 29). Tap each word from capital to exclamation mark.
Para Prompt: "Let's count words: 1, 2, 3, 4 words! Four words in this exclamation sentence. Now read all 4 words together with an excited, welcoming voice!"
Develops word awareness, prosody, and expressive phrasing for dialogue.
Routine 3
Red Word Hunt Facilitation Strategy
Target Day 2 Red Words: there, where, could, friend, again, said.
Para Script: "Red Word Detective Hunt! Scan page 31. Who can spot the red word 'friend'? Trap it with your two fingers! What tricky letters do you see? Spell it: F-R-I-E-N-D!"
Solidifies irregular heart words in context before writing exercises.
Routine 4
Additional Comprehension Supports
Empathy-driven physicalization connects resolution to moral growth.
Daily Paraprofessional Checklist: 1. Review Day 2 Red Words (2m) • 2. Choral Reread to Reunion (8m) • 3. Word Count & Tracking (3m) • 4. Full STORY Map Check (7m)
Paraprofessional Instructional Guide • Jamaica's Find Page 2 of 3 • Day 2 Monitoring Notes & Reading Support Toolkit
Staff Assessment Tool Grade 1 MTSS Reading Progress Monitoring
Date: ________________ Rotation: [ ] 1 [ ] 2 [ ] 3
Text: Jamaica's Find (Day 2) • Diagnostic Tracking: Resolution, Dialogue, Red Words & Full STORY Map
Facilitator Tracker
Tier 1 • Tier 2 • Tier 3
Facilitator: ________________________
Group Focus: [ ] Para Intensive [ ] Teacher Table
Target Red Words: there, where, could, friend, again
Scoring: 4=Mastery • 3=Scaffolded • 2=Emerging • 1=Needs Prompt
| Student Name | Red Word Hunt | 1:1 Finger Track | Exclamation Prosody | Resolve Step (R) | Full STORY Map | Prompt Level | Observed Misunderstandings / Notes |
|---|---|---|---|---|---|---|---|
| 1. | [ ] + [ ] - | [ ] Accurate | [ ] Excited voice | [ ] Park counter | [ ] S-T-O-R-Y | L1 L2 L3 L4 | ________________________________ |
| 2. | [ ] + [ ] - | [ ] Accurate | [ ] Excited voice | [ ] Park counter | [ ] S-T-O-R-Y | L1 L2 L3 L4 | ________________________________ |
| 3. | [ ] + [ ] - | [ ] Accurate | [ ] Excited voice | [ ] Park counter | [ ] S-T-O-R-Y | L1 L2 L3 L4 | ________________________________ |
| 4. | [ ] + [ ] - | [ ] Accurate | [ ] Excited voice | [ ] Park counter | [ ] S-T-O-R-Y | L1 L2 L3 L4 | ________________________________ |
| 5. | [ ] + [ ] - | [ ] Accurate | [ ] Excited voice | [ ] Park counter | [ ] S-T-O-R-Y | L1 L2 L3 L4 | ________________________________ |
| 6. | [ ] + [ ] - | [ ] Accurate | [ ] Excited voice | [ ] Park counter | [ ] S-T-O-R-Y | L1 L2 L3 L4 | ________________________________ |
Targeted Instructional Red Flags
1. Day 2 Decoding Flags
ou in shouted or counter2. Comprehension Flags
3. Fluency & Prosody Flags
Summative Synthesis
Unit Support Needed:
Requires continued Tier 3 icon scaffolding for Problem/Resolve; maintain 1:1 para support.
Names: _______________________
Solid STORY Mastery:
Identifies all 5 elements with sentence stems; ready to attempt Tier 1 RAC paragraph in next unit.
Names: _______________________
Advanced Story Detective:
Mastered RAC writing, cites text evidence with page quotes, fluent prosody. Ready for enrichment.
Names: _______________________
Facilitator Signature: ____________________________________ Shared with Lead Teacher: [ ] Yes [ ] Follow-up needed
Paraprofessional Instructional Guide • Jamaica's Find Page 3 of 3 • Day 2 Small-Group Progress Monitoring Sheet
Kristin & Edgar reunited!
Now You Can Retell the Whole Story from Beginning to End! Slide 5 of 6
You Do
RAC Success Checklist
R
Turn the question into your sentence starter: "Jamaica brings Kristin to the lost and found because..."
A
State the solution: she wants to help Kristin find Edgar dog and feel happy again.
C
Use quotation marks around the character's exact words: "Come along with me!"
Get your pencils ready, Story Detectives! Slide 6 of 6
Tier 1 • Least Need Grade 1 STORY Framework
Name:
Date:
Directions: Circle the targeted answer, then complete the full sentence on the primary line.
ABC PRINT
Page 3 of 3
S Setting: Where and when does the story take place? Circle one:
A) Inside Peter's house
B) In a busy park with dog pens
C) On a city street in daytime
Sentence Stem: The setting of the story is outside on __________________________
T Talking Characters: Who are the characters in the story? Circle one:
A) Roberto and Matt showing pets
B) Archie, Peter, Susie, mother only
C) Archie, friends, judges, old woman
Sentence Stem: The characters in this story are _______________________________
O Oops! A Problem: What is Archie's major obstacle? Circle one:
A) Roberto's mouse runs away
B) Archie worries he will be late
C) Archie wants to enter cat, but it is lost
Sentence Stem: Archie's major problem happens when ____________________________
R Resolve Attempts: What actions does Archie take to fix his problem? Circle one:
A) He asks to hold Roberto's mouse
B) He goes home and decides not to enter
C) Searches street and brings germ in jar
Sentence Stem: To resolve his problem, Archie ________________________________
Y Yes! Solution: How does the conflict resolved at the end? Circle one:
A) Judges award Archie first place
B) The woman gives the cat to Archie
C) Al wins quietest pet; Archie shares ribbon
Sentence Stem: The story is resolved when ___________________________________
Story Elements Detectives • Grade 1 Reading Comprehension Page 3 of 3 • Rigorous S-T-O-R-Y Multiple Choice & Stems (ABC Print)
Name:
Date:
Directions: Circle the targeted option, then complete the full sentence on the primary line.
ABC PRINT
Page 3 of 3
S Setting: Where does this story take place? Circle one:
A) Inside Peter's house
B) In a gated community animal shelter
C) On an outdoor neighborhood city street
Sentence Stem: The setting of the story is outside on __________________________
T Talking Characters: Who are the key figures? Circle one:
A) Roberto and Matt showing their pet pets
B) Archie, Peter, Susie, and his mother
C) Archie, Peter, Roberto, Matt, Susie, judges, old woman
Sentence Stem: The talking characters in the text are _________________________
O Oops! A Problem: What is Archie's primary conflict? Circle one:
A) Roberto's fast mouse runs loose into crowd
B) Archie worries he will be disqualified
C) Archie wants to enter his cat, but it cannot be found
Sentence Stem: Archie's main problem happens when ____________________________
R Resolve Attempts: What creative step does Archie take? Circle one:
A) He asks the judges to delay the competition
B) He goes home and decides not to participate
C) He searches all over and brings a pet germ in a jar
Sentence Stem: To resolve the problem, Archie _________________________________
Y Yes! Solution: How does the pet show conclude? Circle one:
A) The judges name Archie grand winner
B) The woman gives the ribbon to Archie
C) Al wins quietest pet and Archie lets the woman keep the ribbon
Sentence Stem: The story reaches a happy solution when ______________________
Story Elements Detectives • Grade 1 Reading Comprehension Page 3 of 3 • Guided S-T-O-R-Y Multiple Choice & Stems (ABC Print)
C) His cat is missing before the show
Sentence Stem: Archie's problem is that _________________________________________
R Resolve Attempts: What does Archie do? Circle one:
A) Borrows a pet bird
B) Stays home and gives up
C) Searches and brings a germ in a jar
Sentence Stem: Archie tries to resolve it by __________________________________
Y Yes! Solution: How does it end happily? Circle one:
A) The cat wins first place
B) Archie takes both ribbons home
C) Al wins and Archie shares the ribbon
Sentence Stem: The happy solution is that _____________________________________
Story Elements Detectives • Grade 1 Reading Comprehension Page 2 of 2 • Rigorous S-T-O-R-Y Choice & Stems (ABC Print)
Start at Level 1!
Level 1: Wait & Ask
Wait 5–7s. Ask: "Why does Archie tell them to start without him?"
Least Support
Level 2: Point & Cue
Point to Archie at window. Place chin in hand to model discouragement.
Visual Clue
Level 3: Choice Stem
Offer: "Is he excited, or discouraged because the cat is lost?"
Verbal Scaffold
Level 4: Echo Model
Model: "Archie feels discouraged because his cat cannot be found."
Most Support
Verbatim Paraprofessional Coaching Script (Echo & Sentence Push):
"Scholars, look at Archie's face in the window! He searched inside garbage cans and up and down the street. When he says 'You'd better start without me,' he feels discouraged because the cat is lost. But Archie doesn't give up! He uses his imagination to bring Al the germ, wins quietest pet, and shares his joy with the old woman. Let's find that exact dialogue together!"
Paraprofessional Facilitation Guide • Ezra Jack Keats's Pet Show! Page 1 of 3 • Rotations, Echo-Reading & Prompting Ladder
Data & Toolkit Instructional Support • Paraprofessional Guide
Fluency Capture Instructions & Decoding Fixes
Step-by-Step Data Tracking • Prosody Rubric • Decoding Fix-Ups • Master Quick Keys
DATA PROTOCOL
Daily Data Collection
1. Word Count Check
Have student finger-track the 14-word quote. Count errors: omissions, substitutions, or hesitations > 3 sec.
Target: 14/14 Accurate
2. Rate Prosody (1–3)
Score 1: Flat, word-by-word.
Score 2: Phrased, some emotion.
Score 3: Rich, expressive character tone.
Prosody Rubric
3. Log Prompt Level
Record highest prompt used on Page 3 grid: L1 (Independent), L2 (Point), L3 (Choice), or L4 (Echo).
Prompt Hierarchy
4. Sentence Push Check
Check if student speaks and writes in a complete sentence: subject + predicate + end punctuation.
[ ] Full [ ] Fragment
Diagnostic Tool
| Target Word | Phonics / Decoding Hurdle | Common Student Misunderstanding | Corrective Prompt / Action |
|---|---|---|---|
| discouraged | Prefix dis-, r-controlled -our-, suffix -ed. | Thinking Archie was angry or gave up because he was lazy. | "Chunk: dis-cour-aged. He worked hard, but feels sad his cat is missing!" |
| independent | 4 syllables: in-de-pen-dent; multisyllabic stress. | Thinking the cat was lost forever or stolen from Archie. | "Clap it: in-de-pen-dent! It means the street cat roams wherever it wants!" |
| imagination | Soft g sounding like /j/; suffix -tion. | Thinking Al is a real sickness germ or that Archie brought a dirty jar. | "Look at the empty jar! A germ is invisible! Archie used his imagination!" |
| generous | Soft g; suffix -ous (/us/). | Thinking Archie gave the ribbon away because he was disqualified. | "Look at Archie smiling on page 24. He already has Al's ribbon! He loves sharing!" |
Master Answers
Tier 3 (Most Need)
• At-Bat 1: C (Discouraged)
• At-Bat 2: C (Pet germ Al)
• At-Bat 3: C (Generous)
• Story Map: All target C
Tier 2 (Moderate Need)
• Day 1 Hunt: C ("I can't find him")
• Day 2 Hunt: C ("It's OK. You keep it")
• Story Map: All target C
• Stems: Full sentences with banks
Tier 1 (Least Need)
• Day 1 Hunt: C
• Day 2 Hunt: C
• Day 1 RAC: 3 full sentences
• Day 2 RAC: Explains generosity
Exit Ticket Key
• Q1 (Feeling): C
• Q2 (Solution): C
• Q3 (Generosity): C
• Q4 (Open Stem): Central message
Daily Para Checklist: 1. Track 14-Word Quote (3m) • 2. Rate Prosody 1–3 (2m) • 3. Red Word Flash Hunt (3m) • 4. Push Full Sentence Stems (12m)
Paraprofessional Facilitation Guide • Ezra Jack Keats's Pet Show! Page 2 of 3 • Fluency Data Protocols & Decoding Fix-Ups
Staff Assessment Tool Grade 1 MTSS Reading Progress Monitoring
Date: ________________ Rotation: [ ] 1 [ ] 2 [ ] 3
Text: Pet Show! • Diagnostic Tracking: Fluency Accuracy, Prosody, Stems & Prompt Levels
Data Sheet
Tier 3 • Tier 2 • Tier 1
Facilitator: ________________________
Group Station: [ ] Station B (Para) [ ] Station A (Teacher)
Target Quote: "You'd better start without me."
Prosody: 1=Monotone • 2=Phrased • 3=Expressive
| Student Name | Quote WPM (14) | Prosody (1–3) | Prompt Level | Problem/Resolve | Full Sentence | Observed Misunderstandings / Notes |
|---|---|---|---|---|---|---|
| 1. | ____ / 14 | [ ] 1 [ ] 2 [ ] 3 | L1 L2 L3 L4 | [ ] Cat [ ] Germ | [ ] Yes [ ] No | ________________________________ |
| 2. | ____ / 14 | [ ] 1 [ ] 2 [ ] 3 | L1 L2 L3 L4 | [ ] Cat [ ] Germ | [ ] Yes [ ] No | ________________________________ |
| 3. | ____ / 14 | [ ] 1 [ ] 2 [ ] 3 | L1 L2 L3 L4 | [ ] Cat [ ] Germ | [ ] Yes [ ] No | ________________________________ |
| 4. | ____ / 14 | [ ] 1 [ ] 2 [ ] 3 | L1 L2 L3 L4 | [ ] Cat [ ] Germ | [ ] Yes [ ] No | ________________________________ |
| 5. | ____ / 14 | [ ] 1 [ ] 2 [ ] 3 | L1 L2 L3 L4 | [ ] Cat [ ] Germ | [ ] Yes [ ] No | ________________________________ |
| 6. | ____ / 14 | [ ] 1 [ ] 2 [ ] 3 | L1 L2 L3 L4 | [ ] Cat [ ] Germ | [ ] Yes [ ] No | ________________________________ |
Targeted Flags
1. Decoding Flags
dis- in discouraged2. Comprehension Flags
3. Fluency & Prosody Flags
MTSS Recommendations
Tier 3 Intensive (Most Need):
Requires finger dots, tactile icon choices, and L3/L4 verbal prompts to produce full sentences.
Names: _______________________
Tier 2 Guided (Moderate Need):
Echo-reads dialogue with expression; completes full-sentence stems using word bank terms.
Names: _______________________
Tier 1 Independent (Least Need):
Reads fluently; writes complete 8-line RAC multi-sentence responses citing exact text dialogue.
Names: _______________________
Facilitator Signature: ____________________________________ Shared with Lead Teacher: [ ] Yes [ ] Follow-up needed
Paraprofessional Facilitation Guide • Ezra Jack Keats's Pet Show! Page 3 of 3 • Small-Group Progress Monitoring Sheet
Archie smiles brightly as he walks home with his friends. There are zero bad feelings!
Focus Question: Why does Archie tell the woman to keep the ribbon? Slide 5 of 6
20-Min Rotations
Station A
Rigorous RAC open-ended response, text dialogue evidence & synthesis.
Tier 1 & Tier 2 Focus
Station B
Prompting ladder, structured At-Bats, sentence stems & primary lines.
Tier 3 & Guided Support
Station C
Detective partner reading, STORY map completion & Exit Ticket check.
Application & Fluency
Detectives, rotate to your assigned station now! Slide 6 of 6
Special Education Inclusion • Story Elements Detectives Page 2 of 2 • Schema Match & Early Finisher Extension
[34]
The next morning, Archie calls, "Where is the cat?" He looks up and down the street. Peter and Susie help search. They look under cars. The cat is not there.
[69]
Archie runs in his building. He looks in every room. Then he looks out the window. "I cannot find him," Archie says. "Start without me." Archie feels sad and discouraged.
[102]
The pet show begins. Many pets get blue ribbons. Then someone shouts, "Here comes Archie!" Archie runs in with an empty glass jar.
[128]
An old lady walks up with the missing cat. The judges give the cat a blue ribbon for long whiskers! The judge asks Archie, "What is in your jar?"
[160]
"A germ named Al!" says Archie. The judges smile. They award Al a blue ribbon for the quietest pet in the show!
[185]
The lady says, "This is your cat. You should have the ribbon." Archie smiles. "You keep it. It looks good on you!" Archie is proud and generous.
[214]
Read 1 WPM: _______ • Read 2 WPM: _______ • Errors: _______
Phrasing: [ ] Word-by-Word [ ] 2-3 Word Chunks [ ] Fluent
Story Elements Detectives • Fluency Library Page 2 of 3 • Tier 2 Decodable Reader (Large Font & Generous Line Spacing)
Tier 3 • Most Need High-Support Visual Reader
Name:
Date:
1:1 Tracking Dots • Paired Visual Icons • Goal: 15–30 WPM
ABC PRINT
Tier 3 Max Support
All the kids go to the pet show.
Archie looks for his cat.
The cat is missing!
Archie feels discouraged.
Archie gets a glass jar.
His pet is a germ named Al.
Al wins a blue ribbon!
Archie smiles and shares the ribbon.
Words Correct: ____ / 44 • Self-Corrections: ____
Finger Tracking: [ ] 1:1 Accurate [ ] Needs Prompt
Story Elements Detectives • Fluency Library Page 3 of 3 • Tier 3 Maximum Support Reader (ABC Print • Legible)
Al wins quietest pet, and Archie generously tells the old woman to keep the blue ribbon for the cat.
First • Next • Then • Last
Sentence Stem: First, the kids talked about pets. Next, Archie's cat went missing. Finally, Archie __________________________________________________________________________________.
Story Elements Detectives • Grade 1 Reading Comprehension Page 2 of 2 • Chronological Story Sequencing (ABC Print)
TIER 3 Max Support
Multi-Modal Packet
Rotation: Teacher Launch → Para Fluency Station
3
Need-Based Grouping
Teacher Table: Direct Modeling & Guided Discourse
Directly teaches mental state bottom lines, unpacks internal dialogue, charts the "What, How, Why", and facilitates deep inferential questioning.
Para Station: Reading Intensive & Fluency Drills
Executes echo-reading with prosody, guides Red Word hunts, monitors 1:1 finger tracking, and provides Least-to-Most prompting on STORY mapping.
Rotation 1 (20m) Focus on Highest Need
Teacher Table (Tier 3): Model mental state with Sarah, Percy, Bill; direct decoding of red sight words.
Para Station (Tier 2): Echo-read pages 2–7 with expression; word bank detective check.
Independent (Tier 1): Read independently; analyze Sarah's plan to sit together.
Focus: Foundational Mental State
Rotation 2 (20m) Tier 2 Guided Group
Teacher Table (Tier 2): Deep-dive into character dialogue; chart internal thoughts on graphic organizer.
Para Station (Tier 3): 1:1 tracking dot practice, trace sentence frames, complete At-Bats 1–3.
Independent (Tier 1): Write full RAC paragraph; cite exact quotation evidence.
Focus: Dialogue & Inferential Reasoning
Rotation 3 (20m) Tier 1 Mastery & Wrap
Teacher Table (Tier 1): Debate subtle shifts in Bill vs. Sarah; critique exemplar written responses.
Independent (Tier 2): Apply guided discussion to independent packet writing lines.
Para Station (Tier 3): Complete visual STORY map and exit ticket with reading support.
Focus: Synthesis & Textual Nuance
RAC Habit Milestones: R (End Sept) • A using 3 Inferences (End Oct) • C direct quotes (End Nov)
Ladder: L1: Wait (5s) → L2: Gesture → L3: Choice → L4: Echo
Grade 1 Narrative Curriculum • Unit 2: Character Mental State Unit Master Guide & Rotation Architecture • Page 1 of 1
Tier 1 • Least Need Grade 1 STORY & Mental State Framework
Name:
Date:
Directions: Circle the targeted answer, then complete the full sentence on the primary line.
ABC PRINT
Page 3 of 3
S Setting: Where and when does the story take place? Circle one:
A) In a sunny meadow by daytime
B) In a tree trunk hole at night in deep woods
C) Inside a barn nest on a rainy morning
Sentence Stem: The setting is outside in the dark woods at ___________________
T Talking Characters: Who are the characters in the story? Circle one:
A) A fox and two woodland mice
B) Mother Owl and three baby owls: Sarah, Percy, Bill
C) Sarah and Percy alone with no mother
Sentence Stem: The characters in this story are Mother Owl and _______________
O Oops! A Problem: What is the baby owls' primary conflict? Circle one:
A) Their tree branch breaks in the storm
B) A fox attacks their nest in the tree
C) Mother Owl is gone and they feel scared and lonely
Sentence Stem: The owls' problem begins when Mother Owl is gone and ___________
R Resolve Attempts: What actions do the baby owls take to cope? Circle one:
A) They fly out to hunt for mice themselves
B) They think positive thoughts and huddle together on Sarah's branch
C) They hide deep under the leaves and go to sleep
Sentence Stem: To cope with their worry, the baby owls _______________________
Y Yes! Solution: How is the conflict resolved at the end? Circle one:
A) Owl Mother swoops back safely and the babies flap and dance with joy
B) The baby owls learn to hunt and leave their nest forever
C) Sarah finds food in the woods and feeds her brothers
Sentence Stem: The happy solution is that Mother Owl swoops back and ____________
Unit 2: Character Mental State • Grade 1 Reading Comprehension Page 3 of 3 • Rigorous S-T-O-R-Y Multiple Choice & Stems (ABC Print)
Tier 2 • Moderate Need Grade 1 STORY & Mental State Framework
Name:
Date:
Directions: Circle the targeted option, then complete the full sentence on the primary line.
ABC PRINT
Page 3 of 3
S Setting: Where does this story take place? Circle one:
A) In a sunny meadow by daytime
B) In a tree trunk hole at night in deep woods
C) Inside a barn nest on a rainy morning
Sentence Stem: The setting is outside in the dark woods at ___________________
T Talking Characters: Who are the key figures? Circle one:
A) A fox and two woodland mice
B) Mother Owl and three baby owls: Sarah, Percy, Bill
C) Sarah and Percy alone with no mother
Sentence Stem: The characters in this story are Mother Owl and _______________
O Oops! A Problem: What is the owls' primary conflict? Circle one:
A) Their tree branch breaks in the storm
B) A fox attacks their nest in the tree
C) Mother Owl is gone and they feel scared and lonely
Sentence Stem: The owls' main problem is that Mother Owl is gone and _________
R Resolve Attempts: What action do the baby owls take? Circle one:
A) They fly out to hunt for mice themselves
B) They think positive thoughts and huddle together on Sarah's branch
C) They hide deep under the leaves and go to sleep
Sentence Stem: To resolve their fear, the baby owls _______________________
Y Yes! Solution: How does the story conclude? Circle one:
A) Owl Mother swoops back safely and the babies flap and dance with joy
B) The baby owls learn to hunt and leave their nest forever
C) Sarah finds food in the woods and feeds her brothers
Sentence Stem: The story reaches a happy solution when ______________________
Unit 2: Character Mental State • Grade 1 Reading Comprehension Page 3 of 3 • Guided S-T-O-R-Y Multiple Choice & Stems (ABC Print)
A) Their tree branch snaps off
B) Mother Owl is gone and they worry
C) It rains inside their tree hole
Sentence Stem: The owls' problem is that _________________________________________
R Resolve Attempts: What do the baby owls do? Circle one:
A) They sit close together on one branch
B) They fly far away into woods
C) They hide under dry leaves
Sentence Stem: The owls try to be brave by __________________________________
Y Yes! Solution: How does it end happily? Circle one:
A) Mother returns and they dance with joy
B) The owls go to sleep alone
C) Sarah catches food for the nest
Sentence Stem: The happy solution is that _____________________________________
Unit 2: Character Mental State • Grade 1 Reading Comprehension Page 2 of 2 • Rigorous S-T-O-R-Y Choice & Stems (ABC Print)
Start at Level 1!
Level 1: Wait & Ask
Wait 5–7s. Ask: "Why does Sarah suggest they all sit on her branch?"
Least Support
Level 2: Point & Cue
Point to the dark woods on page 8. Whisper: "Look how dark it is and things moved!"
Visual Clue
Level 3: Choice Stem
Offer: "Is she sleepy, or trying to protect them so they feel safer?"
Verbal Scaffold
Level 4: Echo Model
Model: "Sarah is thinking that sitting together will keep them safer and less afraid."
Most Support
Verbatim Paraprofessional Coaching Script (Mental State & Evidence Push):
"Scholars, remember: Mental State is what a character is thinking inside their head! When the baby owls wake up and Mother is gone, Sarah, Percy, and Bill feel worried and abandoned. But watch what Sarah does: she tells them, 'I think we should all sit on my branch.' Why? She is thinking, 'If we cuddle together, we won't be as scared while we wait for Mommy!' Let's find that exact quote in our books!"
Unit 2: Character Mental State • Paraprofessional Facilitation Guide Page 1 of 3 • Rotations, Echo-Reading & Prompting Ladder
Data & Toolkit Instructional Support • Paraprofessional Guide
Fluency Protocols & Mental State Keys
Step-by-Step Data Tracking • Prosody Rubric • Decoding Fix-Ups • Master Quick Keys
DATA PROTOCOL
Daily Data Collection
1. Word Count Check
Have student track the 16-word target quote. Count errors: omissions, substitutions, or hesitations > 3 sec.
Target: 16/16 Accurate
2. Rate Prosody (1–3)
Score 1: Flat, word-by-word.
Score 2: Phrased, some emotion.
Score 3: Expressive character voice.
Prosody Rubric
3. Log Prompt Level
Record highest prompt used on Page 3 grid: L1 (Independent), L2 (Point), L3 (Choice), or L4 (Echo).
Prompt Hierarchy
4. Sentence Push Check
Check if student speaks and writes in a complete sentence: subject + predicate + end punctuation.
[ ] Full [ ] Fragment
Diagnostic Tool
| Target Word | Phonics / Decoding Hurdle | Common Student Misunderstanding | Corrective Prompt / Action |
|---|---|---|---|
| thought | Silent -ough- (/awt/), digraph th. | Sounding out /t-h-o-u-g-h-t/ phonetically; confusing with through. | "Red Word! Say /th-awt/. Owls think a lot, so they thought inside their heads!" |
| suppose | 2 syllables: sup-pose; silent 'e' make 'o' long. | Thinking Percy is sure that mother is safe. | "Chunk: sup-pose. Percy says 'I suppose so!' because he is still doubtful!" |
| feathers | Vowel team ea sounding like short /e/; voiced th. | Thinking the tree trunk was empty and cold. | "Feathers! The nest was lined with soft owl feathers to keep baby owls warm!" |
| bounced | Diphthong ou; soft c (/s/); past tense -ed (/t/). | Thinking the branch was breaking or falling down. | "Look at their feet dancing! They jumped up and down because they were so happy!" |
Master Answers
Tier 3 (Most Need)
• At-Bat 1: C (Protective)
• At-Bat 2: B (Sit close together)
• At-Bat 3: C (Overjoyed)
• Story Map: S:B, T:A, O:B, R:A, Y:A
Tier 2 (Moderate Need)
• Day 1 Hunt: B ("sit on my branch")
• Day 2 Hunt: B ("'Mommy!' they cried")
• Story Map: S:B, T:B, O:C, R:B, Y:A
• Stems: Full sentences with banks
Tier 1 (Least Need)
• Day 1 Hunt: B
• Day 2 Hunt: B
• Day 1 RAC: 3 full sentences
• Day 2 RAC: Explains relief & joy
Exit Ticket Key
• Q1 (Mental State): B
• Q2 (Joy/Relief): C
• Q3 (Bill's Dialogue): C
• Q4 (Open Stem): Conflict/Solution
Daily Para Checklist: 1. Track 16-Word Quote (3m) • 2. Rate Prosody 1–3 (2m) • 3. Red Word Flash Hunt (3m) • 4. Push Full Sentence Stems (12m)
Unit 2: Character Mental State • Paraprofessional Facilitation Guide Page 2 of 3 • Fluency Protocols & Decoding Fix-Ups
Staff Assessment Tool Grade 1 MTSS Reading Progress Monitoring
Date: ________________ Rotation: [ ] 1 [ ] 2 [ ] 3
Text: Owl Babies • Diagnostic Tracking: Fluency Accuracy, Prosody, Stems & Mental State
Data Sheet
Tier 3 • Tier 2 • Tier 1
Facilitator: ________________________
Group Station: [ ] Station B (Para) [ ] Station A (Teacher)
Target Quote: "It was dark in the woods..."
Prosody: 1=Monotone • 2=Phrased • 3=Expressive
| Student Name | Quote WPM (16) | Prosody (1–3) | Prompt Level | Mental State Check | Full Sentence | Observed Misunderstandings / Notes |
|---|---|---|---|---|---|---|
| 1. | ____ / 16 | [ ] 1 [ ] 2 [ ] 3 | L1 L2 L3 L4 | [ ] Scared [ ] Safe | [ ] Yes [ ] No | ________________________________ |
| 2. | ____ / 16 | [ ] 1 [ ] 2 [ ] 3 | L1 L2 L3 L4 | [ ] Scared [ ] Safe | [ ] Yes [ ] No | ________________________________ |
| 3. | ____ / 16 | [ ] 1 [ ] 2 [ ] 3 | L1 L2 L3 L4 | [ ] Scared [ ] Safe | [ ] Yes [ ] No | ________________________________ |
| 4. | ____ / 16 | [ ] 1 [ ] 2 [ ] 3 | L1 L2 L3 L4 | [ ] Scared [ ] Safe | [ ] Yes [ ] No | ________________________________ |
| 5. | ____ / 16 | [ ] 1 [ ] 2 [ ] 3 | L1 L2 L3 L4 | [ ] Scared [ ] Safe | [ ] Yes [ ] No | ________________________________ |
| 6. | ____ / 16 | [ ] 1 [ ] 2 [ ] 3 | L1 L2 L3 L4 | [ ] Scared [ ] Safe | [ ] Yes [ ] No | ________________________________ |
Targeted Flags
1. Decoding Flags
-ough- in thoughtea in feathers2. Comprehension Flags
3. Fluency & Prosody Flags
MTSS Recommendations
Tier 3 Intensive (Most Need):
Requires finger dots, tactile icon choices, and L3/L4 verbal prompts to produce full sentences.
Names: _______________________
Tier 2 Guided (Moderate Need):
Echo-reads dialogue with expression; completes full-sentence stems using word bank terms.
Names: _______________________
Tier 1 Independent (Least Need):
Reads fluently; writes complete 8-line RAC multi-sentence responses citing exact text dialogue.
Names: _______________________
Facilitator Signature: ____________________________________ Shared with Lead Teacher: [ ] Yes [ ] Follow-up needed
Unit 2: Character Mental State • Paraprofessional Facilitation Guide Page 3 of 3 • Small-Group Progress Monitoring Sheet
Their actions prove they are overjoyed and relieved! Their mental state is: "Mommy is back!"
Their feelings changed from worried to happy, but they still wanted Mommy home with them!
Focus Question: Why do the baby owls dance and bounce? Slide 5 of 6
20-Min Rotations
Station A
Direct modeling, RAC paragraph writing, internal thoughts & dialogue debate.
Tier 1 & Tier 2 Focus
Station B
Prompting ladder, 1:1 finger tracking, At-Bats, sentence stems & primary lines.
Tier 3 & Guided Support
Station C
Partner re-reading, schema sheets, STORY map completion & Exit Ticket check.
Application & Fluency
Detectives, rotate to your assigned station now! Slide 6 of 6
Schema Verified for Owl Babies Read-Aloud: [ ] Ready for Text Score: ____ / 2 Extension
Special Education Inclusion • Unit 2: Character Mental State Page 2 of 2 • Schema Match & Early Finisher Extension
[27]
One night, they woke up. Mother Owl was gone! "Where is Mommy?" asked Sarah. "I want my mommy!" cried Bill. The owls thought inside their heads.
[56]
"She is hunting for food," said Sarah. The baby owls waited on branches. It was dark in the woods. Things moved in the trees. The owls had to be brave.
[89]
"We should all sit on my branch," said Sarah. The three owls sat together to stay safe. They closed their eyes and wished she would come.
[117]
And she came! Soft and silent, Mother Owl flew through the trees. "Mommy!" they cried. They flapped, danced, and bounced on the branch.
[142]
"You knew I would come back," Mother said. Sarah and Percy said, "We knew it!" Little Bill smiled and said, "I love my mommy!"
[170]
Read 1 WPM: _______ • Read 2 WPM: _______ • Errors: _______
Phrasing: [ ] Word-by-Word [ ] 2-3 Word Chunks [ ] Fluent
Unit 2: Character Mental State • Fluency Library Page 2 of 3 • Tier 2 Decodable Reader (Large Font & Generous Line Spacing)
Tier 3 • Most Need High-Support Visual Reader
Name:
Date:
1:1 Tracking Dots • Paired Visual Icons • Goal: 15–30 WPM
ABC PRINT
Tier 3 Max Support
Three baby owls live in a tree.
Their Owl Mother is gone.
Bill says, "I want my mommy!"
It is dark in the woods.
They sit on one branch together.
Mother Owl flies back home.
The baby owls dance and bounce.
They are overjoyed and safe!
Words Correct: ____ / 40 • Self-Corrections: ____
Finger Tracking: [ ] 1:1 Accurate [ ] Needs Prompt
Unit 2: Character Mental State • Fluency Library Page 3 of 3 • Tier 3 Maximum Support Reader (ABC Print • Legible)
First • Next • Then • Last
Sentence Stem: First, Mother was gone. Next, the owls huddled together on one branch. Finally, Mother _____________________________________________________________________________.
Unit 2: Character Mental State • Grade 1 Reading Comprehension Page 2 of 2 • Chronological Story Sequencing (ABC Print)
Story Elements Detectives • Grade 1 Reading Comprehension Page 2 of 3 • Olivia Resolution RAC Mastery (ABC Print)
Tier 1 • Least Need Grade 1 STORY Mental State Framework
Name:
Date:
Directions: Circle the targeted answer, then complete the full sentence on the primary line.
ABC PRINT
Page 3 of 3
S Setting: Where and when does Olivia's story take place? Circle one:
A) Inside Olivia's classroom
B) At home in Olivia's bedroom and living room
C) At the soccer field on Saturday
Sentence Stem: The main setting of the story is at ____________________________________
T Talking Characters: Who are the main characters in the story? Circle one:
A) Olivia, Mommy, Ian, William, Daddy, Perry
B) The soccer coach and teammates
C) Olivia and her school teacher only
Sentence Stem: The characters in this family story are _____________________________
O Oops! A Problem: What is Olivia's major problem and mental state? Circle one:
A) Her soccer shirt is unattractive green
B) Her best toy is missing and she thinks it was taken
C) William will not share his soccer ball
Sentence Stem: Olivia's major problem is that ___________________________________________
R Resolve Attempts: What does Olivia do to find her missing toy? Circle one:
A) Searches under bed and interrogates Ian and William
B) Buys a new toy at the store by herself
C) Gives up and forgets about the toy
Sentence Stem: To resolve her problem, Olivia ________________________________________
Y Yes! Solution: How is the mystery solved and how does Olivia feel? Circle one:
A) Ian returns the toy without damage
B) Perry the dog took it; Daddy buys her a brand-new toy
C) Mommy sews the green shirt instead
Sentence Stem: The problem is solved when ____________________________________________
Story Elements Detectives • Grade 1 Reading Comprehension Page 3 of 3 • Rigorous S-T-O-R-Y Mental State Map (ABC Print)
Name:
Date:
Directions: Choose the best answer, then trace and complete the sentence on the primary line.
ABC PRINT
Page 3 of 3
S Setting: Where does the story happen? Circle one:
A) At school on the playground
B) At home in Olivia's house and room
Sentence Stem: The setting of the story is at ____________________________________
T Talking Characters: Who are the main characters? Circle one:
A) Olivia, Mommy, Daddy, Ian, William, Perry
B) Olivia's soccer coach and referee
Sentence Stem: The characters in this story are _________________________________
O Oops! A Problem: What is Olivia's big problem? Circle one:
A) Her favorite toy monkey is missing from her bed
B) Her soccer shirt is unattractive green
Sentence Stem: Olivia's problem happens when ________________________________________
R Resolve Attempts: What does Olivia do to find her toy? Circle one:
A) Searches under the bed and asks her brothers Ian and William
B) Decides to play soccer and forget about it
Sentence Stem: To resolve the problem, Olivia _____________________________________
Y Yes! Solution: How is the problem solved? Circle one:
A) Daddy will buy Olivia a brand-new toy and she feels happy
B) Ian finds the toy untouched in the garden
Sentence Stem: The problem is solved when ____________________________________________
Story Elements Detectives • Grade 1 Reading Comprehension Page 3 of 3 • Guided S-T-O-R-Y Mental State Map (ABC Print)
A) Searches everywhere and asks brothers
B) Goes to sleep right away
Write: To resolve it, Olivia starts ____________________________________
Y Yes! Solution: How is it solved? Circle one:
A) Daddy will buy her a brand-new toy
B) Olivia wears the green shirt
Write: The solution is getting a new _________________________________
Story Elements Detectives • Grade 1 Reading Comprehension Page 2 of 2 • Tier 3 Visual STORY Map (ABC Print)
Unit 2 • Lesson 3: Master Answer Key
Intervention Ladders, Phonics Fix-ups & Tier 1–3 Master Solutions
ABC PRINT
Page 2 of 3: Master Keys
Level 1: Re-read Text
"Let's point to Olivia's speech bubble on page 12. What words does she shout?"
Level 2: Look at Picture
"Look at Olivia's eyebrows and mouth. Does she look calm or angry and upset?"
Level 3: Connect Schema
"If your favorite doll was gone from your bed, what would you think inside your head?"
Level 4: Provide Stem
"Repeat after me: 'Olivia's mental state is feeling frustrated because...'"
Page 1: Question 1 ("Where is my toy?")
Correct Quote Hunt: B) "Where's my toy? Somebody took my best toy!"
Exemplar RAC Response: Olivia's mental state is feeling upset and frustrated because she thinks someone stole her favorite toy from her bed. In the text, she shouts, "Where's my toy? Somebody took my best toy!"
Page 2: Question 2 (Resolution Mental State)
Correct Quote Hunt: C) "Daddy will buy me the best new toy! Thank you, Daddy!"
Exemplar RAC Response: At the end, Olivia's mental state is grateful, relieved, and excited because she knows Daddy will buy her a brand-new toy. Inside her head, she is thinking, "Thank you, Daddy! I am not upset anymore."
5-Element S-T-O-R-Y Map Key
Exit Ticket Master Key
Story Elements Detectives • Facilitator Guide Page 2 of 3 • Prompting Ladders & Master Keys (ABC Print)
Educator Blueprint Grade 1 Paraprofessional & Teacher Guide
Unit 2 • Lesson 3: Progress Tracker
Track Decoding Accuracy, Red Words, Mental State & STORY Map Mastery
ABC PRINT
Page 3 of 3
Date: ________________________ Group Name: ________________________ Facilitator: ________________________
| Scholar Name | Tier | Decoding (1–4) | Red Words (1–4) | Mental State (1–4) | Next Steps / Notes |
|---|---|---|---|---|---|
| 1. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | |
| 2. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | |
| 3. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | |
| 4. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | |
| 5. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | |
| 6. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 |
Scoring Rubric (1–4 Scale)
4 = Mastered: Independent without prompting; uses explicit text evidence.
3 = Proficient: Needs 1 minor verbal prompt; accurate conclusion.
2 = Developing: Needs visual model or sentence starter.
1 = Intensive Need: Needs direct 1:1 modeling and echo-reading.
Target Red Words & Phonics Clues
Red Words (Sight): where, said, because, could, someone, what, their, brother.
Phonics Targets: -oy (toy, boy), -ee (green, bed, see), -ed endings (looked, asked).
Story Elements Detectives • Facilitator Guide Page 3 of 3 • Small-Group Progress Monitoring Tracker (ABC Print)
Mental State: Upset, Frustrated & Shocked
Turn & Talk: Why does Olivia assume someone stole her toy? What words prove it?
Resolve & Solution
R & Y in STORY
R Resolve Attempts (Page 16)
"Olivia asked William and Ian: 'What did you do with my toy?'"
Actions: Searching everywhere and interrogating her brothers.
Mental State: Suspicious and determined to find out who took it!
Y Yes! Solution! (Page 22)
"Perry the dog had it! Daddy promises to buy a brand-new toy tomorrow!"
Outcome: Conflict solved! Olivia is no longer sad or angry.
Mental State Shift: From upset to grateful, relieved & excited!
Big Takeaway: When the problem changes from Oops to Yes, Olivia's mental state changes completely!
Task Launch
20-Minute Blocks
Station 1: Teacher
Master the written response: Why does Olivia say "Where is my toy?"
Tier 1 & Tier 2 Groups
Station 2: Para
1:1 finger tracking echo-reading + 3 structured At-Bats with choice checks.
Tier 2 & Tier 3 Groups
Station 3: Independent
Complete the 5-element S-T-O-R-Y map and demonstrate mastery on the Exit Ticket!
Independent Detectives
Detectives Ready: Grab your packets and pencils. Let's solve Olivia's mystery!
Launch!
[Draw Your Favorite Toy Here]
Sentence Stem: If my favorite toy went missing, my mental state would be feeling
Story Elements Detectives • Grade 1 Reading Comprehension Page 2 of 2 • Sibling Schema & Early Finisher Connection (ABC Print)
[52]
She ask/ed I/an and Wil/liam, "Did you take my t/oy?"
[62]
Per/ry the dog had the t/oy un/der the so/fa!
[72]
Dad/dy said, "I will buy you a brand-new t/oy to/mor/row!"
[82]
O/li/vi/a smil/ed. She was so hap/py and re/liev/ed!
[91]
Quick Comprehension Clue:
Why was Olivia relieved at the end? (Circle one): A) She got a red shirt | B) Daddy will buy her a new toy!
Story Elements Detectives • Fluency Page 2 of 3 • Tier 2 Decodable Reader with Word Parts (ABC Print)
Tier 3 Fluency 1:1 Finger Tracking & Maximum Support
Name:
Date:
Directions: Touch each black dot with your index finger as you read aloud.
ABC PRINT
Page 3 of 3: Tracking
Where is my best toy?
Someone took it away!
Olivia is very upset.
Perry the dog chewed it.
Daddy buys a new toy!
Great Reading, Detective! You tracked every word!
Story Elements Detectives • Fluency Page 3 of 3 • Tier 3 Finger Tracking Dots (ABC Print)
Olivia comes home and discovers her favorite stuffed toy monkey is missing from her bed.
Oops Problem: "Where is my toy? Somebody took it!"
[ ]
Olivia searches the house and asks her brothers Ian and William what they did with it.
Resolve Attempts: Interrogating suspects.
Detective Illustration: Draw Olivia's big smile at the end when Daddy helps her:
[Draw Olivia's Happy Resolution Here]
Summary Stem: In the end, Olivia is happy because ____________________________________
Story Elements Detectives • Grade 1 Reading Comprehension Page 2 of 2 • 5-Event Chronological Sequencing (ABC Print)
Story Elements Detectives • Grade 1 Reading Comprehension Page 2 of 3 • Marilyn's Resolution RAC Mastery (ABC Print)
Tier 1 • Least Need Grade 1 STORY Mental State Framework
Name:
Date:
Directions: Circle the targeted answer, then complete the full sentence on the primary line.
ABC PRINT
Page 3 of 3
S Setting: Where does Jessica's story take place? Circle one:
A) In a deep ocean trench
B) On Pebble Island filled with stones and water
C) Inside a city pet shop
Sentence Stem: The setting of this reptile story is at ________________________________
T Talking Characters: Who are the main characters? Circle one:
A) Jessica, Marilyn, August, and the baby alligator
B) Three owl chicks and mother owl
C) Archie and his pet germ Al
Sentence Stem: The main talking characters are ______________________________________
O Oops! A Problem: What is the main problem on the island? Circle one:
A) Frogs mistake an alligator for a chicken, then Jessica gets tangled
B) The island runs out of pebbles
C) The water completely dries up
Sentence Stem: The major problem occurs when _____________________________________
R Resolve Attempts: How does the creature help when Jessica is trapped? Circle one:
A) The baby alligator dives into weeds and saves Jessica's life
B) August calls the police
C) Marilyn tells Jessica to swim away
Sentence Stem: To resolve the danger, the alligator _________________________________
Y Yes! Solution: How is the story solved and why do frogs laugh? Circle one:
A) Alligator rejoins mother; frogs laugh thinking "alligator" is silly
B) The egg turns out to be plastic
C) The frogs fly away on a bird
Sentence Stem: The story ends happily when ___________________________________________
Story Elements Detectives • Grade 1 Reading Comprehension Page 3 of 3 • Rigorous S-T-O-R-Y Mental State Map (ABC Print)
Tier 2 • Some Need Grade 1 STORY Mental State Framework
Name:
Date:
Directions: Choose the best answer, then trace and complete the sentence on the primary line.
ABC PRINT
Page 3 of 3
S Setting: Where does the story happen? Circle one:
A) In a dark barn with horses
B) On Pebble Island filled with stones and water
Sentence Stem: The setting of this story is on ___________________________________
T Talking Characters: Who are the main characters? Circle one:
A) Jessica, Marilyn, August, and the baby alligator
B) Archie and his dog Peter
Sentence Stem: The main frog characters are _______________________________________
O Oops! A Problem: What is the big problem? Circle one:
A) Frogs think an alligator is a chicken; Jessica gets trapped
B) Jessica loses her frog goggles
Sentence Stem: The problem happens when _________________________________________
R Resolve Attempts: How is Jessica rescued? Circle one:
A) The baby alligator dives into weeds and saves her life
B) August throws a heavy rock into the lake
Sentence Stem: To resolve the danger, the alligator _________________________________
Y Yes! Solution: How does the story end? Circle one:
A) Alligator finds her mother, and frogs laugh at the "silly" name
B) The frogs move away to a new pond
Sentence Stem: The story ends happily when ___________________________________________
Story Elements Detectives • Grade 1 Reading Comprehension Page 3 of 3 • Guided S-T-O-R-Y Mental State Map (ABC Print)
A) The baby alligator rescues her
B) A big bird pulls her out
Write: To resolve it, Jessica is saved by the __________________________
Y Yes! Solution: How is the story solved? Circle one:
A) Alligator finds her mother and frogs laugh
B) The egg turns into stone
Write: The happy solution is frogs start to ____________________________
Story Elements Detectives • Grade 1 Reading Comprehension Page 2 of 2 • Tier 3 Visual STORY Map (ABC Print)
Unit 2 • Lesson 4–5: Master Answer Key
Intervention Ladders, Misunderstandings & Tier 1–3 Master Solutions
ABC PRINT
Page 2 of 3: Master Keys
Level 1: Re-read Text
"Let's point to page 9. What does Jessica wonder when she picks up the egg?"
Level 2: Look at Picture
"Look at the frogs' mouths on the last page. Are they crying or laughing together?"
Level 3: Connect Schema
"Why is it funny that Marilyn thinks an alligator is a chicken?"
Level 4: Provide Stem
"Repeat after me: 'Marilyn's mental state is laughing because...'"
Page 1: Question 1 (Why Jessica brings stone)
Correct Quote Hunt: B) "I wonder what Marilyn and August will say when they see this!"
Exemplar RAC Response: Jessica brings the stone home because her mental state is excited and amazed that she found an extraordinary white pebble. In the text, she thinks, "I wonder what Marilyn and August will say when they see this!"
Page 2: Question 2 (Marilyn's Ending Mental State)
Correct Quote Hunt: B) "'Alligator!' said Marilyn. 'What a silly thing to say!'"
Exemplar RAC Response: At the end, Marilyn's mental state is feeling amused and laughing because she thinks Jessica is silly for calling the creature an alligator. Inside her head, she thinks, "Haha, what a silly thing to call our little chicken!"
5-Element S-T-O-R-Y Map Key
Exit Ticket Master Key
Story Elements Detectives • Facilitator Guide Page 2 of 3 • Prompting Ladders & Master Keys (ABC Print)
Educator Blueprint Grade 1 Paraprofessional & Teacher Guide
Unit 2 • Lesson 4–5: Progress Tracker
Track Decoding Accuracy, Red Words, Mental State & STORY Map Mastery
ABC PRINT
Page 3 of 3
Date: ________________________ Group Name: ________________________ Facilitator: ________________________
| Scholar Name | Tier | Decoding (1–4) | Red Words (1–4) | Mental State (1–4) | Next Steps / Notes |
|---|---|---|---|---|---|
| 1. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | |
| 2. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | |
| 3. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | |
| 4. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | |
| 5. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | |
| 6. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 |
Scoring Rubric (1–4 Scale)
4 = Mastered: Independent without prompting; cites explicit text evidence.
3 = Proficient: Needs 1 minor verbal prompt; accurate character conclusion.
2 = Developing: Needs visual model or sentence starter.
1 = Intensive Need: Needs direct 1:1 modeling and echo-reading.
Target Red Words & Phonics Clues
Red Words (Sight): what, would, could, there, said, know, chicken, their.
Phonics Targets: short e (egg), -ch (chicken), -ound (found), -ed endings (laughed).
Story Elements Detectives • Facilitator Guide Page 3 of 3 • Small-Group Progress Monitoring Tracker (ABC Print)
What is Marilyn thinking?
"I am the smart one on this island. I am positive this scaly creature is a chicken!"
Mental State: Confident & Mistaken
Turn & Talk: Why does Marilyn think it's a chicken? Did she have any real evidence?
Resolve & Solution
R & Y in STORY
R Resolve Attempts (Page 17)
"Jessica was tangled in weeds! The alligator jumped in and pulled her to safety."
Outcome: Life saved! Jessica and the alligator become inseparable friends.
Mental State: Relieved, grateful, and loving!
Y Yes! Solution! (Page 25)
"'Alligator!' said Marilyn. 'What a silly thing to say!' And they couldn't stop laughing."
Resolution: The baby alligator finds her mother, and frogs think the name is hilarious!
Marilyn's Mental State: Thinking it's hilarious & silly!
Big Takeaway: The reader knows the truth (alligator!), but Marilyn's mental state is laughing at the "silly" mix-up!
Task Launch
20-Minute Blocks
Station 1: Teacher
Master written responses: Why does Jessica bring the stone home? What is Marilyn's ending laugh?
Tier 1 & Tier 2 Groups
Station 2: Para
1:1 finger tracking echo-reading + 3 structured At-Bats with choice checks.
Tier 2 & Tier 3 Groups
Station 3: Independent
Complete the 5-element S-T-O-R-Y map and demonstrate mastery on the Exit Ticket!
Independent Detectives
Detectives Ready: Grab your packets and pencils. Let's crack the Extraordinary Egg case!
Launch!
Detective Connection: What Would You Think? Draw & Label
Draw an extraordinary egg hatching into a baby creature. Then complete the sentence below:
[Draw An Extraordinary Egg Hatching Here]
Sentence Stem: If I found a giant white egg on a beach, my mental state would be
Story Elements Detectives • Grade 1 Reading Comprehension Page 2 of 2 • Friendship Schema & Early Finisher Connection (ABC Print)
Crack! A sca/ly green ba/by crawl/ed out of the shell.
[54]
The lit/tle crea/ture sav/ed Jes/si/ca from deep wa/ter weeds.
[64]
They be/came in/sep/ar/a/ble best friends and play/ed all day.
[74]
A red bird said, "Your mo/ther is look/ing for you, al/li/ga/tor!"
[84]
The frogs l/augh/ed! "Al/li/ga/tor! What a sil/ly name for a ch/ick/en!"
[95]
Quick Comprehension Clue:
What was the baby creature really? (Circle one): A) A real chicken | B) An alligator!
Story Elements Detectives • Fluency Page 2 of 3 • Tier 2 Decodable Reader with Word Parts (ABC Print)
Tier 3 Fluency 1:1 Finger Tracking & Maximum Support
Name:
Date:
Directions: Touch each black dot with your index finger as you read aloud.
ABC PRINT
Page 3 of 3: Tracking
Jessica found a big egg!
Marilyn says it is chicken!
A green alligator hatches out!
They become best friends.
All the frogs laugh!
Great Reading, Detective! You tracked every word!
Story Elements Detectives • Fluency Page 3 of 3 • Tier 3 Finger Tracking Dots (ABC Print)
[ ]
Marilyn inspects the round white stone and confidently declares, "It is a chicken egg!"
Oops Mistake: The chicken misunderstanding begins.
[ ]
The egg shell cracks open, and a long scaly green creature crawls out into the world.
Middle: An extraordinary friend hatches.
Detective Illustration: Draw the three frogs laughing together on Pebble Island:
[Draw The Frogs Laughing Here]
Summary Stem: The frogs are laughing because Marilyn thinks ____________________________________
Story Elements Detectives • Grade 1 Reading Comprehension Page 2 of 2 • 5-Event Chronological Sequencing (ABC Print)
Story Elements Detectives • Grade 1 Reading Comprehension Page 2 of 3 • George's Curiosity RAC Mastery (ABC Print)
Tier 1 • Least Need Grade 1 STORY Mental State Framework
Name:
Date:
Directions: Circle the targeted answer, then complete the full sentence on the primary line.
ABC PRINT
Page 3 of 3
S Setting: Where does George's journey take place? Circle one:
A) In an arctic ice cave
B) In Africa, on a ship, and in a big city with a zoo
C) At a school playground
Sentence Stem: The settings across this adventure story are ______________________
T Talking Characters: Who are the main characters? Circle one:
A) Curious George, Man with the Yellow Hat, firemen, watchman
B) Jessica, Marilyn, and August
C) Sarah, Percy, and Bill
Sentence Stem: The main characters in this book are ________________________________
O Oops! A Problem: What trouble does George's curiosity cause? Circle one:
A) George accidentally calls the fire station and gets put in prison
B) George loses his soccer shoes
C) George eats all the bananas on Pebble Island
Sentence Stem: George gets into a major problem when he ______________________________
R Resolve Attempts: What does George do to escape and what happens? Circle one:
A) Escapes out window, walks telephone wires, flies with balloons
B) Waits quietly in prison for five years
C) Takes a city subway train home
Sentence Stem: To resolve his trouble and escape, George ____________________________
Y Yes! Solution: How is George finally rescued and where does he live? Circle one:
A) The man with the yellow hat finds him and takes him to the zoo
B) George flies all the way back to Africa
C) The balloon man keeps George as a helper
Sentence Stem: The story ends happily when the man ____________________________________
Story Elements Detectives • Grade 1 Reading Comprehension Page 3 of 3 • Rigorous S-T-O-R-Y Mental State Map (ABC Print)
Date:
Directions: Choose the best answer, then trace and complete the sentence on the primary line.
ABC PRINT
Page 3 of 3
S Setting: Where does George's story happen? Circle one:
A) In an arctic ice cave
B) In Africa, on an ocean ship, and in a big city
Sentence Stem: The settings across this adventure story are ______________________
T Talking Characters: Who are the main characters? Circle one:
A) Curious George, Man with Yellow Hat, firemen
B) Jessica and Marilyn the frogs
Sentence Stem: The characters in this monkey story are _____________________________
O Oops! A Problem: What is George's big problem? Circle one:
A) George's curiosity calls firemen and gets him put in prison
B) George loses his soccer uniform
Sentence Stem: George's major problem happens when ___________________________________
R Resolve Attempts: What does George do? Circle one:
A) Escapes out the window and flies with a bunch of balloons
B) Decides to stay inside prison forever
Sentence Stem: To resolve his trouble and escape, George ____________________________
Y Yes! Solution: How is the story solved? Circle one:
A) The man with the yellow hat finds him and takes him to the zoo
B) George floats away into space
Sentence Stem: The problem is solved when the man ___________________________________
Story Elements Detectives • Grade 1 Reading Comprehension Page 3 of 3 • Guided S-T-O-R-Y Mental State Map (ABC Print)
R Resolve Attempts: What does George do? Circle one:
A) Escapes out the window and grabs balloons
B) Sits in the corner forever
Write: To escape, George flies with a bunch of __________________________
Y Yes! Solution: How is it solved? Circle one:
A) The man finds him and takes him to the zoo
B) George moves to a hospital
Write: The happy solution is living at the _________________________________
Story Elements Detectives • Grade 1 Reading Comprehension Page 2 of 2 • Tier 3 Visual STORY Map (ABC Print)
Educator Blueprint Grade 1 Paraprofessional & Teacher Guide
Unit 2 • Lesson 6–7: Master Answer Key
Intervention Ladders, Phonics Fix-ups & Tier 1–3 Master Solutions
ABC PRINT
Page 2 of 3: Master Keys
Level 1: Re-read Text
"Let's point to page 4. What does the man think when he looks at George?"
Level 2: Look at Picture
"Look at George's face when he looks at the rotary telephone. Does he look bored or curious?"
Level 3: Connect Schema
"When you see something brand new that you have never tried, what do you think inside?"
Level 4: Provide Stem
"Repeat after me: 'George's mental state is feeling curious because...'"
Page 1: Question 1 (Man's Thoughts in Africa)
Correct Quote Hunt: B) "'What a nice little monkey. I would like to take him home with me.'"
Exemplar RAC Response: The man's mental state is thinking that George is a very nice little monkey and he wants to catch him to take him home to the city zoo. In the text, he thinks, "What a nice little monkey. I would like to take him home with me."
Page 2: Question 2 (Why George Plays with Phone)
Correct Quote Hunt: A) "George was curious. He wanted to telephone, too."
Exemplar RAC Response: George plays with the telephone because his mental state is curious and fascinated to try dialing numbers just like the man. In the text, the author writes, "George was curious. He wanted to telephone, too. One, two, three... What fun!"
5-Element S-T-O-R-Y Map Key
Exit Ticket Master Key
Story Elements Detectives • Facilitator Guide Page 2 of 3 • Prompting Ladders & Master Keys (ABC Print)
Educator Blueprint Grade 1 Paraprofessional & Teacher Guide
Unit 2 • Lesson 6–7: Progress Tracker
Track Decoding Accuracy, Red Words, Mental State & STORY Map Mastery
ABC PRINT
Page 3 of 3
Date: ________________________ Group Name: ________________________ Facilitator: ________________________
| Scholar Name | Tier | Decoding (1–4) | Red Words (1–4) | Mental State (1–4) | Next Steps / Notes |
|---|---|---|---|---|---|
| 1. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | |
| 2. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | |
| 3. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | |
| 4. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | |
| 5. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 | |
| 6. | T1 / T2 / T3 | 1 2 3 4 | 1 2 3 4 | 1 2 3 4 |
Scoring Rubric (1–4 Scale)
4 = Mastered: Independent without prompting; cites explicit text evidence.
3 = Proficient: Needs 1 minor verbal prompt; accurate character conclusion.
2 = Developing: Needs visual model or sentence starter.
1 = Intensive Need: Needs direct 1:1 modeling and echo-reading.
Target Red Words & Phonics Clues
Red Words (Sight): would, could, watch, said, could, thought, their, who.
Phonics Targets: -oon (balloon), -ight (tight, light), -ed endings (wanted, jumped).
Story Elements Detectives • Facilitator Guide Page 3 of 3 • Small-Group Progress Monitoring Tracker (ABC Print)
What is George thinking?
"I want to know how to fly! I'll flap my arms and soar through the sky!"
Mental State: Fascinated & Impulsive
Turn & Talk: Why was George more careful after falling overboard? What did he learn?
Resolve & Solution
R & Y in STORY
R Trouble & Escape (Pages 24–36)
"George dialled the fire station! The angry firemen locked him in prison."
Escape: Escapes out the window, walks telephone wires, and grabs balloons!
Mental State in Air: Frightened, holding on very tight as houses look like toys!
Y Yes! Solution! (Pages 44–48)
"George lands on a traffic light. The man with the yellow hat calls his name!"
Outcome: Man pays for balloons and takes George to the big city zoo!
George's Mental State: Relieved, safe, and very happy in his new home!
Big Takeaway: George's curiosity brings him into danger, but his quick mind and his friend bring him to safety!
Task Launch
20-Minute Blocks
Station 1: Teacher
Master written responses: What was the man's mental state? Why does George dial the phone?
Tier 1 & Tier 2 Groups
Station 2: Para
1:1 finger tracking echo-reading + 3 structured At-Bats with choice checks.
Tier 2 & Tier 3 Groups
Station 3: Independent
Complete the 5-element S-T-O-R-Y map and demonstrate mastery on the Exit Ticket!
Independent Detectives
Detectives Ready: Grab your packets and pencils. Let's solve Curious George's case!
Launch!
[Draw Something You Are Curious About Here]
Sentence Stem: When I feel curious, my mental state wants to learn about
Story Elements Detectives • Grade 1 Reading Comprehension Page 2 of 2 • City Schema & Early Finisher Connection (ABC Print)
[79]
George held b/all/oons t/ight and sail/ed in/to the air.
[89]
He land/ed on a traf/fic l/ight. The man took him to the zoo!
[102]
Quick Comprehension Clue:
Where does George go to live at the end? (Circle one): A) Back to the jungle | B) To the city zoo!
Story Elements Detectives • Fluency Page 2 of 3 • Tier 2 Decodable Reader with Word Parts (ABC Print)
Tier 3 Fluency 1:1 Finger Tracking & Maximum Support
Name:
Date:
Directions: Touch each black dot with your index finger as you read aloud.
ABC PRINT
Page 3 of 3: Tracking
George was a curious monkey.
He tried the big hat.
George dialled the telephone!
He flew with red balloons.
He lives at the zoo!
Great Reading, Detective! You tracked every word!
Story Elements Detectives • Fluency Page 3 of 3 • Tier 3 Finger Tracking Dots (ABC Print)
[ ]
The man puts George in a bag and rows him out to a big ocean ship headed for the city.
Journey: Sailing across the ocean.
[ ]
In the house, George's curiosity dials the telephone and brings all the city fire engines.
Oops Problem: False alarm and prison arrest.
Detective Illustration: Draw George holding a red balloon at his new home in the zoo:
[Draw Curious George at the Zoo Here]
Summary Stem: George is happy at the zoo because ____________________________________
Story Elements Detectives • Grade 1 Reading Comprehension Page 2 of 2 • 5-Event Chronological Sequencing (ABC Print)
