The student has completed most of the requirements of kindergarten and will be successful in first-grade reading.
The student has not mastered a phonemic awareness skill (that is, rhyming words) that should be mastered by the end of kindergarten.
The student will not be able to perform at grade level in first grade.
The student needs direct instruction and practice in phonemic letter recognition skills.
Analyze Maya's reading to see whether she has been focusing her attention on decoding the words and perhaps needs to read lower-level material.
Work to develop automaticity so Maya can translate letters into sounds effortlessly and accurately.
Record WCPM and then begin systematic instruction in phonological awareness and word attack skills.
Directly teach and model appropriate prosodic features.
The Student is performing poorly in spelling, and the teacher needs to focus on teaching silent e endings to the student.
The teacher needs to focus the student's attention on making sense of what she is reading.
The teacher needs to have the student reread the passage to clarify meaning.
The student would benefit from more explicit skills instruction with attention to vowel sounds.
Good diagnostic teaching
Repetition of instruction with lots of opportunities for student practice
A focus on key skills and understanding
A referral to the Student Success Team
Benchmark, strategic and intensive
Advanced, intensive and strategic
English Learner and English Only
Low, middle, and high
The teacher should assign related workbook pages from their reading series to help this student overcome these errors.
The student would benefit from worthwhile practice in sound blending to make meaning of words.
The teacher needs to instruct the student in articulating phonemes
The student needs to add similar words to her spelling lists and study them.
Increasing independent reading, assigning additional homework with long vowel sounds, and making frequent assessments.
Providing crossword puzzles and word hunts and encourage independent reading, so the student can encounter similar vocabulary.
Developing weekly spelling words using the look-see-say method; sorting pictures; and adding vocabulary hunts.
Direct instruction in long vowel patterns, word sorts, and the use of word study notebooks and other activities to practice vowel patterns.
Syllabication will increase their ability to encode the first 100 high-frequency words.
The ability to break words into syllables will have an impact on their spelling accuracy with multisyllabic words.
Syllabication helps students connect new words to existing words in their oral vocabularies
Awareness of syllabication and word origin is necessary for students to become proficient readers.
The student needs added practice with letters and blending sounds into words.
Some examples of activities that would benefit the student are picture sorts and spelling puzzles.
Maintenance of critical word skills is imperative to this student's progress.
The ability to distinguish between letters and sounds is apparent, and the child should be moved to the next level.
Change the way they speak to fit main character traits while reading and developing automaticity at an independent level.
Develop listening skills in younger students.
Learn roles and read lines with fluency and expression.
Work with younger students while performing literary analysis.
A pocket chart, reciting nursery rhymes, and singing songs.
Magnetic letter sorts, creating alphabet books, and calling students' attention to individual letters that the teacher writes in a morning message.
Clapping syllables, word segmentation, and blending.
Alphabet-sound charts, sound boxes, and the modeling of stretching words when writing.
These students are learning to segment the sounds in a word that is spoken.
These students are "playing with language," which research has shown is an essential precursor to reading.
The teacher is guiding these students in an activity that develops their oral language and has proven to be an indicator of early reading success.
The teacher understands that similar activities help students to develop an interest in language and how it works and will help them develop into proficient readers.
Memorizing lists of words that are related to reading material introduced at the beginning of each theme.
Studying spelling patterns such as those found in CVCC, CCVC, and CVVC words.
Taking a spelling test every week.
Developing alphabetic principals and using phonemic analysis by spelling words aloud.
Participating in a systematic, organized phonics program.
Paying attention to structure and syntactic cues.
Explicit instruction and guided practice decoding multi-syllabic words.
Systematic instruction in decoding prefixes and suffixes.
Choose easier material for Alan so he is able to accurately decode and comprehend the text.
Continue allowing Alan to select books at his frustration level for as long as he appears to be enjoying his choices.
Teach Alan the five-finger rule of reading so he will be able to monitor his own reading selections. When Alan makes more than five errors per page, he will know the book is too difficult for him and choose another.
Review Alan's book selections during Guided Reading and give mini-lesson on difficult reading concepts so Alan will be able to read at his instructional level.