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Creating graphic novels integrates reading comprehension with visual design and writing, reflecting multimodal literacy. It exemplifies the Integration of Knowledge and Understanding domain. Foundational drills are not the focus here.

Integrating text and visuals shows comprehension and content mastery. This aligns with the Integration of Knowledge and Understanding domain, which emphasizes authentic, multimodal applications of literacy.

DIBELS benchmark testing provides periodic progress-monitoring data, used to track fluency development. It is not a diagnostic (B), norm-referenced comprehension (C), or summative vocabulary test (D). The Reading Assessment and Instruction domain emphasizes benchmark assessments as essential for monitoring growth.

An informal reading inventory (IRI) provides detailed information on accuracy, fluency, and comprehension, allowing teachers to identify independent, instructional, and frustration levels. Standardized tests (B) lack specificity, vocabulary quizzes (C) only measure word meaning, and phonics flashcards (D) measure isolated skills. The Reading Assessment and Instruction domain stresses IRIs for instructional planning.

Blending sounds into words is phoneme blending. Rhyming (B), syllable clapping (C), and sight words (D) develop different skills. The Foundations of Reading Development domain emphasizes blending as a precursor to decoding.