Red Group

Breelynn:
● January 24, 2018:​ Her decoding skills were okay. She struggled with the word “these”
● January 25, 2018:​ She had good comprehension with the photographs. She was able to
decode the vocab word, “puffy”. She struggled with the words, “signs”, “gray”, “whole”,
“cover”, and “both”.
● January 26, 2018: ​She had good comprehension about the Toucan. She knew majority
of the words. She was a little distracted because she did not directly read at the passage.
● January 30, 2018: ​She got to chapter 2.
● February 1, 2018: ​She was distracted because she did not look at the sound cards. For
example, she looks up at the ceiling when saying the sounds. She knew her sounds, but I
still want her to participate.
● February 6, 2018: ​She was able to say her sounds of the phonics activity. She got to read
to chapter 4.
● February 7, 2018: ​She was able to say her sounds of the phonics activity. She got stuck
on the words “square” and “million”.
● February 8, 2018: ​She was off-task because she kept looking at the ceiling. Breelynn
would say the letter sounds, but she would not have her eyes on the sentence strips.
Jayce:
● January 24, 2018: ​He was ignoring letter sounds of some words. He struggled with letter
sounds.
● January 25, 2018:​ MAP Testing
● January 26, 2018: ​He did not know majority of the words. However, when I went over
the words, he knew them. He just did not use his letter sound knowledge to decode them.
He said, “That word was an accident.” or “That word was on purpose.”
● January 30, 2018: ​ He struggled with majority of the words.
● February 1, 2018: : Absent
● February 6, 2018: ​He struggled with some of the words. However when he read out loud
to me, he was able to decode some of the words on his own.
● February 7, 2018: ​He refused to read out loud or participate in the phonics activities.
For example, he would say “blah, blah, blah” when reading out loud. Jayce would also
ask me, “When can I go home?”
● February 8, 2018: ​His decoding skills are getting better because he read majority of the
words without help.
Meyer:
● January 29, 2018: ​He was stuck on the word “David”. He did not read until he got help.
● February 1, 2018: ​He knew his sounds because he said majority of them during the
blending activity. He had good background knowledge because he described the parts of
a building.
 ● February 6, 2018: ​He knew his letter sounds and vowels of the blending activity. Meyer
was more comfortable in reading groups because he raised his hand for questions and
asked to help the teacher. His decoding skills are getting better because he said some of
the words by himself.
● February 7, 2018: ​He started to raise his hand when he encountered an unfamiliar
words.
● February 8, 2018: ​He started to raise his hand when he encountered an unfamiliar
words.
● February 9, 2018: ​He started to raise his hand when he encountered an unfamiliar
words.

Yellow Group
Sophia:
● January 24, 2018:​She was using her finger to read. She had hesitation with unfamiliar
words. She was also a fast reader.
● January 25, 2018:​ Her fluency was a bit choppy because she took breaths in the
sentences. She hesitated on the word, “usually”.
● January 26, 2018: ​Absent
● January 30, 2018: ​Her fluency was better, but still took breaths with the commas.
● February 6, 2018:​ Her fluency was better, but still took breaths with the commas.
● February 7, 2018: ​Her fluency was a bit choppy because she took long pauses at
unfamiliar words such as “observatory”. Sophia raised her hand she encountered
unfamiliar words, which shows she was aware of her comprehension.
● February 8, 2018: ​Her fluency wass getting better because she takes breaths after each
sentence. She still takes long pauses at unfamiliar words.
Colin:
● January 24, 2018: ​He was very aware with his reading. He asked questions with
unfamiliar words. His fluency was choppy because he took long pauses in the sentences.
● January 25, 2018: ​His fluency was choppy because he took breaths between the
sentences. He substituted the word “it” for “as”.
● January 26, 2018: ​His fluency was choppy because he took breaths between the
sentences.
● January 30, 2018: ​His fluency was better because he is taking breaths after the period.
● February 6, 2018: ​His fluency was great today! He got stuck on a word, he raised his
hand!
● February 7, 2018: ​His fluency was a bit choppy because he took long pauses at
unfamiliar words such as “observatory”. Colin was self-correcting on his reading.
● February 8, 2018: ​He started to raise his hand when he encountered an unfamiliar
words. However, he made an omission with the word “modern”.
Ryder:
● January 24, 2018:​His fluency was choppy because he took breaths between the
sentences.
● January 25, 2018: ​His fluency was choppy because he took long pauses between the
sentences.
● January 26, 2018: ​Ryder was very hesitant with unfamiliar words.
● January 30, 2018: ​His fluency was better because he is taking breaths after the period.
● February 6, 2018: ​His fluency was a bit choppy because he took time to decode the
words.
● February 7, 2018:​His fluency was a bit choppy because he took long pauses at
unfamiliar words such as “observatory”.
● February 8, 2018: ​He started to raise his hand when he encountered an unfamiliar
words. His fluency is getting better because he takes breaths after each sentence.
Seth:
● January 24, 2018: ​He used his finger to read. He was a fast reader because he did not get
the meaning from the text.
● January 25, 2018: ​Behavior Intervention
● January 26, 2018: ​He self-corrects his reading. However, his fluency was choppy
because he took breaths in the sentences.
● January 30, 2018: ​He did not want to follow directions. He kept asking when he can go
to the nurse.
● February 1, 2018: ​He was off task because he was staring at the paper or looking around
the room.
● February 6, 2018:​Behavior Intervention
● February 7, 2018: ​His fluency was a bit choppy because he took long pauses at
unfamiliar words such as “observatory”. Seth was off-task because he was talking to
classmates and played with a pencil.
● February 8, 2018: ​Seth was in behavior intervention in the first half of small group.
When he came back, he did not want to follow directions. When he was asked to read out
loud, he responded, “I’m not in the mood.”

Green Group
Owen:
● January 24, 2018: ​His fluency was choppy because he took breaths between the
sentences. He was off task by talking to other students.
● January 25, 2018: ​His fluency was choppy because he took breaths between the
sentences. He struggled with the word “satellites”.
● January 26, 2018: ​His fluency was choppy because he took long pauses with unfamiliar
words. He was distracted because his eyes were not on the passage.
 ● January 30, 2018: ​His fluency was still choppy because he was stuck on a few words.
He struggled what summarization means because he only wrote sentences that did not
cover the whole chapter one and two.
● February 1, 2018: ​He was off task because I explained the directions multiple times and
he still asked for directions. He was not really understanding the material because he
based them from the topic not the book.
● February 6, 2018: ​He was off task because he took time to turn the pages, which
distracted his classmates. His fluency was choppy because he took time to decode the
words.
● February 7, 2018: ​He made an omission on the word “the”. He also made a substitution
on the word “may” instead of “many”.
● February 8, 2018: ​Owen was off-task because he kept talking to other classmates and
looking around the classroom. He skips a lot of sight words such as “the” and “a” which
can affect his fluency. He did not read with meaning because he could not answer
question from the book.
Kayleigh:
● January 24, 2018: ​She had a good pace in her reading.
● January 25, 2018: ​Her fluency was a bit choppy because she took breaths in the
sentences.
● January 26, 2018:​She had a good pace in her reading.
● January 30, 2018: ​She struggled what summarization means because she only wrote
sentences that did not cover the whole chapter one and two.
● February 6, 2018: Absent
● February 7, 2018:Abent
● February 8, 2018: ​Kayleigh was on task because she was reading the book and asked
guidance for unfamiliar words.
Amelia:
● January 24, 2018: ​She was able to decode the word “meteorologist”.
● January 25, 2018: ​Her fluency was a bit choppy because she was stuck on words.
● January 26, 2018: ​Hesitant with unfamiliar words. She self-corrects her reading.
● January 29, 2018: ​Her fluency was better because she took breaths after the period. She
struggled what summarization means because she only wrote sentences that did not cover
the whole chapter one and two.
● February 6, 2018: Absent
● February 7, 2018:Absent
Aliana:
● January 24, 2018: ​She was able to decode the word “meteorologist”.
● January 25, 2018: ​Her fluency was a bit choppy because she took breaths in the
sentences.
 ● January 26, 2018: ​Her decoding skills were good. However she was not following
directions because I had to repeat them multiple times.
● January 30, 2018: Absent
● February 1, 2018: ​She was really distracted because she kept asking what the directions
were. I will put her in a different setting arrangement.
● February 6, 2018: ​She was on task today and understood the directions!
● February 7, 2018:​ Her fluency is getting better because she is taking breaths after the
period.
● February 8, 2018: ​Aliana was on task because she was reading the book and asked
guidance for unfamiliar words.
Carson:
● January 24, 2018: ​He was hesitant on unfamiliar words.
● January 25, 2018: ​During guided reading, he refused to follow directions. He had to sit
for break for a few minutes. He was a fast reader.
● January 26, 2018: ​He underlines the text, which are signs of good note taking. He took
long pauses in the sentences.
● January 30, 2018: ​His fluency was better because he takes breaths after the period. He
struggled what summarization means because he only wrote sentences that did not cover
the whole chapter one and two.
● February 1, 2018:​His fluency was better because he took breaths after the period.
● February 6, 2018: ​His fluency was better because he took breaths after the period.
● February 7, 2018: ​He made substitution on the word “to” instead of the word “for”. His
fluency was choppy because he took long pauses at unfamiliar words such as “scenery”.
● February 8, 2018: ​Carson made a substitution on the word “overload” instead of
“overland”.
Blue Group
Karleigh:
● January 24, 2018:​She was hesitant on some of the words.
● January 25, 2018: ​She had some omissions in some of the pages.
● January 26,2018: ​She took long pauses at some of the sentences.
● January 30, 2018: ​Her fluency was a bit choppy because she still took breaths between
the sentences. Karleigh was struggled with writing because she stared at paper and
responded, “I’m thinking.” She struggled what summarization means because she only
wrote sentences that did not cover the whole chapter one and two.
● February 1, 2018 ​Her fluency was getting better because she took breaths after the
sentences.
● February 6, 2018: Absent
● February 7, 2018: ​Great fluency and expression!
● February 8, 2018: ​Great fluency and expression!
Henry:
● January 24, 2018: ​His fluency was a bit choppy because he took breaths in the
sentences.
● January 25, 2018: ​He had very good background knowledge and comprehension.
● January 26, 2018: ​He was good with the reading. However, he kept banging his pencil.
● January 29, 2018: ​His fluency was better than last week because he took breaths after
the period. He struggled what summarization means because he only wrote sentences that
did not cover the whole chapter one and two.
● February 1, 2018: ​When my college supervisor came to visit, he was not being
respectful. He kept saying “I hate the past.” or “This is stupid.” He did the assignment,
but his behavior was not his shining moment. He acts this way when a new person comes
in the room.
● February 6, 2018: Absent
● February 7, 2018: Absent
● February 8, 2018: Absent
Emma:
● January 24, 2018: ​Her voice was monotone.
● January 25, 2018: ​She had pauses with unfamiliar words.
● January 26, 2018: ​She was self-correcting her reading.
● January 29, 2018: ​Her fluency was better because she took breaths after the period. She
understood what summarization means because she wrote parts that cover chapter one
and two.
● February 1, 2018: ​Her fluency was better because she took breaths after the period.
● February 6, 2018: ​Her fluency was better because she took breaths after the period.
● February 7, 2018: ​Great fluency and expression!
● February 8, 2018: ​Great fluency and expression!
Braiden:
● January 24, 2018: ​Great fluency and expression!
● January 25, 2018: ​Great fluency and expression!
● January 26, 2018: ​He was good with the reading. However, he was very distracted by
looking at the Guided Reading chart.
● January 29, 2018: Absent
● February 1, 2018: ​Great fluency and expression!
● February 6, 2018: ​Gone to guidance counselor.
● February 7, 2018: ​Great fluency and expression!
● February 8, 2018: ​Great fluency and expression!