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It is used to help guide instructional practices. 

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It is used to help guide instructional practices. 

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The model communicates the supports nall people need to learn how to read

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We need to learn how to effectively balance the blue threads with the red threads to achieve skilled reading.

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Students can be at different levels in each of the categories. Being strong in one area doesn't automatically make them strong in others, as well as being weak in one area doesn't make them weak in the others.

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Students can be at different levels in each of the categories. Being strong in one area doesn't automatically make them strong in others, as well as being weak in one area doesn't make them weak in the others.

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I don't know that much about the model but the parts are all familiar.

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I don't know that much about the model but the parts are all familiar.

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How are these strands are sequentially addressed in each grade level to scaffold reading skill development?

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How are these strands are sequentially addressed in each grade level to scaffold reading skill development?

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- how to identify the "gaps"
- how to fill in the "gaps

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In what ways might we use this model to guide instructional practices?

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Is there a priority of acquiring word recognition before language comprehension? or vice versa?

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Is there a priority of acquiring word recognition before language comprehension? or vice versa?

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Both language comprehension and word recognition are woven and intertwined and works in conjunction with each other.

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How to make it all work together in a strong braid. Effective, automatic, all grades, all classes.

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How to make it all work together in a strong braid. Effective, automatic, all grades, all classes.

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we need to know the scope and sequence of these skills and how each grade is addressing them so that we can be able to know where to go for help when we have a student with a gap that may need knowledge not in our standards

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we need to know the scope and sequence of these skills and how each grade is addressing them so that we can be able to know where to go for help when we have a student with a gap that may need knowledge not in our standards

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There are many working parts needed in both groups to produce a student with skilled reading

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There are many working parts needed in both groups to produce a student with skilled reading

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Having a strong foundation with word recognition will help students with accessing the necessary skills for the language comprehension.

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How do we use this model to help our students grow?

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How do we use this model to help our students grow?

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 Does it make sense for K-2 to focus more on the Blue and upper el. on the red?

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 Does it make sense for K-2 to focus more on the Blue and upper el. on the red?

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Reading is a complex process. But we do not do one skill in the absence of another skill.

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Reading is a complex process. But we do not do one skill in the absence of another skill.