I am in a huge panic over how to best serve a new student that I have gotten. Let me start by saying that he'll be going to our intervention lab, documented, and (hopefully) someday tested. However, as we all know can be the case, this will more than likely take awhile. I do my very best to offer the most differentiation possible in my classroom. In the morning during an intervention and acceleration time certain students go to the intervention lab while I work with other, slightly "higher" kids in my room. The on grade level or above grade level students are working on accelerated reader, reading contracts, readers responses, or other activities of their choosing. Writing is done WG and idependently for the most part. Then in the afternoon after a WG lesson, my students work on a modified center/daily five time. One of those times is a seatwork practice over a skill we covered the week before. I do this not only for extra practice but sometimes also for a grade because I cannot feesibly test every standard and/or do a one on one conference/assessment for every standard. I also like to get several examples of student abilities in the gradebook for each standard. Now for my problem... I received a new student today. I was aware that he would be "low" in his reading ability but I was not aware just how low. I teach 2nd grade and this student has difficulty recognizing all his letters, only knows about half the consonant sounds, none of the vowel sounds, and even when he can sound out a CVC word and get lucky with the vowel sound (b-i-g) he cannot blend the sounds together to make a word (he'll say bat). I have already set aside time during my reading block to work with him one on one with the most basic reading skills and he'll also meet with my lowest reading group (though they are far above him). I am just not sure what to do during the time he isn't in group with me....mainly the seatwork time. I can give him K or 1st grade phonics work but I'm unsure that he'll even be able to do that on his own (can't read the directions and seems to have a habit built up of of just guessing and completing things as quickly as possible). Plus, as I mentioned above, some of my seatwork is skill practice of what we've covered in class and I grade it. He is not diagnosed with anything, does not have a IEP or any other accomodations so I have to grade him on 2nd grade standards. I have had a student this low before but he had an IEP and did not receive grades for 2nd grade standards. I have every intention of meeting this child where he is at, beginning with the K skills he has missing, and do my very best to have him reading (or as close to reading as possible ) by the end of the year. However, I need some advice on how to also take the grades my district expects me to take and keep him independent during work time so I can work with other groups. Thanks to anyone who made it this far in my ramblings.