Now you try it! Download and print this worksheet to complete the next activity.
Now it is your turn to check your understanding of how to use the quadrants. Read the descriptions of the students below and identify the appropriate quadrant to place them.
This is Cora:
Cora typically raises her hand to read aloud during class. She scores well on oral reading fluency assessments because she reads accurately and at an appropriate rate. She also reads unfamiliar words with ease. Cora rarely participates in classroom discussions. She has difficulty answering questions about passages, stories, or books she reads on her own. She cannot summarize what she has read. Into which quadrant do we suspect Cora falls?
This is Ramon:
Ramon’s teachers rave about his curiosity of various topics. His ability to listen eagerly to class lectures and remember details and to make connections across the content is excellent. He dominates much of the class discussion because he’s so eager to share what he knows. Ramon does not prefer to read aloud nor does he read on his own. When Ramon writes, he often gets frustrated because his spelling is poor and he can’t seem to put his knowledge into words and onto the paper. Into which quadrant do we suspect Ramon falls?
This is Javon:
Javon is in 8th grade and makes As and Bs in all of his classes. His favorite subjects are social studies and biology. He is hoping to be valedictorian of his class one day and become the first in his family to go to college. Javon is captain of the middle school debate team, tutors students after school, and writes for the school newspaper. Javon’s least favorite subject is math, though he still scores well on assignments and assessments. Into which quadrant do we suspect Javon falls?
This is Shakira:
Shakira is a senior and can’t wait to graduate. She barely passes every class and finds studying, note taking, and even talking about the content difficult. Shakira likes to play sports and is loved by her classmates. She is often perceived as the class clown, especially when she is asked to do tasks in groups or in front of the whole class. Shakira doesn’t want to go to college, though she was offered a basketball scholarship. She believes school will be too hard so she plans to stay at home and work. Into which quadrant do we suspect Shakira falls?
Check Your Understanding
Cora: Because Cora shows interest in reading aloud in front of peers and strength on assessments in oral reading, it appears she is strong in decoding. Her reluctance to engage in discussion and summarizing what she has read indicates that Cora likely is weak in language. Therefore, Cora’s name would be placed into Q3.
Ramon: Because Ramon shows interest in discussion, remembers details and makes connections, Ramon likely has stronger language skills. His reluctance to read, his poor spelling, and his struggles with writing indicates Ramon may be weak in decoding. Therefore, Ramon’s name would be placed into Q2.
Javon: Javon’s grades, his interest in writing for the school newspaper and being a part of the debate team are strong indicators that Javon is strong in both decoding and language. Therefore, Javon’s name would be placed in Q1.
Shakira: Shakira’s disinterest in school, her low grades, her difficulty in writing and discussion, and her coping behaviors indicate that Shakira is weak in both decoding and language. Therefore, Shakira’s name would be placed in Q4.
Using the quadrants helps a teacher apply what is outlined in the SVR. It supports instructional planning by pinpointing the specific needs of students and helps teachers to better plan for instruction. This tool can be utilized to group students for instruction and appropriately match intervention needs to specific students. The next section of learning will provide even more support by identifying the sub-skills that should be included in instruction to develop both decoding and language comprehension.