Spelling

Green — Sufficient

• Maintain automaticity with multisyllabic words and complex orthographic patterns.
• Pay attention to capitalization rules. The task can't score capitalization of proper nouns such as Sunday and November.

Yellow — In need of intervention

• Use the Error Table (Table 2 in the Teachers' Guide) to map the diagnostic profile of the student. Use this tracker to identify either the specific troubleshooting orthographic patterns the pupil struggles with, OR conversely, catalog the stable syllable patterns the student already knows and masters.
• Focus instruction on these core orthographic syllable patterns by identifying their exact breakdowns:
  
  • Closed Syllables (Short vowel sound ending in a consonant)
    
    • Examples: cat, shop
  • Open Syllables (Long vowel sound ending in a vowel)
    
    • Examples: go, he
  • Vowel Teams (Two vowels working together to make one sound)
    
    • Examples: boat, team
  • R-Controlled Vowels (Vowel followed by 'r' changing its sound)
    
    • Examples: park, bird
  • Magic E / Vowel-Consonant-e (Silent 'e' making the internal vowel long)
    
    • Examples: home, bike
• Teach the target patterns explicitly, utilizing a cumulative review approach to lock in retention over time. (See Appendix B for a detailed explanation and classroom lesson plan model of this method).

Red — In need of intensive intervention

• Check basic sound-letter (grapheme-phoneme) knowledge. If it's missing, use basic phonics diagnostic assessments to check letter-sound correspondences.
• Re-establish basic correspondences and simple CVC patterns using explicit modelling, oral segmentation, and multi-sensory support.