Teachers must be adept at individualizing instruction (even within groups) based on careful and continuous assessment, both informal (e.g., using observation) and formal (e.g., using standardized measures). Content must be mastered to the degree of automaticity needed to free attention and cognitive resources for comprehension and oral/written expression.
How the Sonday System incorporates this criterion:
Direct instruction ensures that errors are identified and corrected during a lesson.
The lesson structure promotes continuous student–teacher interaction. Instructions are consistent by design so both students and teachers are familiar with how the lesson is taught. This allows the teacher to focus more on students—differentiating instruction and reinforcing skills not yet mastered. Errors are identified and addressed at the table, enhancing diagnostic and data-driven decisions.
Mastery Checks for Reading and Spelling are found after every third level to assess proficiency. These checks allow a teacher to quickly identify a student’s proficiency in fluency, decoding, and spelling. A plan can be prescribed based on these data results.
The Sonday System Teacher Resource Book contains multiple assessments including a placement test to pinpoint where instruction should begin as well as pre- and post-tests to document growth over a set period of time. The Sonday System Pre-Reading Survey Assessment checks students’ ability to hear and process sound. This assessment can be used to identify students who are ready for phonics instruction as well as determining if these skills are strong enough to begin learning to read.