Vandevorst Ebi m3w7 App

1
VANDEVORST EBI M3W7 APP
Dominique Vandevorst
Marygrove College
Application Assignment
2
Problem and Intervention Matrix, assessments, explanations, and interventions
Name: Dominique Vandevorst
reading
Grade Level: 3 and 4
Subject: Language:
Focus Problem or Situation: reading fluency and comprehension
Content Standard, State Standard, or School Improvement Goal Addressed:

Grade: 3\4 Goal: students are able to ask and answer questions to demonstrate
understanding of a text and able to refer explicitly to the text as the basis for the answers.
This would also include referring to details in a text when explaining what the text says and
when drawing inferences from the text.
Source: IB learning outcomes
First foundational
skill identified:
Second
foundational
skill identified:
Third
foundational
identified:
Fourth
foundational skill
identified:
Word study
Fluency
Text
comprehension
Introduce the
THRASS chart.
Students recognize
where all the
consonant
phonemes are and
which graphemes
can correspond to
each consonant
phoneme.
Recognizing
and reading
basic words
and sight
words.
Understanding
meaning of the
words and
using words in
sentences.
Learning to
read with
speed,
expression and
accuracy using
text according
to students
reading level.
Introduce story
grammar: using a
text to identify story
grammar.
Visual observation
and check list:
where do children
point to when
asked to identify
consonant
phoneme box and
corresponding
graphemes.
Visual
observation
and check list.
Visual
observation \
time measuring
Phonemic
awareness \
phonological
processing
Week 1
What you will do
(learning
outcome):
----------------------How you will
assess or
monitor progress
Comparison matrix.
Intervention
that supports the
skill in week 1
Explicit instruction
in small groups
Guided practice
Hands on
materials
Small group
practice and
application
using
meaningful text.
Explicit
instruction in
small groups.
Independent
and guided
practice.
Application in small
group using
meaningful text.
Guided practice
Week 2
What you will do
(learning
outcome):
----------------------How you will
assess or
monitor progress
THRASS chart and

location of vowel
phonemes and
corresponding
vowel graphemes.
Recognizing
and reading
words used
frequently in
class and sight
words.
Understanding
meaning of the
words and
using words in
sentences.
Reading text at
students
reading level:
intonation and
pauses.
Types of stories:
introduce and
identify different
genres.
Visual observation
and check list:
where do children
point to when
asked to identify
vowel phoneme
box and
corresponding
graphemes.
Visual
observation \
time measuring
Checklist: explain
the different types of
genres verbally
Visual
observation
and checklist
Intervention that
supports the skill
in week 2
in small groups
Guided practice
Hands on
materials
Small group
practice and
application
using
meaningful text.
Explicit
instruction in
small groups.
Independent
and guided
practice.
group using
meaningful text.
Guided practice
Week 3
What you will do
(learning
outcome):
----------------------How you will
assess or
monitor progress
THRASS chart and

location of vowel
and consonant
phonemes and
corresponding
graphemes.
Recognizing
and reading
words used
frequently in
class and sight
words.
Understanding
meaning of the
words and
using words in
sentences.
Reading texts:
intonation and
pauses. Word
recognition and
meaning.
Making up
questions: create
questions to help
find information in a
text.
Visual observation
and check list:
where do children
point to when
asked to identify
vowel phoneme
box and
corresponding
Visual
observation
and checklist
Visual checklist
\ time
measuring
Comparison matrix:
Using a short text to
create questions with
a partner
4
graphemes?
Intervention that
supports the skill
in week 3
Week 4
What you will do
(learning
outcome):
----------------------How you will
assess or
monitor progress
in small groups
Guided practice
Hands on
materials
Small group
practice and
application
using
meaningful text.
Explicit
instruction in
small groups.
Independent
and guided
practice.
group using
meaningful text.
Guided practice
First sequential
skill addressed:
Second
sequential
skill
addressed:
Third
sequential
skill
addressed:
Fourth sequential
skill addressed:
Word recognition \
decoding and
pronunciation of
words with the help
of the THRASS
chart.
Expanding
word
vocabulary:
2 and 3 syllable
words
Reading texts:
expression \
intonation \
pauses. Word
recognition and
word meaning
Using graphic
organizers to help
understanding:
introducing different
graphic organizers
as tools to increase
understanding.
Visual observation
and checklist:
Where do children
point to when
asked to decode a
unknown word.
Which vowel
\consonant
phoneme box and
corresponding
graphemes do they
identify.
Using new
words in
sentences.
Visual
observation
Fill out a graphic

organizer
Assessment of
new words.
Comparison
matrix
Intervention that
supports the skill
in week 4
in small groups
Guided practice
Hands on
materials
Small group
practice and
application
using
meaningful text.
Explicit
instruction in
small groups.
Independent
and guided
practice.
group using
meaningful text.
Guided practice
Week 5
What you will do
(learning
outcome):
----------------------How you will
Introducing roots
and syllables.
Expanding
word
vocabulary:
2 and 3 syllable
words
Reading texts:
expression \
intonation \
pauses. Word
recognition and
word meaning
Using a story map

for increasing
reading
comprehension.
Checklist and
visual observation
Fill out a story map
5
assess or
monitor progress
Using new
words in
sentences.
Visual
observation
Assessment of
new words.
Comparison
matrix
Intervention that
supports the skill
in week 5
in small groups
Guided practice
Hands on
materials
Small group
practice and
application
using
meaningful text.
Explicit
instruction in
small groups.
Independent
and guided
practice.
group using
meaningful text.
Guided practice
Week 6
What you will do
(learning
outcome):
----------------------How you will
assess or
monitor progress
Introducing roots
and syllables.
Expanding
word
vocabulary:
2 and 3 syllable
words
Reading texts:
expression \
intonation \
pauses. Word
recognition and
word meaning
Checking
comprehension:
Individually read a
text and answer
questions.
Checklist and
visual observation
Using new
words in
sentences.
Visual
observation
Answer questions
after reading text.
Assessment of
new words.
Comparison
matrix
Intervention that
supports the skill
in week 6
in small groups
Guided practice
Hands on
materials
Small group
practice and
application
using
meaningful text.
Interventions for each foundational skill:
Explicit
instruction in
small groups.
Independent
and guided
practice.
group using
meaningful text.
Guided practice
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1. First foundational skill for reading comprehension: phonemic awareness and
phonological processing.
Intervention: explicit instruction in small groups and guided practice. Buffum et al (2009)
write that interventions in reading are typically conducted one to one or with no more than a
3:1 student-teacher ratio (pg. 101). Instruction in a small group will allow students to
express what they understand and struggle with. The teacher can help the student
immediately with any phonemes \ graphemes that the student does not understand and
students can have multiple opportunities to practice with the teacher. Guided practice helps
strengthen the foundational skill identified as the teacher can target the phonemes the
student did not manage herself.
2. Second foundational skill for reading comprehension: word study.
Intervention: Hands on materials, small group practice and application using meaningful text.
Small group practice allows the teacher to identify and target the specific words a student
struggles with. It provides multiple opportunities for the student to practice out loud with
assistance. The hands on materials such as magnetic letters, stamping letters and so on
give the kinesthetic learner different options to memorize patterns and words. Using these
intervention methods will help students reach the second foundational skill for reading
comprehension.
3. Third foundational skill for reading comprehension: fluency.
Intervention: explicit instruction in small groups and independent and guided practice.
Appelbaum (2009) writes that the more students can practice the quicker they will become
fluent readers. By being exposed to words more often students will come to recognize words
more quickly. This will help them read the words more easily and helps with reading fluency.
Through guided practice during intervention time the teacher can give strategies and identify
where students struggle with reading fluency and help immediately to correct the problem.
Independent practice gives students time to focus on particular fluency elements. Explicit
instruction allows the students to hear the lesson again and ask questions.
4. Fourth foundational skill for reading comprehension: text comprehension.
Intervention: application in small group using meaningful text and guided practice. Using this
type of intervention allows the teacher to point out to the students the key elements of the
lesson again and model how to use the text comprehension strategy for the week. The
students apply during guided practice what they have learned and can ask questions when
they get stuck on a particular element of the text comprehension task. Being in a small
group intensifies the learning process as the teacher can instantly see whether students are
understanding the lesson and can immediately remedy the mistakes students are making.
Appendix A
First foundational skill identified: Phonemic awareness \ phonological processing
Week 1: Progress monitoring assessment: visual and checklist
Read aloud a list of five words, students need to listen to the word, identify the consonants
they hear and point to each consonant phoneme box on the THRASS chart in correct
sequence. For example: sock \s\o\ck\ (2 corresponding consonant phoneme boxes).
Week 1: progress monitoring assessment: phonemic awareness
Name:
Date:
Word
Consonants correctly
identified on THRASS
chart
Consonants not identified
8
hammer
station
letter
watch
school
Read aloud a list of five words, students need to listen to the word, identify the vowels they
hear and point to each vowel phoneme box on the THRASS chart in correct sequence. For
example: sock \s\o\ck\ (1 corresponding vowel phoneme boxes).
Name:
Date:
Word
Vowels correctly identified

on THRASS chart
Vowels not identified
bread
measure
tape
frog
house
Read aloud a list of five words, students need to listen to the word, identify the vowels and
consonants they hear and point to each phoneme box on the THRASS chart in correct
sequence. For example: sock \s\o\ck\ (3 corresponding phoneme boxes).
Name:
Date:
Word
Consonants and vowels

correctly identified on
THRASS chart
Consonants and vowels not

identified
dolphin
sneeze
cherry
boat
glove
Students will be given five unknown words and need to use the THRASS chart to decode
and read the words. Where do children point to when asked to decode an unknown word?
Which vowel \consonant phoneme box and corresponding graphemes do they identify? For
example: House: \h\ou\s\
Name:
Date:
Word
Consonants and vowels
Consonants and vowels not
9
correctly identified on
THRASS chart
identified
lunch
winter
season
rat
train

1. Students will be given 5 words and need to identify and underline how many syllables
each word has. 2. Students will be given five words and need to underline the root of the
word.
Week 5: progress monitoring assessment
Name:
Date:
Read each word and underline the syllables in each word.

Words
Syllables correctly
identified:
Hammer
Station
Letter
Banana
Pony

Name:
Date:
Read each word and underline the root in each word.

Words
Teacher
Jumping
Root correctly identified:
10
Watched
Laughing
Reached

1. Students will be given 5 words and need to identify and underline how many syllables
each word has. 2. Students will be given five words and need to underline the root of the
word.
Name:
Date:
Read each word and underline the syllables in each word.

Words
Syllables correctly
identified:
Supper
Paper
Open
Reason
Student

Name:
Date:
Read each word and underline the root in each word.

Words
Rebuild
Root correctly identified:
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Retake
Uneven
Misbehave
Dislike
This set of assessments will provide a concise and quick way for assessing whether students
have an understanding of the first foundational skill identified in the problem and intervention
matrix which is needed to help students reading comprehension and fluency. The first
foundational skill focuses on phonemic awareness and phonological processing. Appelbaum
(2009) explains that spoken language is made up of phonemes which together form words
which each have meaning. Students need to be able to pronounce the words correctly
otherwise the meaning of words might become lost and this will affect comprehension of
language.
Going through these six weeks of phonemic awareness skill building will help students to
decode words they come across in their reading successfully. This is a vital skill for students
if they want to be able to show understanding of a text and be able to answer questions
relating to the text. Phonemic awareness is a crucial first step in the reading for
understanding learning goal.
Phonological awareness according to Appelbaum (2009) refers to the spoken language in all
its forms: words, sentences, phrases and phonemes (pg. 41). If students gain an
understanding of how words are made up as having a root or syllables, they can more easily
recognize unfamiliar words. This is another vital part of decoding words while reading.
When students come across unfamiliar words they can use strategies such as finding a root
or breaking up the words into syllables to help them read the word.
Using the THRASS chart and teaching students how to use it and where the different
phonemes are placed on it will help them gain a deeper understanding of the various
graphemes that can be identified with the different phonemes. Once students know where
each phoneme and grapheme is they can actively use the chart during reading and writing to
check they are using the right sounds and spelling choices.
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Appendix B
Second foundational skill identified: Word study
Week 1: Progress monitoring assessment: checklist
Students will be given ten sight \ basic words from their word list and need to write a
sentence with the words so that the meaning of the words is clear.
Name:
Date:
Words
Sentence
1.
After
2.
h
3.
use
4.
her
5.
ary
6.
Laug
7.
e
8.
en
9.
ge
10.
r
Cam
Beca
Brot
Janu
Their
Elev
Oran
Wate
13
Students will be given ten sight \ basic words from their word list and need to write a
Name:
Date:
Words
Sentence
1.
e
Thes
2.
Took
3.
ol
4.
er
5.
Scho
6.
Pull
7.
her
8.
nty
9.
Brot
10.
w
Yello
Und
May
Twe
Isnt

Students will be given ten sight \ frequently used words from their word list and need to write
a sentence with the words so that the meaning of the words is clear.
Name:
Date:
Words
Sentence
1.
n
quee
2.
er
3.
mer
4.
e
5.
ladd
ham
bridg
giant
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6.
knee
7.
letter
8.
se
9.
chee
10.
s
dres
yawn

Students will be given five to ten 2-3 syllable words from their word list and need to write a
Name:
Date:
Words
Sentence
1.
na
bana
2.
en
3.
e
4.
s
5.
gard
6.
et
7.
rock
8.
sure
9.
her
10.
mea
glov
circu
tape
note
teac
pony

15
Name:
Date:
Words
Sentence
1.
n
kitte
2.
gate
3.
on
4.
r
5.
y
6.
o
7.
a
8.
stati
9.
e
10.
t
sleev
wate
cherr
hipp
pand
city
rabbi


Name:
Date:
Words
Sentence
1.
zebra
2.
tiger
3.
house
4.
collar
5.
orm
6.
bookw
doctor
16
7.
n
8.
en
9.
garde
10.
white
fourte
Friday
According to Appelbaum (2009) students who have limited vocabulary are handicapped in
their ability to understand and to read (pg. 42). My school is an international school and the
majority of students have English as their second language. It is therefore crucial that
students understand basic words, sight words and the most common words in English in
order for them to begin reading texts and being able to comprehend what they are reading.
Teaching word study is another important skill towards reaching reading fluency and
comprehension. The more words students recognize and understand the more fluent
readers they will become which in turn helps their reading comprehension. Being able to
break words down into syllables and identifying the root of a word will help students to
decode unknown words or difficult words. If students recognize part of a word they can then
more easily pronounce the rest of the word and know the meaning of the word.
The progress monitoring assessments described here would strengthen students word
recognition and over time help students comprehension and fluencyAppendix C
Third foundational skill identified: Fluency
Week 1: Progress monitoring assessment: words read per minute will be counted to assess
fluency.
fluency.
fluency.
fluency.
fluency.
fluency.
Week 1-6: progress assessment tool
Name:
Date
Date:
Words read per minute
Words read wrong
17
Appelbaum (2009) explains fluency as the ability to read with speed, expression and
accuracy (pg. 41). A fluent reader will recognize words easily and is able to focus on
comprehension rather than decoding words. Being able to read with expression means that
students are able to have the correct intonation and pause where necessary which helps
them to comprehend the text. Students who struggle to read fluently often miss the meaning
behind words.
The progress monitoring assessments proposed here would allow the teacher to have a
good idea whether students are struggling with comprehension or not. If a student is able to
read the number of words per minute for their level correctly students will be more likely able
to understand what they are reading. If however they read fewer words per minute than it
would be expected students would struggle understanding a text. This would indicate that
they do not automatically and easily recognize words appropriately for the students level and
therefore they will spend more time decoding those words, which means in turn they will not
be able to make connections within the text as easily.
Again fluency is an important skill students need to reach the goal of reading fluency and
comprehension. If students are able to read fluently without haltering and without making
frequent mistakes they can more readily focus on the meaning of the text.
18
Appendix D
Fourth foundational skill identified: Text comprehension
Week 1: Students will be given a short text appropriate for their reading level and need to
identify the main character, the way the character felt, what the character did, where the story
takes place and how the story ends.
Week 1: progress assessment tool
19
Name:
Date:
Title:_____________________________________________________________
Who is the main character in the story?
How did the character feel?
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What did the character do?
Where does the story take place?
How does the story end?
Week 2: Teacher does informal whole class check to see whether students can recognize
whether a text is narrative or expository.

Hold up two different texts. Ask student to say which one is narrative and which one is
expository and why.
Date:
Name
Can identify expository

text correctly and give
reason why
Can identify narrative text

correctly and give reason
why
Week 3: Students will be given a short text appropriately for their level and need to formulate
three questions. They then ask their partner to answer the questions.
21

Read the text carefully. Formulate 3 questions.
Questions:
Answers given by partner:
1.
2.
3.
For teacher:
Student used question(s) that were closed: yes \ no
Student used question(s) that were open: yes \ no
Questions showed understanding of text: yes \ no
Week 4: Students fill out a graphic organizer after reading a short text appropriate for their
level.
22
Week 5: Students will be given a short text and need to fill out a story map.
23
Week 6: Final overall assessment to check whether students have increased reading
comprehension. Students will be given a text appropriately for their reading level with
questions. Depending on the answers given teacher will be able to see whether they are
using the skills learned throughout the previous weeks.
24
The learning tasks put together for students will help them reach better text comprehension.
Appelbaum (2009) writes that students might be able to read something fluently, but it is
another thing to be able to understand what they have read (pg. 43). By focusing on all four
foundational skills simultaneously students will built a strong foundation for reaching text
comprehension and fluency. Focusing on story grammar, text genres, learning how to create
questions, using graphic organizers and story mapping will help students to find the
important parts of what they are reading. The weekly progress assessment tools will help me
to know and see whether students have gained an understanding of these various text
comprehension skills. These foundational skills built up step by step how students can
reach the learning outcome of becoming stronger readers.
25
Appelbaum (2009) points out the importance of focusing on foundational skills that will help
students to be able to understand and comprehend texts they are reading. Being able to
read well and identify important clues in a text has an impact on all subjects in school.
26
Cover letter to colleagues
______ April, 2013.

Dear colleagues,
As you know I am studying at Marygrove College for the MAT. Currently I am taking the
evidence-based interventions module which introduces, explains and shows how to use
response to intervention (RTI) in schools. This is a fairly new approach to make sure no child
is left behind in education and that all students who are struggling receive the specific help
they need. I would like to explain a little more about RTI to you through this letter as I think it
would be a very effective process for our school to adopt and use. I will also introduce you to
the intervention map I have put together for students who struggle with reading
comprehension.
Response to intervention is the practice of providing high-quality instruction and interventions
that match the students specific needs and using students learning rate over time and level
of performance to make important decisions with regards to a students progress. There are
two different aspects to RTI: academic RTI and behavioral RTI. The three tiered RTI process
begins with screening of all students two to three times throughout a school year to see
which students need help and to provide the groundwork for the RTI process. RTI provides a
way to help all students achieve learning outcomes and gives guidelines as to what to do
when students do not progress in their learning. This model of intervention moves
responsibility for helping students to be successful from one teacher to the entire staff at a
school. According to research each school should have a RTI team that collaborates,
gathers and analyzes data and together creates interventions to help students. Students
who do not seem to learn or achieve targets will then receive a series of timely, systematic,
increasingly focused, and intensive research- based intervention strategies. Intensity of
interventions increase the further one goes up through the tiers.
Systematically collecting data of a students learning will help determine which type of
services a student needs to reach curriculum goals. Through using RTI, early intervention
can be provided and data can be gathered to see whether students respond or show
progress. Only if students do not show progress after increasingly intense support and
specific interventions is a student referred for special education services review.
I think that at our school many teachers are aware of the different needs students have but
find it difficult to respond and implement targeted interventions by themselves due to time or
inexperience. From my understanding of RTI this should be a whole staff approach rather
than one teacher trying to help students reach their grade level. We have many resources
and knowledge in different areas as a team. By using the RTI model teachers collect specific
data and present it to the RTI team and together with the RTI team implement interventions.
I have for example in my own classroom been aware of students reading below grade level
and by using a response to intervention format I can address these students particular needs
immediately and effectively.
27
RTI can play an important part in our school and I have developed an RTI plan for students
who struggle with reading comprehension. Research has rightly shown that we should not
wait with intervention until a child has shown significant gaps, difficulties or is failing. By
adapting this kind of approach valuable years can be lost for a child.
In order to implement RTI plan we do a reading comprehension assessment first through our
accelerated reading program. The students take the star test and depending on the
students results they will start with the intervention program over the duration of six weeks.
The intervention plan will take place last lesson before lunch four days in the week. Students
who are not part of the intervention plan will receive enrichment tasks. The plan focuses on
the 4 key elements of reading comprehension: phonemic awareness and phonological
processing, word study, fluency and text comprehension. Each week students work on the
four key elements at different time points. Students will be assessed and the data collected
from each assessment. If students do not pass the assessment extra follow up is put in
place the same week in the form of small groups work or one to one. Students are then reevaluated and can move on to the next step in the reading comprehension plan.
Yours Sincerely,
Dominique Vandevorst
Cover letter to parents:
28
_____ April, 2013.
Dear parent,
Your childs success is important to us. Our goal is to ensure effective learning so that your
child will have a positive learning experience.
Every child is unique. Every child learns differently. Every child behaves differently.
Different children need different academic and behavior strategies and interventions for
success. In order to meet the needs of all students, we have implemented three tiers of
support. In the first tier, classroom teachers use strategies and materials for students who
may need a little extra help. In the second tier, we create an individual support plan with
additional interventions to help students in any specific weaker learning or behavioral areas.
In each tier, the student is monitored closely to ensure that the research-based interventions
are successful.
For students who still experience difficulty, there is a third tier that provides even more
intensive academic and\or behavioral support. We may alter the schedules of students to
ensure that they have this help. The total goal is a successful school experience.
Your child, _____________, will begin in Tier 1 interventions on _______________ .
Tier 1 interventions are designed to give a little extra help to children who need help with
reading comprehension. The reading comprehension intervention plan focuses on word
decoding, word study, fluency and text comprehension over a period of six weeks. An
intervention team has met with your childs classroom teacher and designed a specific plan
for your child. The plan includes frequent monitoring to ensure it is effective.
If you have any questions, feel free to contact ______________ at ____________________.
We look forwards to your childs success.
Sincerely yours,
_______________
Materials needed:
29
THRASS charts
The reading comprehension intervention folder.
Several copies of each assessment and word lists.
Reading material at each students reading level.
The reading comprehension intervention plan will take place in class in the last lesson before
lunch time each day from Monday to Thursday. The session lasts for 45 minutes which will
include whole group instruction and re-enforcement activities. After the activities students
will be assessed. Depending on the assessment extra intervention will take place the
following day while students are doing tasks or enrichment work. The small group
intervention or one-to-one will either be done by the teacher or teacher assistant. The small
group or one-to-to one can take place in the small group room where it is quieter. Non-RTI
students will have enrichment work, individual reading time or book club meetings during the
intervention lessons. If assistance is available he\she will monitor or guide the non-RTI
students. Appelbaum (2009) suggests having students work in learning centers according to
common interest. They can then help one another if they have any difficulties, this would
give the teacher time to work with the intervention group. During the fluency and text
comprehension lessons all students will be part of the instruction part of the lesson and will
then work on a text according to their reading level to give them practice opportunities.
Appelbaum (2009) points out that using this way of tiered intervention makes the intervention
invisible for the students. Anchor activities for non-RTI students will help them stay focused
in the lesson. On Fridays the last lesson before lunch can be used for intervention for any
student who still did not manage the assessments. This will be small group or one to one
work with a teacher or assistant.

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Vandevorst Ebi m3w7 App

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1

VANDEVORST EBI M3W7 APP

Grade Level: 3 and 4

Focus Problem or Situation: reading fluency and comprehension

Content Standard, State Standard, or School Improvement Goal Addressed:

THRASS chart and

THRASS chart and

Fill out a graphic

Using a story map

Fill out a story map

Interventions for each foundational skill:

Consonants not identified

Vowels correctly identified

Vowels not identified

Consonants and vowels

Consonants and vowels not

Consonants and vowels

Consonants and vowels not

Week 5: Progress monitoring assessment: visual and checklist

Read each word and underline the syllables in each word.

Week 5: progress monitoring assessment

Read each word and underline the root in each word.

Root correctly identified:

Week 6: Progress monitoring assessment: visual and checklist

Read each word and underline the syllables in each word.

Week 6: progress monitoring assessment

Read each word and underline the root in each word.

Root correctly identified:

Week 2: Progress monitoring assessment: checklist

Week 3: Progress monitoring assessment: checklist

Week 4: Progress monitoring assessment: checklist

Week 5: Progress monitoring assessment: checklist

Week 6: Progress monitoring assessment: checklist

Week 6: progress monitoring assessment

Words read wrong

Week 1: progress assessment tool

How did the character feel?

Where does the story take place?

How does the story end?

Week 2: progress assessment tool

Can identify expository

Can identify narrative text

Week 3: progress assessment tool

Answers given by partner:

______ April, 2013.

Cover letter to parents:

_____ April, 2013.

If you have any questions, feel free to contact ______________ at ____________________.

We look forwards to your childs success.

Das könnte Ihnen auch gefallen

If you have any questions, feel free to contact at ______.