Tools for Determining Area of ELA Instructional Focus

After you administer the EasyCBM assessments, complete the Student Literacy Profile.

The resources below can help you to identity an instructional plan for each student.

    Keep in mind.
  • The student's proficiency in English because it impacts his or her performance on the easyCBM.
  • Asking the teacher about the student's reading skills and reading level can help you determine the specific area of reading support that the student needs
  • The student's easyCBM test score- If the student is below the benchmark (40%), you can give a few quick tests to pinpoint a cause for his or her reading difficulties using the Phonics Screener.
    Phonics Screener
  1. Only ask the student to read the word lists. That makes it quick! Stop the test as soon as the student begins to have difficulty reading the words (mistakes and slow reading of the words).
  2. Then identify the earliest skill the student has not mastered, for example, Task 2 is before Task 3.
  3. Use the ELA resource library for access to instructional materials to address skills for the tasks identified.

Phonics Screener Document

    Check grade level "Word Reading" using the easyCBM word reading lists accessible from your easyCBM account.
  1. For help finding the easyCBM word reading lists, open the directions document.
  2. If the student struggles when reading the words at grade level, go to the High Frequency Words resources in the ELA resource library
    • If the student is learning English, start with High Frequency NOUNS.
    • Follow the instructions for teaching high-frequency words on the ELA resource library.
    If students do not meet the easyCBM Oral Reading Fluency benchmark, they need to practice reading to improve fluency.
  1. Students who are still learning skills will benefit from reading poem and stories with you. Try echo reading and repeated reading.
  2. Go to the Fluency section of the ELA resource library to locate resources and directions to practice reading.