Understanding the Reading Instruction Plan Sequence
The FastBridge Screening to Intervention Report for Reading (s2i-R) provides recommendations for what type of instruction is needed by an entire class as well as for individual students. The instruction plans use data from the FastBridge assessments that comprise FASTtrack Reading. The combined data from the two FASTtrack reading assessments provide details about students’ reading skills in three key areas: (a) phonemic awareness, (b) phonics and fluency, and (c) general reading. The instruction plans recommended for an entire class and individual students identify which of the three skill areas is the best focus for instruction.
There are 30 different reading instruction plans. They are numbered to reflect a developmental progression of reading skills. The plan numbers start at 0.0 and continue through 12.3, with one additional plan for students whose scores indicate that they are on track with reading development and do not need intervention. Although the reading instruction plan numbers may appear to align with grade levels (i.e., 0 = kindergarten through 12 = grade 12), these numbers do not actually match grade level content and standards. Instead, the numbers reflect a general skill progression that includes learning phonemic awareness first, followed by phonics and fluency, and finally vocabulary and comprehension (i.e., general reading).
Reading Instruction Plan Numbers
The numbers assigned to each reading instruction plan indicate its specific instructional focus.
The first number is the position of the plan along a continuum from 0.0 through 12.3. Although it is tempting to interpret the reading plan numbers as grade levels, they are not. This is because all but one of the plans is designed to offer remedial instruction. The exception is the plan for students who are “on track” and meeting grade level performance expectations. Thus, the first number indicates where in the reading skill progression that particular plan is situated, with lower numbers indicating early literacy acquisition, and higher numbers reflecting more advanced reading skills. The second number in each plan indicates the plan’s focus areas as follows:
- Phonemic Awareness and Phonics -- or Phonics and Fluency
- Phonics and Fluency
- Vocabulary and Comprehension
Due to the importance of phonics and fluency in overall reading skill development, it is the focus of instruction for many of the plans in the beginning levels. Here is an example of how the numbers and plan name are displayed in the Screening to Intervention Report.
The lower plan numbers (e.g., 0.1 through 3.2) focus more on phonemic awareness and phonics, and the higher plan numbers transition to more focus on vocabulary and comprehension. Importantly, the key skill areas indicated in the second part of each plan (after the decimal) are included in plans with both beginning level and advanced focus. For example, Plan 3.1 focuses on Phonics and Fluency. Here are additional examples.
- Plan 1.1: Phonemic Awareness and Phonics
- Plan 3.2: Phonics and Fluency
- Plan 5.3: Vocabulary and Comprehension
The lowest numbered plan, 0.0, focuses on Print Concepts and is designed to provide instruction on print orientation and directionality (i.e., left to right). The next two plans, 0.1 and 0.2, focus on Phonemic Awareness and Phonics because these are critical foundational skills. Starting with plans at level 4, there are only two levels, numbered as 4 and 4.3, etc. This is because the focus of instruction at levels 4 and above is either Phonics and Fluency or Vocabulary and Comprehension. Importantly, the plans can be used with students of any grade who need to learn the skills included in that plan. So if an older student is a non-reader, then starting with plan 0.0 could make sense.
Once a student reaches a goal associated with the first instruction plan, the teacher can use the next instruction plan to guide additional supports. The reading instruction plans are sequenced such that they progress vertically and then horizontally. For example, a student would progress from 2.1 to 2.2., then 2.3 before moving on to 3.1. The following graphic depicts a sample reading instruction plan progression and sequence, with the student starting with Plan 2.1.
The following table includes the numbers and descriptions of all of the plans. The information in this table is also found in the linked PDF file below.
FastBridge Reading Instruction Plan Numbers, Names, and Descriptions
|
Number |
Name |
Description |
|
0.0 |
Print Concepts |
Based on screening data, this plan is recommended when there is a need for supplemental instruction with a focus on Print Concepts. This instructional focus is generally consistent with On Track performance at the PreK to Early K level. Students in later grades who are at some or high risk for reading difficulties may also benefit from this plan. |
|
0.1 |
Phonemic Awareness & Phonics |
Based on screening data, this plan is recommended when there is a need for supplemental instruction with a focus on Phonemic Awareness (sound) and Phonics (code). This instructional focus for this plan is generally consistent with On Track performance at the PreK to Early K level. Students in later grades who are at some or high risk for reading difficulties may also benefit from this plan. |
|
0.2 |
Phonemic Awareness & Phonics |
Based on screening data, this plan is recommended when there is a need for supplemental instruction with a focus on Phonemic Awareness (sound) and Phonics (code). This instructional focus for this plan is generally consistent with On Track performance at the Mid-fall K to Late K level; sometimes Early K. Students in later grades who are at some or high risk for reading difficulties may also benefit from this plan. |
|
1.1 |
Phonemic Awareness & Phonics |
Based on screening data, this plan is recommended when there is a need for supplemental instruction with a focus on Phonemic Awareness (sound) and Phonics (code). This instructional focus for this plan is generally consistent with On Track performance at the Early Gr. 1 level. Students in later grades who are at some or high risk for reading difficulties may also benefit from this plan. |
|
1.2 |
Phonics & Fluency |
Based on screening data, this plan is recommended when there is a need for an instructional focus on Phonics (code), and also developing ffluency in Phonemic Awareness (sound) skills. This instructional focus for this plan is generally consistent with On Track performance at the Mid to Late Gr. 1 level. Students in later grades who are at some or high risk for reading difficulties may also benefit from this plan. |
|
2.1 |
Phonics & Fluency |
Based on screening data, this plan is recommended when there is a need for supplemental instruction with a focus on improving Phonics and Fluency (code) skills. This instructional focus for this plan is generally consistent with On Track performance at the Early Gr. 2 level. Students in later grades who are at some or high risk for reading difficulties may also benefit from this plan |
|
2.2 |
Phonics & Fluency |
Based on screening data, this plan is recommended when there is a need for supplemental instruction with a focus on improving Phonics and Fluency (code) skills. This instructional focus for this plan is generally consistent with On Track performance at the Mid to Late Gr. 2 level. . Students in later grades who are at some or high risk for reading difficulties may also benefit from this plan |
|
2.3 |
Vocabulary & Comprehension |
Based on screening data, this plan is recommended when there is a need for supplemental instruction with a focus on improving Vocabulary and Comprehension (meaning) skills. This instructional focus for this plan is generally consistent with On Track performance in Grade 2. |
|
3.1 |
Phonics & Fluency |
Based on screening data, this plan is recommended when there is a need for supplemental instruction with a focus on improving Phonics and Fluency (code) skills. This instructional focus for this plan is generally consistent with On Track performance at the Early Gr. 3 level. Students in later grades who are at some or high risk for reading difficulties may also benefit from this plan |
|
3.2 |
Phonics & Fluency |
Based on screening data, this plan is recommended when there is a need for supplemental instruction with a focus on improving Phonics and Fluency (code) skills. This instructional focus for this plan is generally consistent with On Track performance at the Mid to Late Gr. 3 level. Students in later grades who are at some or high risk for reading difficulties may also benefit from this plan |
|
3.3 |
Vocabulary & Comprehension |
Based on screening data, this plan is recommended when there is a need for an instructional focus on developing grade level Vocabulary and Comprehension (meaning) skills. This instructional focus for this plan is generally consistent with On Track performance in Grade 2. |
|
4 |
Phonics & Fluency |
Based on screening data, this plan is recommended when there is a need for supplemental instruction with a focus on developing grade level Phonics and Fluency (code) skills within the context of reading connected text in content areas. This instructional focus for this plan is generally consistent with On Track performance in Grade 4-5. Students in later grades who are at some or high risk for reading difficulties may also benefit from this plan |
|
4.3 |
Vocabulary & Comprehension |
Based on screening data, this plan is recommended when there is a need for an instructional focus on developing grade level Vocabulary and Comprehension (meaning) skills. This instructional focus for this plan is generally consistent with On Track performance in Grades 4-5. |
|
5 |
Phonics & Fluency |
Based on screening data, this plan is recommended when there is a need for supplemental instruction with a focus on developing grade level Phonics and Fluency (code) skills within the context of reading connected text in content areas. This instructional focus for this plan is generally consistent with On Track performance in Grade 4-5. Students in later grades who are at some or high risk for reading difficulties may also benefit from this plan |
|
5.3 |
Vocabulary & Comprehension |
Based on screening data, this plan is recommended when there is a need for an instructional focus on developing grade level Vocabulary and Comprehension (meaning) skills. This instructional focus for this plan is generally consistent with On Track performance in Grades 4-5. |
|
6 |
Phonics & Fluency |
Based on screening data, this plan is recommended when there is a need for an instructional focus on improving Phonics and Fluency (code) skills, and then integrating those skills when reading connected text in content areas. The goal is to apply reading skills to derive meaning from grade level text. This instructional focus for this plan is generally consistent with On Track performance in Grades 6-8. Students in later grades who are at some or high risk for reading difficulties may also benefit from this plan. |
|
6.3 |
Vocabulary & Comprehension |
Based on screening data, this plan is recommended when there is a need for an instructional focus on developing grade level Vocabulary and Comprehension (meaning) skills. This instructional focus for this plan is generally consistent with On Track performance in Grades 6-8. |
|
7 |
Phonics & Fluency |
Based on screening data, this plan is recommended when there is a need for an instructional focus on improving Phonics and Fluency (code) skills, and then integrating those skills when reading connected text in content areas. The goal is to apply reading skills to derive meaning from grade level text. This instructional focus for this plan is generally consistent with On Track performance in Grades 6-8. Students in later grades who are at some or high risk for reading difficulties may also benefit from this plan. |
|
7.3 |
Vocabulary & Comprehension |
Based on screening data, this plan is recommended when there is a need for an instructional focus on developing grade level Vocabulary and Comprehension (meaning) skills. This instructional focus for this plan is generally consistent with On Track performance in Grades 6-8. |
|
8 |
Phonics & Fluency |
Based on screening data, this plan is recommended when there is a need for an instructional focus on improving Phonics and Fluency (code) skills, and then integrating those skills when reading connected text in content areas. The goal is to apply reading skills to derive meaning from grade level text. This instructional focus for this plan is generally consistent with On Track performance in Grades 6-8. Students in later grades who are at some or high risk for reading difficulties may also benefit from this plan. |
|
8.3 |
Vocabulary & Comprehension |
Based on screening data, this plan is recommended when there is a need for an instructional focus on developing grade level Vocabulary and Comprehension (meaning) skills. This instructional focus for this plan is generally consistent with On Track performance in Grades 6-8. |
|
9 |
Phonics & Fluency |
Based on screening data, this plan is recommended when there is a need for an instructional focus on improving Phonics and Fluency (code) skills, and then integrating those skills when reading connected text in content areas. The goal is to apply reading skills to derive meaning from grade level text. This instructional focus for this plan is generally consistent with On Track performance in Grades 9-12. |
|
9.3 |
Vocabulary & Comprehension |
Based on screening data, this plan is recommended when there is a need for an instructional focus on dveloping grade level Vocabulary and Comprehension (meaning) skills. This instructional focus for this plan is generally consistent with On Track performance in Grades 9-12. |
|
10 |
Phonics & Fluency |
Based on screening data, this plan is recommended when there is a need for supplemental instructino with a focus on improving Phonics and Fluency (code) skills, and then integrating those skills when reading connected text in content areas. The goal is to apply reading skills to derive meaning from grade level text. This instructional focus for this plan is generally consistent with On Track performance in Grades 9-12. |
|
10.3 |
Vocabulary & Comprehension |
Based on screening data, this plan is recommended when there is a need for supplemental instruction with a focus on improving Vocabulary and Comprehension (meaning) skills. This instructional focus for this plan is generally consistent with On Track performance in Grades 9-12. |
|
11 |
Phonics & Fluency |
Based on screening data, this plan is recommended when there is a need for supplemental instruction with a focus on improving Phonics and Fluency (code) skills, and then integrating those skills when reading connected text in content areas. The goal is to apply reading skills to derive meaning from grade level text. This instructional focus for this plan is generally consistent with On Track performance in Grades 9-12. |
|
11.3 |
Vocabulary & Comprehension |
Based on screening data, this plan is recommended when there is a need for supplemental instruction with a focus on improving Vocabulary and Comprehension (meaning) skills. This instructional focus for this plan is generally consistent with On Track performance in Grades 9-12. |
|
12 |
Phonics & Fluency |
Based on screening data, this plan is recommended when there is a need for supplemental instruction with a focus on improving Phonics and Fluency (code) skills, and then integrating those skills when reading connected text in content areas. The goal is to apply reading skills to derive meaning from grade level text. This instructional focus for this plan is generally consistent with On Track performance in Grades 9-12. |
|
12.3 |
Vocabulary & Comprehension |
Based on screening data, this plan is recommended when there is a need for supplemental instruction with a focus on developing grade level Vocabulary and Comprehension (meaning) skills. This instructional focus for this plan is generally consistent with On Track performance in Grades 9-12. |
|
NA |
On Track |
Based on screening data, this plan is recommended because regular core instruction appears to meet the needs of this student. Continue to provide high quality whole group instruction. This should include instruction and practice in the Big 5 General Areas of Phonemic Awareness (Sound), Phonics & Fluency (Code), and Vocabulary & Comprehension (Meaning). |