10 Kindergarten | Unit 2 Assessment and Remediation Guide
Note: If a single remedial instruction session does not allow enough time to
complete the Comprehensive Reteaching Lesson, then the instruction can be
divided over two instructional sessions instead. A split lesson structure may
look like this:Session 1 Session 2
Warm-Up
Explicit Instruction
Guided Practice (working with skills)
Initiate Guided Practice (applying skills)Warm-Up
Explicit Instruction
Continue Guided Practice (applying skills)
Independent Practice/Progress Monitoring
A single objective should be the primary focus of any given remedial instruction
session. If you are using the Comprehensive Reteaching lesson structure and
students are in need of explicit instruction related to multiple components [e.g.,
Phonological Awareness (for Syllables or Phonemes) and Writing Readiness],
then rotate the focus selected for Explicit Instruction and the related Guided
Practice (working with skills) throughout a series of sessions. A rotating focus
may look like this:Session 1 Session 2
Warm-Up: Phonological Awareness focus
Explicit Instruction: Phonological Awareness focus
Guided Practice (working with skills): Phonological
Awareness focus
Guided Practice (applying skills): Combination from
component areas (e.g., a Phonological Awareness and
a Writing Readiness activity)
Independent Practice/Progress Monitoring:
Phonological Awareness activity (observing for success
independently)Warm-Up: Writing Readiness focus
Explicit Instruction: Writing Readiness focus
Guided Practice (working with skills): Writing
Readiness focus
Guided Practice (applying skills): Combination from
component areas (e.g., a Phonological Awareness and
a Writing Readiness activity)
Independent Practice/Progress Monitoring:
Writing Readiness activity (observing for success
independently)