When creating reading lesson plans, what should a teacher ensure about the targeted skills?

Focusing on instructional progression is crucial in developing effective reading lesson plans. When targeted skills correlate with appropriate instructional progression, it means that the skills are aligned with the developmental stages and learning sequences that students typically follow. This alignment helps ensure that students are building on their previous knowledge and skills in a coherent manner, allowing for a more structured and meaningful learning experience.

In this context, aligning skills with instructional progression allows educators to introduce concepts and techniques incrementally. For instance, a teacher might start with foundational skills such as phonemic awareness before moving on to more complex skills like comprehension strategies. This gradual build-up supports student engagement and mastery, ultimately contributing to a deeper understanding of reading.

Additionally, addressing targeted skills in a way that respects instructional progression enables teachers to meet diverse learning needs. It allows educators to differentiate instruction, catering to the varying levels of understanding and readiness among students.

Conversely, relying on teacher preferences could result in a lack of structure and continuity in the learning process. Including only multiple-choice questions may limit the assessment scope and fail to capture students' full understanding. Focusing solely on vocabulary does not encompass the broader spectrum of reading skills necessary for comprehensive literacy development, which includes comprehension, fluency, and critical thinking, among others. Thus,