RAPID Charts
Reading Acceleration Projected in Instructional Days
Rapid Progress by Robert Pottle


Do not use BIG Reports to hold readers back, rather use them to guide your instruction.


V 1 BIG C Report
V 1.1 Word Work
* 1.1.1 The learner is able to use sound analysis on simple regular words (at, did, mop).
1.1.1 (Dorn & Soffos, 2001, p. 64)
* 1.1.2 The learner is beginning to look at print and not attend solely to pictures and/or pattern.
1.1.2 (Fountas & Pinnell, 1996, p. 120)
* 1.1.3 The learner is able to physically indicate syllables (eg. clapping).
1.1.3 (Fountas & Pinnell, 2011, p. 262)
* 1.1.4 The learner is able to make and break words.
1.1.4 (Fountas & Pinnell, 2011, p. 262)
V 1.2 Writing
* 1.2.1 The learner can use slow articulation and letter-sound match in regular single syllable words.
1.2.1 (Fountas & Pinnell, 2011, p. 262)
* 1.2.2 The learner is beginning to control appropriate spacing on the page.
1.2.2 (Dorn & Soffos, 2001, p. 33)
* 1.2.3 The learner records dominate consonant sound.
1.2.3 (Dorn & Soffos, 2001, p. 21)
V 1.3 Reading
* 1.3.1 The learner can point to words in a one-to-one match throughout 1 - 3 lines of patterned text.
1.3.1 (Fountas & Pinnell, 2011, p. 262; Dorn & Soffos, 2001, p. 33)
* 1.3.2 The learner can articulate the first letter sound in unknown words.
1.3.2 (Fountas & Pinnell, 2011, p. 262)
* 1.3.3 The learner is beginning to self-correct miscues.
1.3.3 (Fountas & Pinnell, 2011, p. 262)
* 1.3.4 The learner uses return sweep.
1.3.4 (Fountas & Pinnell, 2011, p. 262; Dorn & Jones, 2012, p. 54)
* 1.3.5 The learner reads from left to right.
1.3.5 (Fountas & Pinnell, 2011, p. 254)
* 1.3.6 The learner can locate known and unknown words.
1.3.6 (Fountas & Pinnell, 2011, p. 258)
* 1.3.7 The learner can use meaning cues from pictures.
1.3.7 (Fountas & Pinnell, 2011, p. 262)
* 1.3.8 The learner re-reads after a told.
* 1.3.9 The learner carries the pattern in a predictable text.
1.3.9 (Dorn & Jones, 2012, p. 55)
V 1.4 Fluency
* 1.4.1 The learner reads at least 20 high frequency words with automaticity.
1.4.1 (Dorn & Soffos, 2001, p. 33)
* 1.4.2 Voices visual prosody cues with possible prosody.
1.4.2 (Fountas & Pinnell, 2011, p. 262)
V 1.5 Support
* 1.5.1 The teacher is providing the highest degree of support to the learner.
* 1.5.2 The teacher is providing the learner with a level of support for new book orientation with a rich discussion of the pictures and storyline.
* 1.5.3 The teacher teaches for phrasing and fluency once the learner has one-to-one matching.
* 1.5.4 The teacher directs the learner's attention to print.
* 1.5.5 The teacher models fluency for the learner.
V 2 BIG E Report
V 2.1 Word Work
* 2.1.1 The learner is able to make words with guidance by pattern analysis: if I can make CAT, I can make SAT.
2.1.1 (Fountas & Pinnell, 2011, p. 270; Dorn & Soffos, 2001, p. 64)
* 2.1.2 The learner can chunk words into onsets and rimes for many of the most common rimes.
2.1.2 (Fountas & Pinnell, 2011, p. 270)
V 2.2 Writing
* 2.2.1 The learner is beginning to use chunks in writing.
2.2.1 (Dorn & Soffos, 2001, p. 38)
* 2.2.2 The learner records sounds in sequence.
2.2.2 (Dorn & Soffos, 2001, p. 38)
V 2.3 Reading
* 2.3.1 The learner uses common inflected ending chunks: -s, -ed, -ing, -er, etc.
2.3.1 (Dorn & Jones, 2012, p. 57)
* 2.3.2 The learner is able to use sound analysis on simple regular words (at, did, best).
2.3.2 (Dorn & Soffos, 2001, p. 64)
* 2.3.3 The learner does cross-checking (V, M, S) independently and with guidance.
2.3.3 (Fountas & Pinnell, 2011, p. 270; Dorn & Jones, 2012, p. 57)
* 2.3.4 The learner re-reads to confirm and predict.
2.3.4 (Fountas & Pinnell, 2011, p. 270)
V 2.4 Fluency
* 2.4.1 The learner reads at least 40 high frequency words in text with automaticity.
* 2.4.2 The learner reads familiar texts fluently.
2.4.2 (TCWRP, 2011)
* 2.4.3 The learner points only at difficult parts.
2.4.3 (Clay, 2005, p. 11; Dorn & Jones, 2012, p. 57)
* 2.4.4 The learner is beginning to voice visual prosody cues with intended prosody.
2.4.4 (Fountas & Pinnell, 2011, p. 270)
V 2.5 Support
* 2.5.1 The teacher is allowing the learner to take over more responsibility for the reading as able.
* 2.5.2 The teacher is using extending prompts such as: Were you right? & Try that again.
* 2.5.3 The teacher's prompts are shifting from: What do you hear? to What do you expect to see?
* 2.5.4 The teacher providing the learner with less support for new book orientation.
V 3 BIG G Report
V 3.1 Word Work
* 3.1.1 The learner is able to take words apart in large units: digraphs, inflectional endings, onsets, rimes.
3.1.1 (Fountas & Pinnell, 2011, p. 278)
* 3.1.2 The learner uses visual analysis to solve irregular high-frequency words.
3.1.2 (Dorn & Soffos, 2001, p. 64)
* 3.1.3 The learner is able to make words independently by pattern analysis: If I can make CAT, I can make SAT.
3.1.3 (Dorn & Soffos, 2001, p. 64)
* 3.1.4 The learner can change words with simple inflected endings. (-s, -ed, -ing)
3.1.4 (Fountas & Pinnell, 2011, p. 278)
V 3.2 Writing
* 3.2.1 The learner is able to write words with guidance by pattern analysis: If I can make CAT, I can make SAT.
3.2.1 (Dorn & Soffos, 2001, p. 64)
V 3.3 Reading
* 3.3.1 The learner sees chunks and uses them to solve unknown words with limited guidance.
3.3.1 (Dorn & Soffos, 2001, p. 38)
* 3.3.2 The learner is beginning to use chunking without prompting on words like CAT, STOP, CHIN, & RUNNING.
3.3.2 (TCWRP, 2011)
* 3.3.3 The learner is beginning to use visual analysis without prompting on words like MAKE, THEY, & LITTLE.
3.3.3 (Dorn & Soffos, 2001, p. 64)
* 3.3.4 The learner consistently self-monitors.
3.3.4 (Dorn & Soffos, 2001, p. 38)
* 3.3.5 The learner re-reads without prompting.
3.3.5 (Fountas & Pinnell, 2011, p. 278; Dorn & Jones, 2012, p. 57)
* 3.3.6 The learner cross-checks cueing systems (V, M, S).
3.3.6 (Fountas & Pinnell, 2011, p. 278)
V 3.4 Fluency
* 3.4.1 The learner reads in phased chunks on familiar texts.
3.4.1 (Fountas & Pinnell, 2011, p. 278)
* 3.4.2 The learner voices visual prosody cues with intended prosody.
* 3.4.3 The learner is beginning to voice inferred prosody cues with possible prosody.
3.4.3 (Fountas & Pinnell, 2011, p. 278)
* 3.4.4 The learner reads at least 75 high frequency words in text with automaticity.
3.4.4 (Fountas & Pinnell, 2011, p. 278)
V 3.5 Support
* 3.5.1 The teacher instructing the learner less, and more often prompting for problem-solving.
* 3.5.2 The teacher is supporting and reinforcing the learner's problem-solving behaviors.
* 3.5.3 The teacher is prompting the learner to self-select decoding strategies.
* 3.5.4 The teacher provides the learner with minimal support for new book orientation.
V 4 BIG I Report
V 4.1 Word Work
* 4.1.1 The learner is able, with guidance, to make words by analogy: using STOP and NEW to make STEW.
4.1.1 (Dorn & Soffos, 2001, p. 64)
V 4.2 Writing
* 4.2.1 The learner spells many words correctly using appropriate analysis: sound, visual, and pattern.
4.2.1 (Dorn & Soffos, 2001, p. 64)
V 4.3 Reading
* 4.3.1 The learner is beginning to self-correct in-head but still self-corrects out-loud.
4.3.1 (Dorn & Soffos, 2001, p. 47)
* 4.3.2 The learner chooses appropriate decoding strategies independently.
4.3.2 (Dorn & Jones, 2012, p. 60)
* 4.3.3 The learner is able to construct meaning during a book preview with little guidance.
4.3.3 (Dorn & Jones, 2012, p. 52)
* 4.3.4 The learner often cross-checks cueing systems independently.
4.3.4 (Fountas & Pinnell, 2011, p. 286)
* 4.3.5 The learner is able to retell what was independently read.
4.3.5 (TCWRP, 2011)
* 4.3.6 The learner self-corrects at point of error.
4.3.6 (TCWRP, 2011)
V 4.4 Fluency
* 4.4.1 The learner reads familiar texts in a smooth, expressive, and phrased manner.
4.4.1 (Fountas & Pinnell, 2011, p. 287)
* 4.4.2 The learner is able to read portions of a new text in a smooth, expressive, and phrased manner.
4.4.2 (Fountas & Pinnell, 2011, p. 287)
* 4.4.3 The learner reads at least 100 high frequency words in text with automaticity.
4.4.3 (Fountas & Pinnell, 2011, p. 286)
* 4.4.4 The learner is beginning to voice inferred prosody cues with intended prosody.
4.4.4 (Fountas & Pinnell, 2011, p. 287)
V 4.5 Support
* 4.5.1 The teacher is allowing the learner to take over most of the responsibility for the reading.
* 4.5.2 The teacher continues to support and reinforce the learner's problem-solving behaviors.
* 4.5.3 The teacher is allowing the learner to self-orient prior to reading a new book and assisting with this only as needed.
V 5 BIG K Report
V 5.1 Word Work
* 5.1.1 The learner is able to make words by analogy: using STOP and NEW to make STEW.
5.1.1 (Dorn & Soffos, 2001, p. 64)
* 5.1.2 The learner is able to solve complex and multisyllabic words with guidance using synthesized word analysis: sound, visual, pattern and analogy.
5.1.2 (Dorn & Soffos, 2001, p. 64)
V 5.2 Writing
* 5.2.1 The reciprocal relationship between writing and reading shifts to reading supporting writing growth more than writing supporting reading growth. The learner can read as a writer.
V 5.3 Reading
* 5.3.1 The learner can self-orient to a new book independently.
5.3.1 (Dorn & Jones, 2012, p. 52)
* 5.3.2 The learner chooses and orchestrates multiple strategies to solve words.
5.3.2 (Fountas & Pinnell, 2011, p. 294)
* 5.3.3 The learner can read for sustained periods independently.
V 5.4 Fluency
* 5.4.1 The learner is beginning to read with mostly intended prosody throughout a text.
5.4.1 (TCWRP, 2011)
V 5.5 Support
* 5.5.1 The teacher continues to support and reinforce the learner's problem-solving behaviors. Prompts are frequently comprehension related.
* 5.5.2 The teacher is allowing he learner to self-orient prior to reading a new book and assisting rarely.
* 6 References
6 Clay, M. M. (1998). By different paths to common outcomes. Portland, ME: Stenhouse Publishers.
Clay, M. M. (2005). Literacy lessons designed for individuals part two: Teaching procedures. Portsmouth, NH: Heinemann.
Dorn, L., & Jones, T. (2012). Apprenticeship in Literacy: Transitions across reading and Writing, K-4s (2nd ed.). Portland, ME: Stenhouse Publishers.
Dorn, L., & Soffos, C. (2001). Shaping literate minds: Developing self-regulated learners. Portland, ME: Stenhouse Publishers.
Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: A good first teaching for all children. Portsmouth, NH: Heinemann.
Pinnell, G. S., & Fountas, I. C. (2011). The continuum of literacy learning: A guide to teaching (2nd ed.). Portsmouth, NH: Heinemann.
TCWRP (2011) Matching Books and Readers [pdf] Retrieved from readingandwritingproject.com

© 2014, Robert Pottle
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