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INSERT INTO `read_level_dra2` VALUES (2,'12','Reading Engagement','Book Selection',10,'fiction','','',''),(3,'12','Reading Engagement','Sustained Reading',20,'fiction','','',''),(4,'12','Oral Fluency','Phrasing',30,'fiction','
Encourage students to read in phrases during shared reading Show how words are grouped into phrases in big books and poetry charts Support rereading familiar texts to build fluency ','Allie\'s Wish; Robert\'s New Friend ',''),(5,'12','Oral Fluency','Monitoring/Self-Corrections',40,'fiction','Demonstrate and teach how to read for meaning, self-correcting when a word doesn\'t make sense or sound right Model and support confirming and discounting word choice using meaning, language, and visual information Model and teach how to monitor visual information, self-correcting when a word doesn\'t look right Model and teach how to use known words as a means to self-monitor Support one-to-one matching as a means to self-monitor ','Allie\'s Wish; Robert\'s New Friend ',''),(6,'12','Oral Fluency','Problem-Solving Unknown Words',50,'fiction','Model and support using beginning letter(s)/sounds(s), sentence and/or story structure, as well as meaning (illustrations and background knowledge) to problem-solve unknown words Teach how to take words apart (onset and rime) to problem-solve unknown words ','Allie\'s Wish; Robert\'s New Friend ',''),(7,'12','Oral Fluency','Accuracy',60,'fiction','Model and support how to take words apart (onset and rhyme, syllables) to problem-solve unknown words Provide spelling activities and word sorts to help student recognize patterns in words Support and reinforce self-corrections of miscues Teach how to use word chunks and analogies to problem-solve unknown words ','',''),(8,'12','Comprehension','Previewing',70,'fiction','Model and support previewing a book before reading, during read-aloud and shared reading experinces Support creating a story from the illustrations ','Allie\'s Wish; Robert\'s New Friend ',''),(9,'12','Comprehension','Retelling: Sequence of Events',80,'fiction','Demonstrate how to create and use story maps to aid retelling. Model and support using key language/vocabulary from the text in a retelling. Model and teach the elements in a good retelling. Model the retelling of familiar stories. Support retelling a story in sequence. ','Allie\'s Wish; Robert\'s New Friend ',''),(10,'12','Comprehension','Retelling: Characters and Details',90,'fiction','Demonstrate how to create and use story maps to aid retelling Encourage student to use characters\' names when retelling a story Model and teach the elements in a good retelling Model the retelling of familiar stories Support and reinforce student\'s response to books during read-aloud, and shared and guided reading experiences ','Allie\'s Wish; Robert\'s New Friend ',''),(11,'12','Comprehension','Retelling: Vocabulary',100,'fiction','Demonstrate how to create and use story maps to aid retelling Model and support using key language/vocabulary from the text in a retelling Model and teach the elements in a good retelling Model the retelling of familiar stories ','Allie\'s Wish; Robert\'s New Friend ',''),(12,'12','Comprehension','Retelling: Teacher Support',110,'fiction','Demonstrate how to create and use story maps to aid retelling Model and support using key language/vocabulary from the text in a retelling Model and teach the elements in a good retelling Model the retelling of familiar stories ','Allie\'s Wish; Robert\'s New Friend ',''),(13,'12','Comprehension','Reflection',120,'fiction','Demonstrate how to give reason(s) for one\'s opinion Help student identify favorite part of books Provide opportunities to select a favorite book, toy, TV show, etc and tell why it is a favorite ','Allie\'s Wish; Robert\'s New Friend ',''),(14,'12','Comprehension','Making Connections',130,'fiction','Model and support how to make text-to-text connections Model and teach how to make text-to-self conections ','Allie\'s Wish; Robert\'s New Friend ',''),(15,'14','Reading Engagement','Book Selection',10,'fiction','','',''),(16,'14','Reading Engagement','Sustained Reading',20,'fiction','','',''),(17,'14','Oral Fluency','Expression',30,'fiction','Have student participate in choral reading and/or reader\'s theater Have student practice appropriate phrasing and expression with familiar texts Model and support reading in longer meaningful phrases with appropriate expression Model and teach how to heed punctuation ','A New School; The Wagon ',''),(18,'14','Oral Fluency','Phrasing',40,'fiction','Have student participate in choral reading and/or reader\'s theater Have student practice appropriate phrasing and expression with familiar texts Model and support reading in longer meaningful phrases with appropriate expression Model and teach how to heed punctuation ','A New School; The Wagon ',''),(19,'14','Oral Fluency','Rate',50,'fiction','Provide materials and time for repeated reading to increase reading rate Teach student to read lower-level and/or familiar texts at an appropriate rate ','A New School; The Wagon ',''),(20,'14','Oral Fluency','Accuracy',60,'fiction','Model and support how to take words apart (onset and rime) to problem-solve unknown words Provide spelling activities and word sorts to help student recognize patterns in words Support and reinforce self-corrections of miscues Teach how to use word chunks and analogies to problem-solve unknown words ','A New School; The Wagon ',''),(21,'14','Comprehension','Previewing',70,'fiction','Model and support previewing a book before reading, during read-aloud and shared reading experinces Support creating a story from the illustrations ','A New School; The Wagon ',''),(22,'14','Comprehension','Retelling: Sequence of Events',80,'fiction','Demonstrate how to create and use story maps to aid retelling. Model and support using key language/vocabulary from the text in a retelling. Model and teach how to identify important events to include in a retelling. Model and teach the elements in a good retelling. Support retelling a story in sequence. ','A New School; The Wagon ',''),(23,'14','Comprehension','Retelling: Characters and Details',90,'fiction','Demonstrate how to create and use story maps to aid retelling Encourage student to use characters\' names when retelling a story Model and teach how to identify important details to include in a retelling. Model and teach the elements in a good retelling Model the retelling of familiar stories ','A New School; The Wagon ',''),(24,'14','Comprehension','Retelling: Vocabulary',100,'fiction','Demonstrate how to create and use story maps to aid retelling Model and support using key language/vocabulary from the text in a retelling Model and teach how to retell a story. Model and teach the elements in a good retelling Model the retelling of familiar stories ','A New School; The Wagon ',''),(25,'14','Comprehension','Retelling: Teacher Support',110,'fiction','Demonstrate how to create and use story maps to aid retelling Model and support using key language/vocabulary from the text in a retelling Model and teach the elements in a good retelling Model the retelling of familiar stories ','A New School; The Wagon ',''),(26,'14','Comprehension','Reflection',120,'fiction','Demonstrate how to support one\'s opinion Help student identify favorite part of books Provide opportunities to select a favorite book, toy, TV show, etc and tell why it is a favorite Support and reinforce student\'s response to books during read-aloud, and shared and guided reading experinces ','A New School; The Wagon ',''),(27,'14','Comprehension','Making Connections',130,'fiction','Model and teach how to make text-to-self conections Model and teach how to make text-to-text connections ','A New School; The Wagon ',''),(28,'18','Reading Engagement','Book Selection',10,'fiction','','',''),(29,'18','Reading Engagement','Sustained Reading',20,'fiction','','',''),(30,'18','Oral Fluency','Expression',30,'fiction','Have student practice appropriate expression with familiar texts Model and support reading in longer, meaningful phrases with Teach student to heed punctuation ','Game Day; A Giant in the Forest ',''),(31,'18','Oral Fluency','Phrasing',40,'fiction','Have student practice appropriate expression with familiar texts Model and support reading in longer, meaningful phrases with Teach student to heed punctuation ','Game Day; A Giant in the Forest ',''),(32,'18','Oral Fluency','Rate',50,'fiction','Provide material and time for repeated reading to increase reading rate Teach student to read lower-level and/or familiar texts at an appropriate rate ','Game Day; A Giant in the Forest ',''),(33,'18','Oral Fluency','Accuracy',60,'fiction','Model and support how to take words apart (onset and rhyme, syllables) to problem-solve unknown words Provide spelling activities and word sorts to help student recognize patterns in words Support and reinforce self-corrections of miscues Teach how to use word chunks and analogies to problem-solve unknown words ','Game Day; A Giant in the Forest ',''),(34,'18','Comprehension','Prediction',70,'fiction','Model and support how to use background knowledge to make meaningful predictions Teach student how to make predictions based on title and book cover, as well as opening paragraphs and illustrations of texts read aloud ','Game Day; A Giant in the Forest ',''),(35,'18','Comprehension','Retelling: Sequence of Events',80,'fiction','Support retelling a story in sequence ','Game Day; A Giant in the Forest ',''),(36,'18','Comprehension','Retelling: Characters and Details',90,'fiction','Model and teach how to identify important details to include in a retelling ','Game Day; A Giant in the Forest ',''),(37,'18','Comprehension','Retelling: Vocabulary',100,'fiction','Model and support using key language and vocabulary from the text in a retelling ','Game Day; A Giant in the Forest ',''),(38,'18','Comprehension','Retelling: Teacher Support',110,'fiction','Model and teach how to create and use story maps to aid retelling Model and teach how to identify important events to include in a retelling Model and teach how to retell a story ','Game Day; A Giant in the Forest ',''),(39,'18','Comprehension','Interpretation',120,'fiction','Model and teach how to support inferences with information or examples from the text Model and teach student how to think about Why? questions while and after reading a text Model how to infer during shared reading and read-alouds Teach and share examples of inferences ','Game Day; A Giant in the Forest ',''),(40,'18','Comprehension','Reflection',130,'fiction','Demonstrate and teach student how to support opinion with details from the text Help student identify important information and/or message in a story Provide opportunities to identify and discuss the important event in a story ','Game Day; A Giant in the Forest ',''),(41,'30','Reading Engagement','Wide Reading',10,'fiction','','',''),(42,'30','Reading Engagement','Self-Assessment/Goal Setting',20,'fiction','','',''),(43,'30','Oral Fluency','Expression',30,'fiction','Have student practice appropriate expression with familiar texts Model and support reading longer, meaningful phrases with appropriate expression ','Busy Helpers; Tiger\'s Whirlwind Day ',''),(44,'30','Oral Fluency','Phrasing',40,'fiction','Teach student to heed punctuation ','Busy Helpers; Tiger\'s Whirlwind Day ',''),(45,'30','Oral Fluency','Rate',50,'fiction','Provide materials and time for repeated reading to increase reading rate Teach student to read lower-level and/or familiar texts at an appropriate rate ','Busy Helpers; Tiger\'s Whirlwind Day ',''),(46,'30','Oral Fluency','Accuracy',60,'fiction','Model and support how to take words apart (e.g. onset and rhyme, syllables) to problem-solve unknown words Provide spelling activities and word sorts to help student recognize patterns in words Support and reinforce self-corrections of miscues Teach how to use word chunks and analogies to problem-solve unknown words ','Busy Helpers; Tiger\'s Whirlwind Day ',''),(47,'30','Comprehension','Use of Text Features',70,'fiction','Provide opportunities for student to discuss what he or she knows about the characters based on title and book cover, as well as opening paragraphs and texts read aloud Teach student how to describe characters using information from fiction text features (e.g. title, illustrations, and text) ','Busy Helpers; Tiger\'s Whirlwind Day ',''),(48,'30','Comprehension','Prediction',80,'fiction','Model and support using background information to make meaningful predictions Teach student how to make predictions based on title and book cover, as well as opening paragraphs of texts read aloud ','Busy Helpers; Tiger\'s Whirlwind Day ',''),(49,'30','Comprehension','Scaffolded Summary',90,'fiction','Model and co-construct written summaries of texts read aloud Model and support how to distinguish between more important and less important ideas and details Share and identify characteristics of good summaries Teach student how to identify story elements (e.g. characters, setting, plot) Teach student how to use a graphic organizer as an aid to creating a summary ','Busy Helpers; Tiger\'s Whirlwind Day ',''),(50,'30','Comprehension','Scaffolded Summary: Vocabulary',100,'fiction','','',''),(51,'30','Comprehension','Literal Comprehension',110,'fiction','Help student locate and record specific details Provide opportunities for student to answer and construct literal questions Show student how to use key words to identify specific information from the text Teach student how to use graphic organizers to keep track of story information ','Busy Helpers; Tiger\'s Whirlwind Day ',''),(52,'30','Comprehension','Interpretation',120,'fiction','Give student opportunities to respond to inference questions orally and in writing Model and teach how to support inferences with examples from the text Model and teach student how to think about Why? questions while and after reading a text Teach and share examples of inferences ','Busy Helpers; Tiger\'s Whirlwind Day ',''),(53,'30','Comprehension','Reflection',130,'fiction','Demonstrate and teach student how to support opinion with details from the text Help student identify important message in a story Provide opportunities to identify and discuss the most important event in a story ','Busy Helpers; Tiger\'s Whirlwind Day ',''),(54,'40','Reading Engagement','Wide Reading',10,'fiction','','',''),(55,'40','Reading Engagement','Self-Assessment/Goal Setting',20,'fiction','','',''),(56,'40','Oral Fluency','Expression',30,'fiction','Have student practice appropriate expression with familiar texts Model and teach reading longer, meaningful phrases with appropriate expression Teach student to heed punctuation ','All the Way Under; The Amazing Octopus; A Journey to Freedom; A Pack of Wolves ',''),(57,'40','Oral Fluency','Phrasing',40,'fiction','Have student practice appropriate expression with familiar texts Model and teach reading longer, meaningful phrases with appropriate expression Teach student to heed punctuation ','All the Way Under; The Amazing Octopus; A Journey to Freedom; A Pack of Wolves ',''),(58,'40','Oral Fluency','Rate',50,'fiction','Give opportunities for student to read lower-level and/or familiar texts at an appropriate rate Provide materials and time for repeated reading and timed readings to increase reading rate ','All the Way Under; The Amazing Octopus; A Journey to Freedom; A Pack of Wolves ',''),(59,'40','Oral Fluency','Accuracy',60,'fiction','Model and support how to take words apart (e.g. onset and rhyme, syllables) to problem-solve unknown words Provide spelling activities and word sorts to help student recognize patterns in words Support and reinforce self-corrections of miscues Teach how to use word chunks and analogies to problem-solve unknown words ','All the Way Under; The Amazing Octopus; A Journey to Freedom; A Pack of Wolves ',''),(60,'40','Comprehension','Questioning/Prediction',70,'fiction','Model and support using background information to make meaningful predictions Model and support using knowledge of text structures/genre characteristics to make predictions Provide opportunities for student to discuss what he or she knows about the characters and setting based on title and book cover, as well as opening paragraphs and illustrations of texts read aloud Teach student how to make and confirm predictions prior to and during reading ','All the Way Under; The Amazing Octopus; A Journey to Freedom; A Pack of Wolves ',''),(61,'40','Comprehension','Summary',80,'fiction','Model and co-construct written summaries of texts read aloud Model and support how to distinguish between more important and less important ideas and facts Provide time for student how to practice oral and written summaries Share and identify characteristics of good summaries Teach student how to identify story elements (e.g. characters, setting, plot) Teach student how to use graphic organizer as an aid to creating a summary ','All the Way Under; The Amazing Octopus; A Journey to Freedom; A Pack of Wolves ',''),(62,'40','Comprehension','Literal Comprehension',90,'fiction','Help student locate and record specific details Provide opportunities for student to answer and construct literal questions Show student how to use key words to identify specific information from the text Teach student how to use graphic organizers to keep track of key ideas and facts ','All the Way Under; The Amazing Octopus; A Journey to Freedom; A Pack of Wolves ',''),(63,'40','Comprehension','Interpretation',100,'fiction','Give student opportunities to respond to and construct inference questions orally and in writing Model and support how to identify important text implications Provide opportunities for student to support inferences with information or examples from the text Teach and share examples of inferences ','All the Way Under; The Amazing Octopus; A Journey to Freedom; A Pack of Wolves ',''),(64,'40','Comprehension','Reflection',110,'fiction','Demonstrate and teach how to support opinion with details from the text Help student identify important information and/or key vocabulary in a variety of texts Provide opportunities to discuss theme/most important idea of stories read aloud Provide opportunities to identify and discuss a significant message or event in a story ','All the Way Under; The Amazing Octopus; A Journey to Freedom; A Pack of Wolves ',''),(65,'40','Comprehension','Metacognitive Awareness',120,'fiction','Help student identify examples in a text where he or she used a specific strategy Model and teach comprehension strategies for fiction texts Provide opportunities for student to practice using a specific comprehension strategy (e.g. making connections, visualizing, responding emotionally) ','All the Way Under; The Amazing Octopus; A Journey to Freedom; A Pack of Wolves ',''),(66,'34','Reading Engagement','Wide Reading',10,'fiction','','',''),(67,'34','Reading Engagement','Self-Assessment/Goal Setting',20,'fiction','','',''),(68,'34','Oral Fluency','Expression',30,'fiction','Have student participate in choral reading and/or reader\'s theater Have student practice appropriate expression with familiar texts Model and support reading in longer, meaningful phrases with appropriate expression Teach student to heed punctuation ','The Mystery at the Mays\' House; Summer Discovery ',''),(69,'34','Oral Fluency','Phrasing',40,'fiction','Have student participate in choral reading and/or reader\'s theater Model and support reading in longer, meaningful phrases with appropriate expression Teach student to heed punctuation ','The Mystery at the Mays\' House; Summer Discovery ',''),(70,'34','Oral Fluency','Rate',50,'fiction','Provide materials and time for repeated reading to increase reading rate Teach student to read lower-level and/or familiar texts at an appropriate rate ','The Mystery at the Mays\' House; Summer Discovery ',''),(71,'34','Oral Fluency','Accuracy',60,'fiction','Model and support how to take words apart (e.g. Onset and rime, syllables) to problem-solve unknown words Provide spelling activities and word sorts to help student recognize patterns in words Support and reinforce self-corrections of miscues Teach how to use word chunks and analogies to problem-solve unknown words ','The Mystery at the Mays\' House; Summer Discovery ',''),(72,'34','Comprehension','Use of Text Features',70,'fiction','Provide opportunities for student to discuss what he or she knows about the characters based on title and book cover, as well as opening paragraphs and texts read aloud Teach student how to describe characters using information from fiction text features (e.g. title, illustrations, and text) ','The Mystery at the Mays\' House; Summer Discovery ',''),(73,'34','Comprehension','Prediction',80,'fiction','Model and suport how to use background information to make meaningful predictions Teach student how to use make predictions based on title and book cover, as well as opening paragraphs of texts read aloud. ','The Mystery at the Mays\' House; Summer Discovery ',''),(74,'34','Comprehension','Scaffolded Summary',90,'fiction','Model and support how to distinguish between more important and less important ideas and details Share and identify characterics of good summaries Teach student how to identify story elements (e.g. characters, setting, plot) Teach student how to use a graphic organizer as an aid to creating a summary ','The Mystery at the Mays\' House; Summer Discovery ',''),(75,'34','Comprehension','Scaffolded Summary: Vocabulary',100,'fiction','','',''),(76,'34','Comprehension','Literal Comprehension',110,'fiction','Help student locate and record specific details Provide opportunties for student to answer and construct literal questions Show student how to use key words to identify specific information from the text Teach student how to use graphic organizers to keep track of story information ','The Mystery at the Mays\' House; Summer Discovery ',''),(77,'34','Comprehension','Interpretation',120,'fiction','Give student opportunities to respond to inference questions orally and in writing Model and teach how to support inferences with examples from the text Model and teach student how to think about Why? questions while and after reading a text Teach and share examples of inferences ','The Mystery at the Mays\' House; Summer Discovery ',''),(78,'34','Comprehension','Reflection',130,'fiction','Demosntrate and teach student how to support opinion with details from the text Help student identify important message in a story Provide opportunities to identify and discuss the most important event in a story ','The Mystery at the Mays\' House; Summer Discovery ',''),(79,'20','Reading Engagement','Book Selection',10,'fiction','','',''),(80,'20','Reading Engagement','Sustained Reading',20,'fiction','','',''),(81,'20','Oral Fluency','Expression',30,'fiction','Have students participate in choral reading and / or reader\'s theatre. Have students practice appropriate expression with familiar texts. Model and support reading in longer, meaningful phrases with appropriate expression Teach student to heed punctuation. ','Green Freddie; Turtle\'s Big Race ',''),(82,'20','Oral Fluency','Phrasing',40,'fiction','Have students participate in choral reading and / or reader\'s theatre. Have students practice appropriate expression with familiar texts. Model and support reading in longer, meaningful phrases with appropriate expression Teach student to heed punctuation. ','Green Freddie; Turtle\'s Big Race ',''),(83,'20','Oral Fluency','Rate',50,'fiction','Provide materials and time for repeated reading to increase reading rate Teach student to read lower-level and/or familiar texts at an appropriate rate ','Green Freddie; Turtle\'s Big Race ',''),(84,'20','Oral Fluency','Accuracy',60,'fiction','Model and support how to take words apart (e.g. Onset and rime, syllables) to problem-solve unknown words Provide spelling activities and word sorts to help student recognize patterns in words Support and reinforce self-corrections of miscues Teach how to use word chunks and analogies to problem-solve unknown words ','Green Freddie; Turtle\'s Big Race ',''),(85,'20','Comprehension','Prediction',70,'fiction','Model and support how to use background knowledge to make meaningful predictions Teach student how to make predictions based on title and book cover, as well as opening paragraphs and illustrations of texts read aloud ','Green Freddie; Turtle\'s Big Race ',''),(86,'20','Comprehension','Retelling: Sequence of Events',80,'fiction','Support retelling a story in sequence ','Green Freddie; Turtle\'s Big Race ',''),(87,'20','Comprehension','Retelling: Characters and Details',90,'fiction','Encourage student ot use characters\' names when retelling a story Model and teach how to identify important details to include in a retelling ','Green Freddie; Turtle\'s Big Race ',''),(88,'20','Comprehension','Retelling: Vocabulary',100,'fiction','Model and support using key language and vocabulary from the text in a retelling ','Green Freddie; Turtle\'s Big Race ',''),(89,'20','Comprehension','Retelling: Teacher Support',110,'fiction','Model and teach how to create and use story maps to aid retelling Model and teach how to identify important events to include in a retelling Model and teach how to retell ','Green Freddie; Turtle\'s Big Race ',''),(90,'20','Comprehension','Interpretation',120,'fiction','Model and teach how to support inferences with information or examples from the text Model and teach student how to think about Why? questions while and after reading a text Model how to infer during shared reading and read-alouds Teach and share examples of inferences ','Green Freddie; Turtle\'s Big Race ',''),(91,'20','Comprehension','Reflection',130,'fiction','Demonstrate and teach student how to support opinion with details from the text Help student identify important information message in a story Provide opportunities to identify and discuss the important event in a story ','Green Freddie; Turtle\'s Big Race ',''),(92,'24','Reading Engagement','Book Selection',10,'fiction','','',''),(93,'24','Reading Engagement','Sustained Reading',20,'fiction','','',''),(94,'24','Oral Fluency','Expression',30,'fiction','Have student participate in choral reading and/or reader\'s theater Have student practice appropriate expression with familiar texts Model and support reading in longer, meaningful phrases with appropriate expression Teach student to heed punctuation ','Thin as a Stick; The Wonderful Day ',''),(95,'24','Oral Fluency','Phrasing',40,'fiction','Have student participate in choral reading and/or reader\'s theater Have student practice appropriate expression with familiar texts Model and support reading in longer, meaningful phrases with appropriate expression Teach student to heed punctuation ','Thin as a Stick; The Wonderful Day ',''),(96,'24','Oral Fluency','Rate',50,'fiction','Provide materials and time for repeated reading to increase reading rate Teach stduent to read lower-level and/or familiar texts at an appropriate rate ','Thin as a Stick; The Wonderful Day ',''),(97,'24','Oral Fluency','Accuracy',60,'fiction','Model and support how to take words apart (e.g. Onset and rime, syllables) to problem-solve unknown words Provide spelling activities and word sorts to help student recognize patterns in words Support and reinforce self-corrections of miscues Teach how to use word chunks and analogies to problem-solve unknown words ','Thin as a Stick; The Wonderful Day ',''),(98,'24','Comprehension','Prediction',70,'fiction','Model and supoort how touse background knowledge to make meaningful predictions Teach student how to make predictions based on title and book cover, as well as opening paragraphs and illustrations of texts read aloud ','Thin as a Stick; The Wonderful Day ',''),(99,'24','Comprehension','Retelling: Sequence of Events',80,'fiction','Model and teach how to identify important events to include in a retelling Support retelling a story in sequence ','Thin as a Stick; The Wonderful Day ',''),(100,'24','Comprehension','Retelling: Characters and Details',90,'fiction','Encourage student to use characters\' names when retelling a story Model and teach how to identify important details to include in a retelling ','Thin as a Stick; The Wonderful Day ',''),(101,'24','Comprehension','Retelling: Vocabulary',100,'fiction','Model and support using key language and vocabulary from the text in a retelling ','Thin as a Stick; The Wonderful Day ',''),(102,'24','Comprehension','Retelling: Teacher Support',110,'fiction','Model and teach how to create and use story maps to aid retelling Model and teach how to retell a story ','Thin as a Stick; The Wonderful Day ',''),(103,'24','Comprehension','Interpretation',120,'fiction','Model and teach how to support inferences with information or examples from the text Model and teach student how to think about Why? questions while and after reading a text Model how to infer during shared reading and read-alouds Teach and share examples of inferences ','Thin as a Stick; The Wonderful Day ',''),(104,'24','Comprehension','Reflection',130,'fiction','Demonstrate and teach student how to support opinion with details from the text Help student identify important message in a story Provide opportunities to identify and discuss the important event in a story ','Thin as a Stick; The Wonderful Day ',''),(105,'6','Reading Engagement','Book Selection',10,'fiction','','',''),(106,'6','Reading Engagement','Sustained Reading',20,'fiction','','',''),(107,'6','Oral Fluency','Phrasing',30,'fiction','Encourage student to read in phrases during shared reading Show how words are grouped into phrases in big books and poetry charts Support rereading familar texts to build fluency ','Time to Play; Why Are We Stopping? 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