Literacy Support Report

Vilseck Elementary School

School Year 2012-2013

Student Name: name withheld for privacy

P = Proficient

ISS Teacher: xxxxxxxxx

I = In Progress

Reading Skills:

Writing Skills:
1st Qtr

2nd Qtr
I
I
I
I
J

Vocabulary
Decoding
Comprehension
Fluency
BAS Level

3rd Qtr
I
I
I
I
L

1st Qtr

4th Qtr
Capital Letters
Punctuation
Spacing
Spells High Frequency
Words Correctly
Complete sentences

**BAS LEVELS GRADE LEVEL CORRELATION

Kindergarten
BAS Text Level

A
B
C

N = Not Yet Evident

1st Grade
BAS Text Level

C
D
E
F

G
H
I
J

2nd Qtr

3rd Qtr

I
P
P
I

IP
P
I

**Some levels overlap in this BAS - Grade Level

Correlation Chart. This means that the BAS levels are
appropriate in both grades at different points in the
school year.
BAS stands for the Benchmark Assessment System

2nd Grade
BAS Text Level

J
K
L
M

(over)

4th Qtr

Quarter 2:
Skills your child has worked on this quarter: building core of known high frequency words, story comprehension,
reading strategies (re-reading, checking for understanding, cross-checking), decoding strategies & working with words,
fluency & writing responses to stories.
Comments: XXXXXX is making steady progress in reading. She is very timid, but with a lot of reassurance, she now
seems more comfortable in the group. Sometimes when XXXXXX comes to an unknown word, she is unsure how to solve
the word and usually waits for teacher support. In class we have worked on various strategies to help her solve unknown
words independently, but XXXXXX does not always use these strategies. She did read a level I with good accuracy and
adequate comprehension. XXXXXX reads at a good rate with expression. In writing, she uses good sentence structure
to communicate her ideas. She utilizes her word wall to help spell unknown words. Please continue reading with
XXXXXX each evening and encourage her to take Reading Counts quizzes. This will allow her to monitor her
understanding of the books she reads independently.

Quarter 3:
Skills your child has worked on this quarter: building core of known high frequency words, story comprehension
(summarizing, retelling) reading strategies (re-reading, checking for understanding, cross-checking), decoding strategies
& working with words (vowel sounds, diphthongs, digraphs) fluency & writing responses to stories.
Comments: XXXXXX read a level L with 97% accuracy and demonstrated excellent comprehension. She read the story
at a very good rate with expression. At times she uses the first letter of a word and guesses. She needs to pay closer
attention to print and reread to fix errors. She can ask herself, Does this look right? Does it make sense? In writing,
XXXXXX is able to record her ideas, but she does need to reread her work to see if it makes sense. At this time, XXXXXX
has made sufficient progress in reading. Her teacher and I feel that she no longer needs additional support in reading.
We will monitor her reading to ensure she continues to make progress. Thank you for encouraging XXXXXX to read each
evening, as it has helped her grow as a reader and gain confidence.