Instructional Moves

First move:

• Teacher does little to introduce
• So as not to simplify the text or rob students of discovering things for themselves

 Second move:

• Students read to themselves
• Research shows students reading and re-reading improves their comprehension

 Third move:

• Teacher reads portion of text out loud
• Research shows that teachers reading out loud improves fluency and builds vocabulary—smoothes out comprehension bumps caused by dysfluency, allowing all to access challenging text

 Fourth move:

• Students paraphrase or translate into own words
• Research shows asking students to write about what they read strengthens their comprehension of texts

 Fifth move:

• Teacher asks a series of specific, text-dependent questions
• Text-dependent questions serve as the scaffolding. They sustain focus on the paragraphs, sentences and even words of the text. They ask for evidence to support claims.

Sixth move:

•  Students write an independent essay on that is text-based and requires evidence to support claims and connects reading analysis to writing. 
• This is a means of processing and should be used as formative assessment.