READING LEVEL 1 PROGRESS MONITORING CHART

Student Name Level (RTI, Reading Level, etc.)

Use the Exercise Progress by Date section of the Student Progress Report to record completion levels each day. Attach the Exercise Progress graph for additional documentation.

Date Language and Cognitive

Exercise Goal/Task
Reading Skills Skills
• Listening Accuracy • Memory
Build phonological awareness and • Phonological/Phonemic • Attention
phonics/decoding skills by sorting % % % % % % % % % % Awareness • Processing
Bear Bags words based on initial, medial, and • Phonics/Decoding
final sounds. • Word Structure & Knowledge

• Word Structure & Knowledge • Memory

• Fluency • Attention
Build listening and reading
Bedtime comprehension skills by selecting the % % % % % % % % % %
• Capitalization & Punctuation
• Word Learning Strategies
• Processing
• Sequencing
Beasties correct picture, word, letter, or punctuation
mark to complete a sentence.
• Listening Comprehension
• Key Ideas & Details
• Monitoring Comprehension

• Print Concepts • Memory

• Word Structure & Knowledge • Attention
Build listening comprehension skills by • Fluency • Processing
answering multiple choice questions • Word Learning Strategies • Sequencing
Buzz Fly % % % % % % % % % % • Academic Language
about fiction and nonfiction passages • Listening Comprehension
that have been read aloud. • Key Ideas & Details
• Monitoring Comprehension

• Auditory Word Recognition • Attention

Build high-frequency word recognition • Phonics/Decoding • Processing
Flying Fish and phonics/decoding skills by rapidly % % % % % % % % % % • High-Frequency Words • Processing
matching spoken words to written words.

• English Grammar • Memory

• Phonics/Decoding • Attention
Build vocabulary skills by sorting words into • Word Structure & Knowledge • Processing
Quail Mail different categories, such as conceptual, % % % % % % % % % % • Word Learning Strategies
semantic, and grammatical. • Academic Language

Date: Supplemental Instruction/Intervention:

Initials:

Date: Supplemental Instruction/Intervention:

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Date: Supplemental Instruction/Intervention:

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Date: Supplemental Instruction/Intervention:

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Date: Supplemental Instruction/Intervention:

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 Skills Key
LANGUAGE & PRE-READING SKILLS

Listening Accuracy The ability to discriminate between sounds and to correctly identify sounds and sound sequences.

Auditory Word Recognition The ability to identify spoken words and distinguish between similar sounding words.

The ability to understand the structural features of the English language, including syntactic features like word order and parts of speech, and
English Grammar
morphological features like prefixes, suffixes, plurals, and subject-verb agreement.

FOUNDATIONAL READING SKILLS

The ability to approach print with a basic understanding of how it works, including the concept that text conveys a message, knowledge of how books
Print Concepts
work, which direction to read in, and how to interpret punctuation.

Phonological/Phonemic Awareness The ability to recognize and manipulate units of sound in spoken language such as words, syllables, onset and rime, and phonemes.

The ability to relate speech sounds to specific letters (phonics), along with the ability to apply knowledge of letter-sound relationships to the process of
Phonics/Decoding
sounding out and reading words (decoding).

Word Structure & Knowledge The ability to recognize word parts such as morphemes, syllables, and spelling patterns, and to apply that knowledge when reading.

High Frequency Words The ability to quickly and automatically read common high-frequency words by sight.

Fluency The ability to read texts with accuracy, appropriate rate, and expression to support comprehension.

Capitalization & Punctuation The ability to use knowledge of conventions when reading.

VOCABULARY ACQUISITION SKILLS

High Frequency Words The ability to quickly and automatically read common high-frequency words by sight.

Word Learning Strategies The ability to clarify the meaning of unknown words using strategies such as morphemic and contextual analysis.

Academic Language The ability to quickly and automatically read common high-frequency words by sight.

COMPREHENSION SKILLS

Listening Comprehension The ability to listen to and comprehend spoken language and derive meaning from oral texts.

Key Ideas & Details The ability to distinguish key ideas from supporting details

The ability of learners to recognize whether they understand what they are reading, and if necessary, to take steps to repair their comprehension before
Monitoring Comprehension
continuing to read.

COGNITIVE SKILLS

The ability to use both working memory and long-term memory to understand and retain information. Working memory is the capacity to keep information in
Memory
mind over the short term, while integrating or manipulating it. Long-term memory is the capacity to store and retrieve information over hours, days, or years.

Attention The ability to focus on specific information, to sustain that focus, and to ignore distractions, while carrying out a task.

The ability to rapidly interpret and integrate auditory and/or visual information. For example, interpreting a complex burst of acoustic information to
Processing
identify a phoneme, or integrating a set of lines and curves to recognize a letter.
Sequencing The ability to track the order of things like the sounds in a word, the words in a sentence, the sentences in a paragraph, or the events in a timeline.

© Scientific Learning Corporation l www.scilearn.com