What did I like about those writing pages that I feel will be so difficult to replicate?

First of all, I was writing it without thinking about the best practices stuff I just read, which makes it more valuable to me.

Second of all, I feel like the section on how-to-screw-this-up was accurate, complete, and pretty good in general.

Third, I feel like the bullet lists were pretty good.

What do I remember?

*split between flood and scaffolding
*flood: at the appropriate level; maintain momentum; two books a week or so
*constituent skills: breaking down correctly
*drilling based on frequency
*drilling to achieve automaticity

How to screw it up:

*Lose momentum.
*Fail to check homework.
*Fail to discriminate between high- and low-frequency items.
*Expect the student to read at his or her target level instead of his or her instructional level.
*Fail to commit. Switch strategies a lot.
*Change strategies every three weeks because you lack the materials to sustain your original plan.
*Teach constituent skills to the point of mere comprehension rather than automaticity.
*Never ask the student to perform tasks independently. Always model and instruct; allow student to follow passively rather than taking responsibility for complex performance.
*Always ask the student to perform tasks independently. Never model or instruct; expect student to manage complex performance immediately after mastering constituent skill.
*Do all your reading instruction after the student reads--in the form of problem sets and discussion of problem sets *following* the passage--instead of while the student reads.
*Underemphasize rote.
*Overemphasize rote.
*Assign too little homework.
*Use inauthentic material in the "flood" portion of your plan.
*Have no plan to enforce homework.

The trick:

Embark on a book flood, and sustain momentum. Track homework and communicate with parents.
Correctly identify the constituent skills you must teach. Identify the high-frequency items within these skills. Drill these items to the point of automaticity. Each of these steps--one, two, three--is important.