Teaching · Reading Intervention

The score says how many. The behaviors say why.

Enter the score for each part of the check, and tap each decoding behavior as you see it: sounding out, blending, guessing, self-correcting. The summary keeps the scores beside what the behaviors suggest for teaching.

Start an observation logWhat you get
$19one-time · every device you sign in on
Buy · $19

Included with Caveat Classroom and Whole-school licenses. Or get it in the Reading Intervention toolkit, $49 for 34 items.

The observation log

One record per student and check. Use initials or a code, never a name. The example is made up.

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What you get

Teaching · Reading Intervention$19 · included with Classroom and Whole-school licenses

What you finish with
For each check, the scores by part, counts of decoding behaviors, and teaching suggestions drawn from them.
Who it is for
Reading intervention and special education teachers and reading specialists giving informal or program reading and spelling checks.
Format
Browser form used while giving the check. Several saved checks per student; printed with the summary or as a blank observation sheet; CSV with one row per check or the parts table; export and import a file.
Access
$19 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Reading Intervention toolkit ($49) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Reading Intervention space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
miphow the student read it
Drawn for this page. The way a student reads a word, sound by sound or by guessing, says more about what to teach than the score alone.

How to use it

  1. Start a record with the student’s initials or a code and the date.
  2. Add each part of the check with its score.
  3. Tap each decoding behavior as you see it.
  4. Note stamina and conditions.
  5. Use the suggestions to plan the next lessons.

Start an observation log

What the log is for

Why nonsense words

Nonsense words cannot be recognized from memory, so they show whether a student can decode. A student who reads real words well but turns nonsense words into real ones may be relying on words they already know.

Behaviors point to teaching

Sounding out without blending, guessing from the first letter and skipping each call for different teaching. Counting them during the check turns a general impression into a plan.

What this log is not

It does not score or interpret any published assessment. It records what you saw, beside the scores your check produces.

Sources

  1. Ehri, L. C. (2005). Learning to read words: theory, findings, and issues. Scientific Studies of Reading, 9(2), 167 to 188.
  2. Foorman, B., et al. (2016). Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (NCEE 2016-4008). What Works Clearinghouse.
  3. Kilpatrick, D. A. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. Wiley.
  4. Spear-Swerling, L. (2015). The Power of RTI and Reading Profiles: A Blueprint for Solving Reading Problems. Paul H. Brookes.

The example student is made up. The log records observations; it does not score any published assessment. Support: team@caveatacademic.com.