Progress Monitoring Report

Case Information
Student/Grade: Jaxson, K Teacher: Kaitlyn Coirazza Date: April 8th, 2017
Intervention Duration: January 18 , 2017-April 26th, 2017
th

1x week, 60 minutes
Description of students strengths and areas of growth:

Jaxson is able to identify all letter names and most letter sounds. Based on recent data, Jaxson
struggles to identify the letter sounds for e, i, o, u, and w. Therefore, Jaxson needs to improve his
knowledge of vowel sounds.

Although Jaxson knows the majority of letter sounds, Jaxson struggles to blend CVC words because he
has not yet mastered all vowel sounds. Therefore, Jaxson needs scaffolding and teacher modeling
when blending CVC words both in and out of context. However, because Jaxson has mastered the
short /a/ vowel sound, Jaxson is independently able to blend CVC words containing the short /a/
vowel sound. Additionally, although Jaxson still needs support to blend CVC words in decodable
books, Jaxson is fully able to comprehend a decodable text by using the words and pictures to make
meaning about the characters and events.

Jaxson is consistently able to hear and identify the beginning sound in words starting with a
consonant, but sometimes confuses the beginning sound and letter in words that start with vowels.
To improve his phonological awareness, Jaxson needs to master all his vowel sounds.

Intervention
Write a brief description of the intervention(s) to be used with the student.
Name materials or resources needed.
The program, Road to Reading, will be used to help Jaxson increase his letter/sound identification,
improve his ability to blend CVC words, and practice blending words in beginner, decodable books
(i.e. Bob Books).

Racecar Blending cards should be used to give Jaxson additional practice blending CVC words.
Beginning sound picture sorts will also be used to help Jaxson improve his phonological awareness by
hearing and identifying beginning sounds in words.

Progress-Monitoring
Record data used, including baseline (starting-point) information.
Baseline Outcome Goals
Alphabetic Assessment
Uppercase Letter ID 21/26 1. Student will be able to name all 26 letters
Uppercase Sound ID 12/26 of the alphabet and identify all of their
sounds with 100% accuracy by April 26th
Lowercase Letter ID 20/26
Lowercase Sound ID 7/26 2. Student will be able to identify the
 beginning sound in CVC words with 80%
Phonemic Awareness Assessment accuracy by April 26th
Alphabet Recognition: 21/26
Uppercase 3. Student will be able to read an emergent
Alphabet Recognition: 20/26 level text (Fountas and Pinnell level A)
Lowercase with 95-100% accuracy and satisfactory
Letter Sound 7/26 comprehension by April 26th
Identification:
Lowercase
Rhyme Recognition 7/10
Onset Fluency: Initial 0/10
Phoneme
Blending Compound 9/10
Words
Segmenting Words 9/10
Identifying Final 0/10
Sounds

Fountas and Pinnell Benchmark Assessment

Level A
Accuracy <90%
Self-Correction 1:5
Comprehension 2/7, Unsatisfactory
Current Data
Date Assessed: April 5th, 2017

Letter Name Achieved Sound Achieved

A Yes Yes
B Yes Yes
C Yes Yes
D Yes Yes
E Yes No
F Yes Yes
G Yes Yes
H Yes Yes
I Yes No
J Yes Yes
K Yes Yes
L Yes Yes
M Yes Yes
N Yes Yes
O Yes No
P Yes Yes
Q Yes Yes
R Yes Yes
S Yes Yes
 T Yes Yes
U Yes No
V Yes Yes
W Yes No
X Yes Yes
Y Yes Yes
Z Yes Yes

Initial Insights
Describe your initial insights from the intervention. How did it work? What recommendations do you
have?
Road to Reading with the additional use of picture sorts and racecar blending cards have improved
Jaxsons letter/sound knowledge and ability to blend CVC words. However, because Jaxson still has
not mastered all vowel sounds, it is recommended to focus intensively on vowels until all vowel
sounds are learned. As vowel sounds are necessary to blend CVC words and read decodable books,
the majority of intervention activities should focus on improving knowledge of vowel sounds. Vowel
songs, hand movements, beginning vowel picture sorts, and the vowel jump game should all be used
to help Jaxson learn his vowel sounds.

Additionally, to improve Jaxsons ability to blend CVC words in context, it is recommended to

continue using the Bob Books to engage Jaxson in reading. As Jaxson has already mastered the short
a sound, it is recommended to use Bob Books focusing on the short e, i, o, and u sounds.

Notes
As Jaxson is a highly energetic boy, it is recommended to use activities that give Jaxson the
opportunity to move around. Jaxson will also need frequent movement breaks to help improve his
focus.