How do teachers monitor progress in early literacy and decide when to differentiate instruction?

• A. Use standardized tests only to decide instruction.
• B. Use formative assessments (fluency probes, running records, letter-sound knowledge checks), progress monitoring, set short-term goals, and adjust instruction based on data.
• C. Wait until end-of-year tests to adjust.
• D. Only rely on student self-assessment.

Answer: (B)

Regular, ongoing assessment is essential to understand how young readers are developing in decoding, word recognition, and fluency, so teachers can tailor instruction. Use quick, informative measures: fluency probes to see reading rate and accuracy, running records to note phrasing, errors, and self-corrections during oral reading, and letter-sound knowledge checks to identify decoding gaps. When these data are collected regularly and aligned to clear short-term goals, teachers can monitor progress and adjust instruction promptly—re-grouping students, selecting targeted practice, and providing scaffolds where needed, then fading support as students improve. This data-driven cycle keeps instruction responsive to each learner throughout the year. Relying on standardized tests alone gives infrequent, broad snapshots and may miss day-to-day needs; waiting for end-of-year tests delays intervention; and relying only on student self-assessment isn’t enough to accurately gauge early literacy skills.