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The student was assessed on sections A-L of the CORE Phonics diagnostic survey.

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The student highlighted in this case study is making a lot of progress this year. She entered the school year working on being able to segment and blend CVC words. She is now much stronger in her word level fluency skills. She knows many common prefixes and suffixes and is beginning to be more fluent in recognizing various vowel patterns.  During read aloud she demonstrates strong oral language skills through her engagement and response to the texts being chosen by the teacher. In general, she stays on task with her work and her confidence has grown a lot in the area of reading. She has begun self-selecting chapter books such as Heidi Heckelbeck during independent reading time and is generally more engaged when asked to read on her own.

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Fastbridge Oral Reading Fluency Screener 

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Fastbridge Oral Reading Fluency Screener 

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In this sample you will see error tracking utilized to better inform our understanding of the types of errors the student is making and guide our instructional steps that follow.

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motivated
good language skills

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word recognition is strong but can work monitoring her accuracy

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can work on low frequency vowel spelling patterns and multi syllable words

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Student is not transferring reading foundational skills into spelling
i.e. endings, choosing which vowel team to use for long vowels, r controlled vowels,

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Using precise vocabulary for feelings and supporting with evidence from the text (situation character is in)

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Need more practice to become automatic with certain foundational skills that need to be taught into

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strong foundational skills

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We do not feel word recognition is a weakness for her; however, she can strengthen her monitoring for meaning.

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According to Core Phonics we would start with some review of consonant blends with short vowels focusing on ending blends (Part F).

Then, we would work on building proficiency with variant vowels (Part J). We noticed variant vowels with "u" are a specific area that needs work.

Lastly, we would with low frequency and consonant spellings (Part K). We noticed that silent letters at the beginning or the end of the word are hard for her.

Once she is solid in these areas we can teach into syllable rules to decode multisyllabic words (Part L).

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The student needs instruction in vowel teams and endings, and some coaching in self-monitoring - if the student went back and reread they may catch some of the errors. 

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The student needs instruction in vowel teams and endings, and some coaching in self-monitoring - if the student went back and reread they may catch some of the errors. 

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When looking at Bridge the Gap, we see her start to make errors in the Deleting Initial Phonemes section. She is struggling with splitting apart blends--> both initial and end blends.

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engagement in reading, working on decoding, nice progress, solid vocabulary!

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She is quickly and fluently saying a word based on the visual of the first few letters. Word recognition is not a area of weakness!

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A lot of the errors make phonetic sense and matches what she is able to do orally.

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Stronger word level fluency skills, engaged in read aloud

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We are noticing that this student is working on reading through the whole word. We also noticed that many of their errors within reading and writing are at the end of a word, specifically including suffixes and consonant blends.  

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We are noticing that this student is working on reading through the whole word. We also noticed that many of their errors within reading and writing are at the end of a word, specifically including suffixes and consonant blends.  

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She is self motivated, growing in her foundational skills and strong oral language skills. While also being engaged and developing self confidence. 

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She is self motivated, growing in her foundational skills and strong oral language skills. While also being engaged and developing self confidence. 

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Skills that should be emphasized are: variant vowels & low frequency vowel and consonant sounds.

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Engaged and confident in choosing independent reading books. Strong foundational skills.

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No, word recognition is not a weakenss. Some strong word recognition while errors are minimal can be inconsistent. 

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No, word recognition is not a weakenss. Some strong word recognition while errors are minimal can be inconsistent. 

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She is fluent but not accurate- she is not monitoring for meaning

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This is very similar to what we have been teaching the children in TC instruction. I am wondering if there are exemplars of what a second, third and fourth grader would be able to write? I also am wondering if there is a technology platform to use this as a digital assignment?

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She is fluent, but could become stronger in self correction. She looks at the first couple of letters when decoding words. Needs to read/look at the whole word

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She should work on low frequency vowel patterns and multisyllabic strategies. 

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She should work on low frequency vowel patterns and multisyllabic strategies. 

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Student shows phonetic understanding of the words that are being spelled. Difficulty with CVCe words and endings & rules associated.

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Needs to work on variant vowels, low frequency vowels, multi-syllabic words, consonant blends with short vowels, long vowel spellings

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We notice the transfer from reading to writing is not as strong. Student's spelling makes sense phonetically. However, work is needed on word patterns. Digraph work is important for her spelling success. 

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We notice the transfer from reading to writing is not as strong. Student's spelling makes sense phonetically. However, work is needed on word patterns. Digraph work is important for her spelling success. 

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The student has a solid understanding of consonant sounds and long and short vowel sounds. Instruction in low frequency vowel sounds and reading multi-syllabic words. I would either put them in Sonday 2 to teach decoding and encoding of multi-syllable words or work with the student in a small group specifically on that skill. 

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The student has a solid understanding of consonant sounds and long and short vowel sounds. Instruction in low frequency vowel sounds and reading multi-syllabic words. I would either put them in Sonday 2 to teach decoding and encoding of multi-syllable words or work with the student in a small group specifically on that skill. 

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Student seems to be struggling with adding suffixes.

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Does not know vowel patterns, blends or doubling consonants

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We feel this student could use Bridge the Gap. They could benefit from working on endings of words in small group in classroom setting. We would also work on multisyllabic words. Without knowing the time of year this second grade data was taken it is hard to feel solid on our opinion.

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Student is still developing use of sight words and more complex vowel patterns. There is a lack of transfer in her written expression compared with her ability as a reader. 

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Student is still developing use of sight words and more complex vowel patterns. There is a lack of transfer in her written expression compared with her ability as a reader. 

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It appears she has proficiency in her understanding and uses evidence to support her claims. She is not utilizing her knowledge of the patterns in her spelling.

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Sonday 2 (spelling patterns for endings, reinforcing vowel patterns, multisyllabic words)

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Use Bridging the Gap to focus on multisyllabic words as well as low frequency vowels. Create a small group focusing on phonics patterns to promote transfer.