The first step is to assess students using the WADE (Wilson Assessment of decoding and encoding). The pacing guidelines according to WADE are as follows: Students that are not able to read more than 4 words correctly on list 1, are placed into Group 1 and would begin instruction at 1.1 of Wilson Reading. The next level of students consist of students that are able to read most of the words on list one and two but have several spelling errors on list one and two and are only able to read a few nonsense words, these students are placed in Group 2 and begin at 1.3 of Wilson Reading. Finally, if students are able to read most of the 120 words, but have spelling errors, they are bumped into the Just Words Reading Program. Any information about students such as ETR documents, IEP documents and map scores would be very helpful in the assessment process. 

The WRS utilizes a structured ten-part lesson plan, divided into three blocks, each lasting approximately 30 minutes. A complete lesson encompasses all three blocks, totaling 90 minutes of instruction. Block 1 focuses on word study and foundational reading skills, Block 2 emphasizes spelling and foundational writing skills, while Block 3 enhances fluency and comprehension.

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**Formative Assessments:**
Formative assessment is seamlessly integrated into every WRS lesson, particularly through Wordlist Charting and Dictation. Teachers continuously monitor student progress and understanding, identifying areas of improvement and adjusting instruction accordingly. Progress charts are maintained for each student, facilitating diagnostic planning and pacing adjustments.