Table 2.

Instruction and Practice Activities Provided to a Daily Focus Student and Other Students During Each Component of the Intervention

Component	Daily focus student	Other students in the group
Word Study	Activities and instructional content (e.g., new letter-sounds, irregular words taught) planned with the focus student in mind.	All students participate in all activities; students for whom the content is difficult receive support from teacher to enable success; teacher monitors responses, adjusts pace of instruction, and provides additional modeling and scaffolding when needed.
Fluency	Focus student spends 3–5 min rereading familiar text individually with the teacher while the teacher provides modeling and prompting for fluent reading.	All students practice orally rereading familiar text with partners or individually.
Supported Reading and Comprehension	During the first 3–5 min, focus student reads a portion of the new book to the teacher (and the group), as the teacher provides modeling, scaffolding, and feedback to support application of word reading strategies and skills, self- monitoring of meaning, and self-correction of errors.	All students read the remainder of the book chorally or individually; all participate in comprehension instruction and discussion; as time allows, all students reread all or part of the book for fluency.
Supported Writing	The focus student orally composes a complete sentence, with teacher support if needed, to respond to a comprehension question about the book just read.	All students repeat the focus student’s sentence and write the same sentence in their journals. After the early lessons, each student may add a second sentence that he or she composes. All students receive instruction in using sound analysis to spell words, spelling irregular words, and editing their writing.