1. Brain Warm Up
2. Chart Tap
3. Review: Open/Closed syllable- use flip cards
4. New: VCe words- use Bi-fold flip cards; Dictation; Arm tap
5. Word Study- Closed syllable CVC words- Read, Arm tap,
6 Handwriting- proper formation of lower case 'a' and 'c'.

I evaluated Cade using the following: Woodcock-Johnson Reading Mastery Test-- Word Attack Subtest, the Grey Oral Reading Fluency Test-V (GORT), the Phonological Awareness Screening Test (PAST), the Quick Phonics Screener (QPS), and the Emerging Student Spelling (a diagnostic spelling test developed by Orton-Gillingham Fellow Susie van de Vorst). I wrote up a report summarizing the assessment results. Judie and I met to discuss Cade's assessment.

I began intake assessments for Colson, specifically the Woodcock-Johnson subtest (which evaluates a student's ability to read "nonsense" words phonetically) and the Gray Oral Reading Test (GORT) which evaluates reading rate, accuracy, fluency, and comprehension. I will continue testing next Monday.

Today I completed my evaluation. I assessed Eliana's phonics knowledge using the Quick Phonics Screener (QPS). Eliana can identify all letter names, although she demonstrates b/d reversal (which is not uncommon). She can identify almost all of the letter sounds (including the long and short vowel sounds) but identified the letter g with a /j/ sound. She struggled to read nonsense consonant-vowel-consonant words, but when presented with real words, she decoded CVC with ease. She read digraphs well (sh, th, ck, ch, th). Eliana struggled to read nonsense words with blends (cl, tr, sn) but when presented with real words in sentences she was able to decode them. Eliana was unable to read nonsense and real silent e words; I will begin my phonic instruction there. To conclude, I dictated a diagnostic spelling test which echoed my finding on the QPS. Eliania will benefit from explicit, direct phonics instruction which is the backbone of the Orton-Gillingham method. I look forward to working with Eliana.

First, I evaluated Eliana with the Woodcock Johnson Reading Mastery test (Word Attack), in which nonsense words are used to measure a student's ability to analyze the form and sound of unknown words and pronounce them. Eliana scored a 5/30, putting her at a 1.6 grade level. Next, I assessed Eliana's reading fluency and comprehension using the Gray Oral Reading Test- V (GORT). Her reading rate is at a 1.7 grade level; her reading accuracy is at a 2.0 grade level. Rate and accuracy are combined for a reading fluency level of 1.7 grade level. Eliana's comprehension came in higher at a 2.4 grade level. I will complete her testing next session.

I tested Kaniyah using the Gray Oral Reading Test V (GORT) which assesses a student's fluency (rate and accuracy) and comprehension. Kaliyah's reading rate is at a 2.7 grade level; her reading accuracy is 3.4. Taken together, her reading fluency is at a 3.0 grade level. Kaliyah's reading comprehension is in line with those scores at a 3.0 grade level. Kaniyah will benefit from reading practice utilizing strategies such as asking questions, making prediction and summarizing as she reads.

I tested Tyjai using the Gray Oral Reading Test V (GORT) which evaluates a student's reading rate, accuracy, fluency and comprehension. Tyjai reading rate is at a 4.0 grade level and her reading accuracy is at a 4.7 grade level. Reading rate plus reading accuracy is reading fluency; Tyjai's reading fluency is at a 4.2 grade level. Surprisingly, her comprehension score was quite a big lower at a 2.2 grade level. Tyjai will benefit from a lot of reading practice, pausing to learn comprehension strategies such as asking questions, making predictions and summarizing as she reads.

I re-tested Sasha with the QPS-6 (Quick Phonics Screener). I am pleased with the progress that she made, particularly in her automaticity of decoding. I showed Sasha the comparison of her October and May testing. With time remaining we read several short stories from her RazKids site for school credit.

I evaluated Luca's reading comprehension ability using the Gray's Oral Read Test (GORT), 5th edition. Luca demonstrated strong fluency (comprised of reading rate and accuracy) but below-grade-level comprehension skills. I believe Luca would benefit from instruction and practice of reading comprehension strategies.

I evaluated Luca's phonics abilities using the Quick Phonics Screener. Luca did well, efficiently decodintg both "nonsense" and "real" words" . Next, I administered a spelling diagnositic test. Again, Luca did well, demonstrating grade-level appropriate spelling.