**Complete one Data Driven Plan (DDP) for each of your reading groups..
Assessing Results versus Goals
How are individual students and the group as a whole progressing towards end of year goals?
Student’s
Name
SAMPLE:
John
SAMPLE:
Jane
Which early reading skill(s)
(COP, PA, Letter/Sound ID) is the student struggling with?
COP, Phonological Awareness, Letter/Sound ID
What is the student able to do already successfully?
Where is the student struggling? Are there patterns or trends you can identify across the early reading skills?
COP
PA (segmentation)
Directionality, return sweep, counting words/letters
3 sound words
Voice-print match and one to one – he is able to follow one-to-one for most single syllable words, but struggles with multisyllabic words and sometimes skips over articles or short words
2 and 4 sound words – she is adding a third sound to 2 sound words, only saying the first sound in beginning blends (i.e. “bag” for brag), only saying the last sound in ending blends (i.e. “cap” for camp)

Accuracy
Which students are struggling due to accuracy? Complete the miscue analysis for that student’s instructional reading level. Answer the questions in the chart to diagnose their specific needs.
Student’s
Name
What information is this student not using when solving words or self-correcting?
(meaning, syntax, visual)
Are there specific patterns in the students’ errors? (i.e. specific sounds or blends, reading part of the word correctly but missing other parts-first sound, final sound)
Use the developmental spelling data to confirm trends. Which parts of words are kids hearing and spelling accurately? Which parts aren’t they hearing accurately?
SAMPLE:
Ryan
Meaning
Uses first sound- doesn’t check meaning
(“fish” for “frog” when frog is in the picture)
Yes- tends to get the first letter right but misses end sounds.

Student’s
Name
SAMPLE:
Kayla
Fluency/Rate
Which students are struggling due to fluency/rate? Answer the questions in the chart to diagnose their specific needs.
Are there decoding habits (i.e. frequent re-reads, self-corrections, long pauses before challenging words, sounding out initial sounds (tt-tr-tri-trip) impacting this student’s fluency/rate?
Struggles with rate. She self corrects frequently. She made 14 errors and self-corrected 12 of them. Errors always used visual and structure information, and self-corrects adjust for meaning.
Is the student struggling with phrasing, expression or punctuation? What specifically is the student struggling with? What does he/she do instead?
When reading is not interrupted by self-correction she’s able to use phrasing and expression. Even with self-corrections she’ll often read the entire phrase to maintain meaning and expression.
Comprehension
Student’s
Name
Which students are struggling due to comprehension? Answer the questions in the chart to diagnose their specific needs.
Are this student’s struggles with comprehension tied to their accuracy in reading the text? How often does this student use meaning to solve words or self-correct? What substitutions did the student make? Are these consistent with the gaps in the student’s comprehension of the text?
Which types of questions are students missing? Are students answering the question being asked? What do their answers tell you about what they did comprehend? What do their answers tell you about what they did not comprehend?
SAMPLE:
Alexis
Accuracy is not an issue- had 99% accuracy.
Inferential and critical thinking: how is ___ different from the other toys/why is ____ (doing this?)
Why does ____ (say this?)

Bottom Lines to Re-Teach
Review the analysis you have done in part 2. What reading skills or strategies (from the Bottom Lines) are students struggling with across the board?
Bottom Line
Text Selection
What are the text demands you need to look for in order to re-teach/reinforce this skill?
COP/PA/
Letters/Sounds
Sample
1-1 correspondence segmenting words n/a
COP/PA/
Letters/Sounds
Accuracy
Sample
Butterfly group
SWBAT figure out unknown words by using words/ chunks/ word families you know, reading through the whole word, and asking themselves if it makes sense.





 Read through the word.
 It could be _____, but look at ____.
 Check the beginning and ending letters.
 You made a mistake. Can you find it?
 How does that word start? Try it again with the ending.
 Read that again.
 Try _____. Would that sound right?
 Would that make sense?
 What sound does (vowel)/chunk/ word family make?
 Do you know a word like that?



 What word family might help you figure it out?
 It rhymes with _____. Can you change the first sound?

Accuracy 



Fluency
Sample
Fluency
Comprehension
Sample
Comprehension
SWBAT read with 2-3 word phrasing by moving away from finger pointing/word-by-word reading.
Read in phrases so that it sounds like talking.
Can you read with your eyes?
Read until the end of the line.
SWBAT identify the right details to answer a comprehension question by finding the part in the story, rereading the whole page, and thinking about what part helps you answer the question.

 Look back to find where the writer tells about
___.
 What is your evidence for that?
Bottom Lines to Introduce
1.
Review Reading Assessment Bottom Lines for current reading assessment level and goal level. What are the changing demands for students at this reading level compared to their current independent reading level? What is new or different at this level?
2.
Identify Potential Misconceptions. What is going to be challenging about these new or different skills?
3.
Select Key Bottom Lines based on data. Review the analysis you have done in Part 2, then Prioritize Bottom Lines based on overarching
trends to meet these students’ needs.
4.
Identify Text Demands. What are the text demands you need to look for in order to teach this skill?
Changing Demands Potential Misconceptions Prioritized Bottom Lines Text Demands

Comprehension
Sample
Comprehension
How did the character feel right here?
How do you know? What happened to make them feel that way?
Recalls random events
States feelings
Talk about Story Elements:
Problem/Solution
Level D and E
Why did char say, “x”?
Why do you think char likes “x”?
What do you think char likes
most about “x”?
What do think about char “y”?
Did this story remind you of your ___ or ___? Why?
What do you think char “y” was thinking?
Why do you think this writer wanted to tell you about “x”?

Word Solving &
Fluency
Sample
 Read through the word.
 It could be _____, but look at ____.
 Check the beginning and ending letters.
 You made a mistake. Can you find it?
 How does that word start? Try it again with the ending.
 Read that again.
 Try _____. Would that sound right?
 Would that make sense?
 What sound does (vowel)/chunk/ word family make?
 Do you know a word like that?
 What word family might help you figure it out?
 It rhymes with _____. Can you change the first sound?
States initial blend but gets rest of the word wrong
OR
States correct root word but misses ending
(e.g., fish vs. fisher, run vs, runs)
Does not pay attention to the middle of the word
BLENDS & ENDS:
Attend to initial blends & inflectional endings:-ing, -ed, -s
MIDDLE VOWELS:
Attending to middle vowel sounds
WORD FAMILIES:
Use word families to figure out some new words
Levels E and F
Plurals and possessives
Easy contractions
Some 3-syllable words
Simple compound words
Word Solving &
Fluency 

Other Strategies/Skills to Teach or Reinforce
Are there any other reading strategies or skills NOT listed in the Bottom Lines that all students need to learn or practice in order to become
proficient readers at their goal level by the end of the cycle? ( Use the Continuum)
Skill/Strategy/Aim
Samples 1 & 2
Potential Misconceptions
Samples 1 & 2
Text Demands
Samples 1 & 2
What just happened? How do you know?
Does that match what you see in the picture?
Does that make sense?
Does that match words/sounds you see?
SWBAT reread after figuring out a new word by going back to the beginning of the sentence, reading again, and saying, “Self, does that make sense?”
Skill/Strategy/Aim
Struggles to make sense of a story.
Not decoding words correctly.
Subtle picture clues do not help Ss make sense of the story.
Struggles to make sense of a story.
Potential Misconceptions
.
Great readers think about stories as they read. They do this by thinking about the words they read and making sure the picture shows that. We do this so that we can make sure we’re reading correctly and understanding what we read.
Great readers think about stories as they read. They do this by thinking about the words they read and making sure the picture shows that. We do this so that we can make sure we’re reading correctly and understanding what we read.
Text Demands

Planning for Conferences
Pull out student-specific needs that will not be integrated into group instruction and plan to teach these strategies in individual conferences.
Student Name Reading strategy to teach in conference
SAMPLE: Ryan Use meaning to solve new words
Sample
Butterflies
Sample
All
SWBAT self-monitor accuracy and understanding by putting together details from the pictures and text.
High Frequency Words:
Use sight words to monitor reading
How will you teach this?
Teach: “You said ___. That doesn’t make sense in the story.”
Prompt: “Think about what would make sense.” “Think about what you know about this character/story/subject.”
Reinforce: “You were thinking about what would make sense.” “That makes sense in (or goes with) this part of the story.”
Prompt:
What just happened? How do you know?
Does that match what you see in the picture?
Does that make sense?
Does that match words/sounds you see?
Prompt:
That’s a sightword.
Find the word___ and point to it.
Have you seen this word before?
Could that be a sight word that you know?
Teach:
Prompt:
Reinforce:
Teach:
Prompt:
Reinforce:
Teach:
Prompt:
Reinforce:

Teach:
Prompt:
Reinforce: