One more observation...

Sarah is a second grader and is in the first group of the day. She has only been receiving tier III RTI services since December and transferred into my school this year. Sarah is small in comparison to her peers and fairly shy.
As Sarah runs in the door to take cover from the rain, she stops and gives me a hard look. "Did you brush your hair?" she asked. Everyone in the trailer literally laughed out loud. Before I could respond, she said, "Well, it doesn't look like it!" This comment was out of character from what I have typically observed from Sarah's dry and serious personality.

The group begins the lesson and Sarah participates through the word work. A few times she would say the word before my single and before the other students had a chance to think. The first section in our student book asks students to read a sentence, understand the meaning and then use the info to follow my directions. After the choral reading of the sentence, I ask Sarah what to do. She correctly answers, "When you say go touch my arm." All of the students have gotten really good at this tricky game. I say a bunch of random words before giving them the clue to touch their arm. As soon as they hear go, all students touch an arm.

I ask Sarah to read the title of our story aloud. She mistakingly reads beat for bets and gives me a puzzled look when she finishes.
The title read: The Tall Girl Bets Her Brother.
Sarah read the title as: The Tall Girl Beats Her Brother.
Sarah reads the title again without prompting, corrects the error and nods her head.
On the first reading, the group reads each word aloud together after my signal (a tap). If the reading isn't a firm reading or I hear individuals read words incorrectly, we start back at the beginning of the sentence. Sarah seems to get annoyed when other students make mistakes. She huffs every time I ask students to go back to the beginning of the sentence.
For the second reading, students take turns reading one sentence until we finish the story. Sarah follows along with her finger and doesn't seem to be frustrated when some students take a bit of extra time to read a word. When it is her turn, she waits for me to say her name or point in her direction. Most of the students pick up with a sentence with the person next to them finishes. She reads fluently and sounds better than most students in the group. I am starting to wonder if we need to make some changes in instruction for Sarah. I stop the students to make predictions about half way through the story. At this point students should be connecting our reading from last week to the story we are currently reading. The series is about a bug finding a home inside a girl's ball. When the students are asked to predict how the girl might get the ball to roll without touching it, Sarah mentions vibrations and bouncing beside the ball. All of the other students agree or give similar predictions, but nobody mentions the bug.
When we are ready start reading again I tell Sarah it is her turn. She begins reading at the wrong place and begins to argue when I show her the place.

Sarah begins working quickly when she is given her workbook assignment and twirls her hair as she works. She accidentally turns two pages when she finishes the front of page 37 and starts to do the back of page 38. I quickly stop her and show the page number. Sarah starts to argue again. I have noticed this happens a lot. Sarah is very quiet, but doesn't seem to take direction very well.
She finishes before the others and has completed both pages correctly.
On the individual reading checkout, Sarah reads 67 words per minute. The grade level cut score for  "risk" is about 72 words per minute. She read with automaticity, no errors and didn't stop to decode. I will definitely bring up her huge improvements in the next meeting with her classroom teacher. Sarah is ready to move on!