It also has the capacity to generate a digital profile, of general adjustments, for each of your students. 

While this document could and should not be used in place of a PLP it could be used to document general adjustments for students and attached to a PLP. 

1. Choosing the correct decodable book: The decodable books we choose for students need to contain specific letter-sound knowledge that the children are learning at that moment. Most decodable books will have this information on the front cover or the inside cover.

2. Preparing for reading: Begin reading sessions with phonological awareness warmups. Make sure that the children have opportunities to review the graphemes before they start reading. Get them to word-build, blend, segment and practice reading through a variety of word reading and spelling activities and games.

Reading a decodable book requires enough preparation so that it is a successful experience for the beginner/ struggling reader.

During Reading: Know the text before students read it. By reading the text before the students read it, it allows you to interact with the story as they read.

1. Encourage the emergent readers to point to each word. This allows them to keep on track with the blending of the letter sounds. Once they develop confidence with reading, encourage them to keep track with their eyes only. Finger-pointing is really for the emergent reader.

2. Assist the students when an error has been made. Allow them to blend the sounds again to read the words correctly. Encourage and model blending at all times. Ask the child to sound out the word and blend the sounds together into words. If this occurs, make sure the students re-read the sentence again to ensure the meaning of the sentence is grasped.

3. Re-read some sentences to your students to highlight fluency and expression from you as an experienced reader.

1. Reading is for meaning: Always check the reader understands the words in the text. This is a great opportunity to develop vocabulary within context of a story. Reading is a combination of decoding and comprehension. Children need vocabulary in order to comprehend. The teacher can develop comprehension at different levels: factual, inferential etc.

2. Follow up word work, dictation or phonics activities to support reading, can be included in your rotation.

Reading a number of decodable texts with the same spellings will help children remember and commit new words to long-term memory. You can also ask children to re-read texts with expression or in pairs. This will develop reading fluency.