QUESTION 5: Has your site determined which students will participate in the tutoring program?
The implementation of the state directed tutoring program is intended to target K-3 students, first and foremost, prioritizing K-1 students. It is recommended that sites select students that need additional support in reading. Below are guiding questions from the FCRR that can help your site in determining the area of reading that a student may need support in. Using this chart will help you determine areas of support a student may need in the area of reading. It is recommended that your site use additional data collected from your diagnostic/progress monitoring tools to also guide tutoring instruction.
| Phonemic Awareness | Phonics | Fluency | Comprehension | Vocabulary |
|---|---|---|---|---|
| Does the student show awareness of individual words in spoken sentences? | Does the student know letter names that have been taught? | Does the student quickly recognize the common high frequency words (e.g., Dolch, Fry, District list) that have been taught? | Can the student identify the sequence of events in text? | Can the student categorize important vocabulary words and describe their features? |
| Can the student identify the syllables in spoken words? | Does the student know letter sounds that have been taught? | Can the student meet Oral Reading Fluency expectations for this time of year? | Can the student compare and contrast topics, characters, settings, and problems in one text? | Does the student make connections between new vocabulary words and concepts (e.g., procedural, transition, high utility words) to known words and concepts? |
| Can the student tell when words rhyme or generate spoken words that rhyme? | Can the student blend sounds in words with two or three letters? | Can the student read connected text with proper expression? | Can the student identify cause-and-effect relationships in text? | Can the student determine the meaning of a word using knowledge of base words and affixes? |
| Can the student identify the first sound in spoken three phoneme words? The last sound? The middle sound? | Can the student segment sounds in words with two or three letters? | Can the student identify and discuss author’s purpose? | Can the student identify synonyms, antonyms and homophones? | |
| Can the student orally blend two and three phonemes to make one syllable words? | Can the student write words with two or three letters? | Does the student self-monitor and use comprehension strategies (e.g., reread portions of text and ask clarifying questions) when the meaning of the text is unclear? | Can the student use context to identify the meaning of words that have several meanings? | |
| Can the student orally segment the two and three phonemes in one syllable words? | Is the student able to decode unfamiliar words in connected texts? | Does the student use the elements of text structure to retell and summarize text? | Does the student independently use vocabulary words in various contexts (e.g., discussions, writing, retell) after they are introduced and taught directly? |
NO
Refer to the above chart. Using this chart will help you determine areas of support a student may need in the area of reading. It is recommended that your site use additional data collected from your diagnostic/progress monitoring tools to also guide tutoring instruction.
