Literacy Support Report

Vilseck Elementary School

School Year 2012-2013

Student Name: (name withheld for privacy)

P = Proficient

ISS Teacher: XXXXXXXXXX

I = In Progress

Reading Skills:

Writing Skills:
1st Qtr

2nd Qtr
I
I
I
I
B

Vocabulary
Decoding
Comprehension
Fluency
BAS Level

3rd Qtr
I
I
I
I+
D

1st Qtr

4th Qtr
I
I
I
I
D

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

4th Qtr

I
I
P
I

I
I
P
I+

I
I
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)

Quarter 2:
Skills your child has worked on this quarter: building core of known high frequency words, one-to-one monitoring,
reading strategies (looking at pictures to get meaning, re-reading, using initial sound of unknown words, cross-checking),
fluency , working with words, writing left to right, use spaces between words, write known words, & hear and records
sounds accurately.
Comments: XXXXX has made progress in reading. She has gained control of early reading strategies: one-to-one
monitoring, reading left to right, using picture cues, and she is beginning to use the first letter of unknown words to predict
what it might be. XXXXX read a level C book and demonstrated good comprehension. However, her accuracy was weak.
She has learned many high frequency words, both in reading and writing. She transfers this knowledge to text. She is an
eager learner and a delight to have in the reading group. Thank you for supporting her at home by listening to her read the
homework books.
Quarter 3:
Skills your child has worked on this quarter: building core of known high frequency words, one-to-one monitoring,
reading strategies (looking at pictures to get meaning, re-reading, using initial sound of unknown words, cross-checking),
fluency , working with words, writing left to right, use spaces between words, write known words, & hear and records
sounds accurately.
Comments: XXXXX read a level D book with 99% accuracy and very good comprehension. However, at level E, she
struggled. XXXXXX reads stories with expression and in fluent phrases. She relies on known words, beginning letter
sounds and rereading to solve unknown words. XXXXXX was able to identify all letters by name and 23/26 letter sounds
in isolation. (o, q, & y are not known). On a Dolch high frequency word test, she was able to correctly read 54/66 words.
XXXXXX was able to correctly record 33/37 sounds in a dictated sentence. Please continue to read with XXXXXX each
evening. She will also benefit from practice with letter sounds and high frequency words.
Quarter 4:
Skills your child has worked on this quarter: building core of known high frequency words, reading strategies (looking
at pictures to get meaning, re-reading, using initial sound of unknown words, cross-checking, stretching sounds out &
read, skip the tricky word & reread), fluency , retelling the story, working with words, use spaces between words, write
known words, & hear and records sounds accurately.

Comments: XXXXXX has made progress in reading this year. She has mastered one-to-one monitoring with left to right
directionality. She knows letters by name and knows most of the sounds. (y, u, w & q are still not consistent) She is able
to read 70/133 Dolch high frequency words in isolation. XXXXXX read a level C and demonstrated good comprehension,
but her accuracy was low. At level D, she read with 90% accuracy and demonstrated adequate comprehension. She is
relying heavily on visual details (letter sounds). She needs to integrate picture cues, meaning from the story and visual
details to predict unknown words. At difficulty, prompt XXXXXX with What would make sense? Look at the picture.
XXXXXX easily generates ideas for writing and her attempts at unknown words are good approximations. XXXXXX will
continue to benefit from daily reading and additional word practice to ensure she is able to maintain the skills she has
learned this year.