Richland.k12.la.us



Daily Success Predictor

For AYP, RTI and Corrective Feedback

Story: Max Takes the Train

|Date |Date |Date |Date |Date |Date |Date |

|____________ |____________ |____________ |____________ |____________ |____________ |____________ |

|Check Sound Fluency |Check Retelling T29 |Check High-Frequency |Check Phoneme Segmentation |Check Oral Vocabulary |Assess Comprehension Skill |Assess Phonics - discriminate |

|Which word begins with /j/? |Check Letter/Sound Knowledge |Words/Word Reading |Tell me the sounds in bat. | | |/w/ and /j/ (jet, wet, jug, |

| | | |/b/ /a/ /t/ | | |was, job, will) |

|T16 | | |T47 |T53 |T54 |T56 |

| |T30 |T39 | | | | |

|Identify Initial Sounds: /j/|Retelling/Summarizing Advanced |Words: yellow, green, blue |Segment Words: well, wet, |Words: plane, subway, |Skill: Realism and Fantasy |If cannot - Reteach DI-31 |

|fox, jam, lake; jet, kite, |Group |Blend/Read Words: Jem, Jan, |jam, Jill, wig, jet, jack, win|ferryboat, jetway, tunnel, |(may adapt to whole group) |If can – Assess Phonics – |

|bag; frog, jug, kitten | |win, will, kit, hat, spot, | |sidecar | |Follow Instructions T56 |

|(picture cards) |Letters/Sounds: /w/ to Ww and /j/|cat, bat | | | | |

| |to Jj |Spiral review: one, two, | | | |Record on Day 5 Assessment |

| |went, jet, wet, Jan, Jim, Wes, |three, four, do, are, five, | | | |Chart |

| |jam, well, jelly, walrus, jaguar |that, here | | | | |

|Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |

|Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |

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Daily Success Predictor

For AYP, RTI and Corrective Feedback

Story: Mayday! Mayday!

|Date |Date |Date |Date |Date |Date |Date |

|____________ |____________ |____________ |____________ |____________ |____________ |____________ |

|Check Sound Fluency |Check Retelling T93 |Check High-Frequency |Check Phoneme Segmentation |Check Oral Vocabulary |Assess Comprehension Skill |Assess Phonics –discriminate |

|Which word begins with /ks/? |Check Letter/Sound Knowledge |Words/Word Reading |Tell me the sounds in rib. | | |words ending with /ks/ |

| | | |/r/ /i/ /b/ | | |(ox, box, fit, mix, fox, will,|

|T78 | | | | | |six, pan, wax) |

| | | |T111 |T117 |T118 |T120 |

| |T94 |T103 | | | | |

|Identify Finial Sounds: /ks/|Retelling/Summarizing On-Level |Words: blue, green, yellow |Segment Words: Jet, box, |Words: rescue, pilot, yacht, |Skill: Cause and Effect (may|If cannot - Reteach DI-32 |

|ox, man; box, bag; five, six; |Group |Blend/Read Words: box, Jem, |will, ox, Rex, jam, mix, wig, |sailor, mechanic, shimmering |adapt to whole group) |If can – Assess Phonics – |

|fox, top | |help, mat, Jan, in, ox, Rex, |fox | | |Follow Instructions T120 |

|(picture cards) |Letters/Sounds: /ks/ to Xx |land, fix, dip, spot, get, | | | |Record on Day 5 Assessment |

| |Read sentences on T94 |tip, Dad, rip | | | |Chart |

| | |Spiral review: | | | | |

|Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |

|Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |

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Daily Success Predictor

For AYP, RTI and Corrective Feedback

Story: Messenger, Messenger

|Date |Date |Date |Date |Date |Date |Date |

|____________ |____________ |____________ |____________ |____________ |____________ |____________ |

|Check Sound Fluency |Check Retelling T155 |Check High-Frequency |Check Phoneme Segmentation |Check Oral Vocabulary |Assess Comprehension Skill |Assess Phonics –draw & label 4|

|Which word begins with /u/? |Check Letter/Sound Knowledge |Words/Word Reading |Tell me the sounds in rib. | | |words with initial or medial |

| | | |/r/ /i/ /b/ | | |/u/ |

|T142 |T156 | |T173 |T179 |T180 | |

| | |T165 | | | |T182 |

|Isolate Initial Sounds: |Retelling/Summarizing Strategic |Words: what, was, said |Segment Words: bug, jump, |Words: messenger, delivery, |Skill: Compare & Contrast |If cannot - Reteach DI-33 |

|Uncle Bud, green umbrellas, up|Intervention Group |Blend/Read Words: run, tug, |cut, duck, bus, up, plum, |radios, pickup, escalator, |(may adapt to whole group) |If can – Assess Phonics – |

|and down, over an under, ugly | |fun, Bud, Jem, sun, jump, rug,|truck |eyeshades | |Follow Instructions T182 |

|bugs |Letters/Sounds: /u/ to Uu |pup, box, Rex, Jan, sad, and, | | | |Record on Day 5 Assessment |

| |uncle, bud, fill pup, dog, cup |can, had | | | |Chart |

| | |Spiral review: yellow, green,| | | | |

| | |blue | | | | |

|Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |

|Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |

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Daily Success Predictor

For AYP, RTI and Corrective Feedback

Story: The Little Engine That Could

|Date |Date |Date |Date |Date |Date |Date |

|____________ |____________ |___________ |____________ |____________ |____________ |____________ |

|Check Sound Fluency |Check Retelling T219 |Check High-Frequency |Check Phoneme Segmentation |Check Oral Vocabulary |Assess Comprehension Skill |Assess Phonics –discriminate |

|Which word begins with /u/? |Check Letter/Sound Knowledge |Words/Word Reading |Tell me the sounds in rib. | | |/u/. |

| | | |/r/ /i/ /b/ | | | |

|T204 |T220 | |T237 |T243 |T244 | |

| | |T229 | | | |T246 |

|Identify Medial Sounds: /u/|Retelling/Summarizing Advanced |Words: what, said, was, look, |Segment Words: tub, jump, |Words: engine, tracks, |Skill: Plot |If cannot - Reteach DI-34 |

| |Group |here, have |grub, mud, bump, truck, dump |passenger, roundhouse, |(may adapt to whole group) |If can – Assess Phonics – |

|Umbrellas Up song | |Blend/Read Words: pup, dig, | |mountain, valley | |Follow Instructions T246 |

| |Letters/Sounds: /u/ to Uu |suds, lots, tub, fun, mud, | | | |Record on Day 5 Assessment |

| | |dug, fits, big, jump, Bud, | | | |Chart |

| |up, ant, over, under, cub, cat, |Mom, get, Jem, Rex, Jan, will | | | | |

| |but, bet, rig, rug, uncle, rain |Spiral review: | | | | |

|Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |

|Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |

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Daily Success Predictor

For AYP, RTI and Corrective Feedback

Story: On the Move!

|Date |Date |Date |Date |Date |Date |Date |

|____________ |____________ |____________ |____________ |____________ |____________ |___________ |

|Check Sound Fluency |Check Retelling T281 |Check High-Frequency |Check Phoneme Segmentation |Check Oral Vocabulary |Assess Comprehension Skill |Assess Phonics – discriminate |

|Which word begins with /v/? |Check Letter/Sound Knowledge |Words/Word Reading |Tell me the sounds in red. | | |/v/ and /z/ sounds |

| | | |/r/ /e/ /d/ | | | |

|T268 |T282 | |T299 |T305 |T306 |T308 |

| | |T291 | | | | |

|Discriminate Initial Sounds: |Retelling/Summarizing On-Level |Words: where, come |Segment Words: Bev, Buzz, |Words: travel, kayak, llama, |Skill: Main Idea (may adapt |If cannot - Reteach DI-35 |

|/v/ |Group |Blend/Read Words: zip, big, |fizz, fuzz, jazz |dogsled, double-decker bus, |to whole group) |If can – Assess Phonics – |

| | |fun, jazz, van, band | |submarine | |Follow Instructions T308 |

|very, visit, voice, vest, |Letters/Sounds: /v/ to Vv and |Spiral review: are, that, do,| | | |Record on Day 5 Assessment |

|volleyball, violin, violet |/z/ to Zz |one, two, three, four, five | | | |Chart |

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| |Read sentences T282 | | | | | |

|Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |

|Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |

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Daily Success Predictor

For AYP, RTI and Corrective Feedback

Story: This is the Way We Go to School

|Date |Date |Date |Date |Date |Date |Date |

|____________ |____________ |____________ |____________ |____________ |____________ |____________ |

|Check Sound Fluency |Check Retelling T345 |Check High-Frequency |Check Phoneme Segmentation |Check Oral Vocabulary |Assess Comprehension Skill |Assess Phonics discriminate |

|Which word has /y/ and /kw/? |Check Letter/Sound Knowledge |Words/Word Reading |Tell me the sounds in rib. | | |/y/ & /kw/ (yarn, quack, |

| | | |/r/ /i/ /b/ | | |yak, quit, yes, quilt) |

|T330 |T346 | |T363 |T369 |T370 |T372 |

| | |T355 | | | | |

|Discriminate Sounds: initial|Retelling/Summarizing Strategic |Words: where, what, said, come|Segment Words: quit, quick, |Words: cable car, trolley, |Skill: Draw Conclusions (may|If cannot - Reteach DI-36 |

|/y/ |Intervention Group | |yak, quiz, yes, yet, Quinn, |horse-and-buggy, skis, Metro |adapt to whole group) |If can – Assess Phonics – |

|yes, zebra, yellow, yogurt, | |Blend/Read: Words: yet, not, |quack |line, vaporetto | |Follow Instructions T372 |

|taxi, soup, yo-yo, young |Letters/Sounds: /y/ to Yy and |jump, can, Quinn, Quit, got, | | | | |

|/kw/ duck’s quack, question |/kw/ to Qq |Dad, will, fun, him | | | |Record on Day 5 Assessment |

|the teacher, quilt, king, |quack, yum, quick, yam, yes, |Spiral review: blue, three, | | | |Chart |

|paper, cricket, quick |quit, quiz, quilt, yak |four, five, are, that, do, | | | | |

| | |was, yellow | | | | |

|Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |Reteach/ |

|Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |Corrective Feedback |

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