UFLI-Aligned Report Card Comments

UFLI-ALIGNED Glows & Grows

	GLOW		GROW
Phonemic Awareness	[Student's name] can segment (break apart) words with up to [number] sounds.		[Student's name] needs more practice breaking apart (segmenting) words with [number] sounds.
Phonemic Awareness	[Student's name] easily blends 2 to 3 sounds together to make words.		[Student's name] struggles with blending sounds together to make words.
Letter Recognition and Sound Recall	[Student's name] recalls letter/sound relationships with ease.		[Student's name] is having difficulty with recognizing and recalling letters [names and/or sounds] consistently and would benefit from additional practice.
Letter Recognition and Sound Recall	When [Student's name] is asked to identify a letter and its corresponding sound, they are able to do so with automaticity.		When [student name] is presented with a letter, he/she is not able to consistently recall the sound it makes.
Letter Recognition and Sound Recall	[Student's name] can recognize and recall the sounds that each consonant and short vowel makes, furthering their phonics and decoding abilities.		It is a challenge for [Student's name] to recognize and recall the sounds that each consonant makes, which is crucial for improving their phonics and decoding abilities.
Letter Recognition and Sound Recall	[Student's name] has mastered the short [or long] vowel sounds of [a,i, o, u, e].		[Student's name] needs more practice with the short [or long] vowel sounds of [a,i, o, u, e].
Auditory	[Student's name] can hear a phoneme (e.g., /i/ or /w/), and write the corresponding letter.		When listening to phonemes, [Student's name] is not yet proficient in writing the corresponding letter.
Handwriting	[Student's name] uses proper letter formation.		[Student's name] is progressing in their ability to form letters, such as [enter letters]. More practice is needed for [letters].
Handwriting	[Student's name] writes neatly with a proper pencil grip.		[Student's name] struggles to consistently form some letters, including __________.
Handwriting	[Student's name]'s consistent spacing and letter formation have shown great improvement.		[Student's name] needs further practice with consistent spacing and letter formation.
Decoding	[Student's name] is able to grasp newly introduced phonics concepts with ease.		[Student's name] needs support and reinforcement when learning new phonics patterns.
Decoding	[Student's name] can decode regularly spelled one-syllable words, showing their ability to apply letter-sound knowledge in reading.		[Student's name] struggles to decode regularly spelled one-syllable words, indicating a need for further decoding practice.
Decoding	[Student's name] is able to decode words that predictable patterns, including [enter phonics pattern of unit].		[Student's name] needs more reinforcement in recognizing [digraphs, vowel teams, suffixes, etc.] such as [example].
Decoding	[Student's name] is able to use word parts (e.g., prefixes/suffixes) to decode unfamiliar words.		[Student's name] would benefit from more practice reading words that follow [specific skill].
Heart Words	[Student's name] recognized the regular and irregular parts of the heart words we are studying, such as [heart word examples].		[Student's name] needs more practice with heart words, such as [enter heart word examples].
Decoding Connected Texts	[Student's name] does wonderfully reading sentences and paragraphs that follow learned phonics patterns, such as [enter skills].		[Student's name] struggles to read sentences fluently.
Decoding Connected Texts	[Student's name] is able to read sentences and paragraphs with limited support.		[Student's name] struggles to read paragraphs fluently.
Fluency	[Student's name] reading with proper accuracy, rate, and prosody.		[Student's name] would benefit from repeated readings of text to help with fluency.
Spelling/ Writing	[Student's name] is able to encode (spell) words following the learned patterns of [phonics pattern].		[Student's name] struggles to consistently spell words following the learned patterns of [phonics pattern].
Spelling/ Writing	[Student's name] can write a 4-6 word sentence that is dictated by the teacher.		[Student's name] needs more practice reading and writing words that follow [letters/phonics pattern].
Spelling/ Writing	[Student's name] has internalized the phonics patterns of [unit] and is able to apply it to their writing.		We will continue to practice [phonics skill] in class to improve [Student's name]'s writing.