In order to improve communication between intervention and classroom teachers, intervention teachers will complete the chart below for each
group on a bi-weekly basis. Classroom teachers, please share any questions, comments, or concerns in the classroom teacher feedback section
each week. Please email these charts on Fridays and Cc Meg (grades Pre-K-2), Meredith (grades 3-5), Ray, and Scott.
Intervention Teacher:
Classroom Teacher:
Grade: 1
Date(s): 3/13/09
Group
10:20 group:
Current
Reading Level
Targeted Skills
Questions/Concerns
Fundations Level
1
Unit 3:
 Consonant digraphs
 Spelling of ck at end
of words
 “tapping” out words
 Sentence dictation:
use of question mark
 Narrative text
 Echo reading
 Choral reading
 Words of the day
featuring digraphs
 Trick words: is, his,
has, I, we, you
We have just finished Unit 3, which focused on digraphs, and have taken our
Unit assessment. Our scores were very individual; certain kids are having
certain problems with skills that others are not, and I continue to address
these in the class. Overall, the kids lost points on vowel confusions (still
mostly e and i), reversals (b for d, d for b) and punctuation (putting a period
for a question mark). In Unit 4, these skills will spiral around, as well as adding
in the glued sound of “all” as well as the bonus letters of ll, ss, and ff.
Cristina: confident in all work; excellent performance on assessment
Jazmin: can confidently tap out and spell sounds; lost points on reversal of b/d
and punctuation on dictated sentence; satisfactory assessment performance
Jessie: confidently completes work; lost points on sentence writing when she
left off a word; satisfactory assessment performance
Jose: is able to find all digraphs but confused ch for sh; reversed b for d; is
checking work more often; left off question mark; satisfactory assessment
performance
Linda: is confusing ch and ck occasionally; still is having short e and short i
confusion; can copy dictated sentences and is checking work more often;
needs to be reminded to “tap” , her work improves when she takes the time
to do it; slightly below benchmark performance on assessment
Kevin: performance can be variable, with him showing confidence one day and
not exhibiting knowledge the next; having difficulty remembering the trick
words “of” and “for” (he has written them “uv” and “fro”); has difficulty
remembering that capital letters begin sentences though it is repeated often;
below benchmark performance on assessment
The testing window cuts holes in our schedule; I WILL pick up the kids on
Monday 3/16, Tuesday 3/17, Friday 3/20, and Monday 3/23. Our schedule
returns to normal on Thursday 3/26.
Communication Log Templates Created by Meghane Murphy and Danielle Bellizzi
Highland Elementary School