Table 1.

Putting the Dimensions of Instruction Together

	Teacher/child managed (TCM)		Peer & child managed (CM)
	Code-focused (CF)	Meaning-focused (MF)	Code-focused (CF)	Meaning-focused (MF)
Whole Class	(TCM-CF) The teacher writes ‘run’ on the board and asks students to break the word into /r/ /u/ /n/ and then blend the sounds together to form/run/.	(TCM-MF) The teacher reads a book aloud to the class. Every so often he stops to ask the children to predict what is going to happen next.	(CM-CF) All students complete a workbook page on word families (e.g., cat, bat, sat) while the teacher sits at her desk and reviews assessment results.	(CM-MF) All students write in their journals while the teacher writes in her journal.
Small Group & Pair	(TCM-CF) The teacher reads a list of words aloud and the small group or pair of students put their thumbs up if they hear the long ‘o’ sound and thumbs down if they do not hear the sound.	(TCM-MF) While reading a book to a small group of children (or pair), the teacher asks students to make predictions about what will happen next.	(CM-CF) Two students take turns testing each other on reading sight words on flash cards.	(CM-MF) A group of students work together at a center using flash cards to make compound words, which they then define and use in a sentence.
Individual	(TCM-CF) The teacher works with an individual student and is timing how long it takes him to read a list of sounds. She then provides feedback on word attack and sight word strategies	(TCM-MF) During a shared reading activity, the teacher assists a student individually on using comprehension strategies to enhance understanding	(CM-CF) A student completes a worksheet where he must color the pictures for which each name includes the long ‘a’ sound.	(CM-MF) After listening to a book on tape, a student fills out a worksheet that asks her to answer questions about the characters and to provide a summary of the story.