Teacher Tracking Sheets
Teacher Recording Grid
Uppercase Letter Recognition
Correct
/ 26
Accuracy
%
Student Name
Assessment Date
Assessor / Notes
| Letter | Student Response | Score | Hes. |
|---|
| T | | | |
| X | | | |
| S | | | |
| X | |
| A |
| X | |
| M |
| X | |
| D |
| X | |
| P |
| X | |
| I |
| X | |
| N |
| X | |
| C |
| X | |
| O |
| X | |
| R |
| X | |
| G |
| X | |
| E |
| X | |
| Letter | Student Response | Score | Hes. |
|---|
| H | | | |
| X | | | |
| L | | | |
| X | |
| F |
| X | |
| U |
| X | |
| B |
| X | |
| W |
| X | |
| Y |
| X | |
| V |
| X | |
| K |
| X | |
| J |
| X | |
| X |
| X | |
| Z |
| X | |
| Q |
| X | |
Qualitative Behavioral Observations
Self-corrects frequently Hesitates on letters (>3s) Struggles with tracking direction
Notes on Substitutions:
Scoring: Left box = Correct (1 pt). Right box with X = Incorrect (0 pt). Check 'Hes.' for hesitancy. Alphabet Diagnostic Kit • Teacher Page 1
Teacher Recording Grid
Lowercase Letter Recognition
Correct
/ 26
Accuracy
%
Student Name
Assessment Date
Assessor / Notes
| Letter | Student Response | Score | Hes. |
|---|
| t | | | |
| X | | | |
| s | | | |
| X | |
| a |
| X | |
| m |
| X | |
| d |
| X | |
| p |
| X | |
| i |
| X | |
| n |
| X | |
| c |
| X | |
| o |
| X | |
| r |
| X | |
| g |
| X | |
| e |
| X | |
| Letter | Student Response | Score | Hes. |
|---|
| h | | | |
| X | | | |
| l | | | |
| X | |
| f |
| X | |
| u |
| X | |
| b |
| X | |
| w |
| X | |
| y |
| X | |
| v |
| X | |
| k |
| X | |
| j |
| X | |
| x |
| X | |
| z |
| X | |
| q |
| X | |
Lowercase Error Analysis Checklist
b / d Reversal p / q Reversal u / n Flip Confuses i / l
Notes on Reversals/Flips:
Scoring: Left box = Correct (1 pt). Right box with X = Incorrect (0 pt). Check 'Hes.' for hesitancy. Alphabet Diagnostic Kit • Teacher Page 2
Teacher Recording Grid
Letter Sounds Diagnostic
Correct
/ 26
Accuracy
%
Student Name
Assessment Date
Assessor / Notes
| Letter | Target | Student Sound | Score | Vow |
|---|
| t | /t/ (top) | | | |
| X | - | | | |
| s | /s/ (sit) | | | |
| X | - |
| a | /æ/ (apple) |
| X | |
| m | /m/ (man) |
| X | - |
| d | /d/ (dog) |
| X | - |
| p | /p/ (pan) |
| X | - |
| i | /ɪ/ (itch) |
| X | |
| n | /n/ (nut) |
| X | - |
| c | /k/ (cat) |
| X | - |
| o | /ɒ/ (octopus) |
| X | |
| r | /r/ (rat) |
| X | - |
| g | /g/ (game) |
| X | - |
| e | /e/ (eddy) |
| X | |
| Letter | Target | Student Sound | Score | Vow |
|---|
| h | /h/ (hat) | | | |
| X | - | | | |
| l | /l/ (leg) | | | |
| X | - |
| f | /f/ (fun) |
| X | - |
| u | /ʌ/ (up) |
| X | |
| b | /b/ (boy) |
| X | - |
| w | /w/ (win) |
| X | - |
| y | /j/ (yes) |
| X | - |
| v | /v/ (van) |
| X | - |
| k | /k/ (kid) |
| X | - |
| j | /dʒ/ (jug) |
| X | - |
| x | /ks/ (box) |
| X | - |
| z | /z/ (zebra) |
| X | - |
| q | /kw/ (queen) |
| X | - |
Letter Sound Diagnostic Guidance Notes
Vowel Checkbox (Vow) Check the box if the student produced a **short vowel sound** (target) vs. a long vowel sound (e.g., /æ/ as in apple vs. /eɪ/ as in acorn).
Schwa Addition warning Note if the student adds a "schwa" to consonants (e.g., saying "/tə/" instead of the pure voiceless "/t/" sound). Pure sounds support blending.
Scoring: Left box = Correct (1 pt). Right box with X = Incorrect (0 pt). Check 'Vow' for short vowel verification. Alphabet Diagnostic Kit • Teacher Page 3
Progress Monitoring Charts
Progress Tracking Profile
Individual Student Progress
Individual Profile
Student Name
School Year
Teacher
Assessment Growth Tracker (Max Score: 26)
Uppercase Letter Recognition Lowercase Letter Recognition Letter Sounds Diagnostic
010152026
Fall / Diagnostic Score: ____
Winter / Midyear Score: ____
Spring / Growth Score: ____
Fall / Diagnostic Score: ____
Winter / Midyear Score: ____
Spring / Growth Score: ____
Fall / Diagnostic Score: ____
Winter / Midyear Score: ____
Spring / Growth Score: ____
Evidence-Based Interventions
Multi-sensory Letter Tracing (Sand, Shaving Cream) Visual Discrimination Drills (b/d & p/q sorts) Rapid Automatic Naming (RAN) Flashcards Phoneme-Grapheme Mapping Drills Tactile Letter-Sound Keyword Cards
Targeted Letters & Sounds Action Plan
List specific letters/sounds student is working to master.
Color in or plot points on the charts to create a visual progress report for parent-teacher conferences. Alphabet Diagnostic Kit • Progress Chart 1
Class-Wide Dashboard
Classroom Diagnostic Overview
Class Tracker
| Student Name | Assessment 1 (Fall) | Assessment 2 (Winter) | Assessment 3 (Spring) |
|---|
| Name List | UC | LC | Snd |
| --- | --- | --- | --- |
| 1. | | | |
| 2. | | | |
| 3. | | | |
| 4. | | | |
| 5. | | | |
| 6. | | | |
| 7. | | | |
| 8. | | | |
| 9. | | | |
| 10. | | | |
| 11. | | | |
| 12. | | | |
Small-Group Reading Intervention Planner
Group 1: Shape/Name Mastery
Focus: Visual distinction & high-frequency