In relation to the students who are not alfabetizados, it is important that the school looks for to organize itself so that they can understand the functioning of the writing system. An important step is to interpret its writing to know which is its hypotheses. In case that the professors of the group do not feel themselves apt to carry through this analysis, he is advised to search support with the Pedagogical Coordinator, colleagues who act in Cycle I and with the responsible professor for the Room of Pedagogical Support? SAP. For that already they decipher, but they present little fluency, at the same time where it is necessary inseriz them in the activities of classroom that they involve practical of reading and writing, by means of the mediation of a more experienced reader or of the professor, she is necessary also to plan didactic situations that can stimulate them to conquer it greater autonomy. Engage them in a project where if they record ribbons cassette with the reading of histories for children of the initial years can listen, while they turn pages the book can be interesting. To organize permanent activities where they previously read assayed poems or they present said periodicals of notice related to the contents that will be studying in the different areas are other possibilities. The second phase of the proposal of guiding of the disgnostic evaluation consists of selecting texts in not only chats, but also in other formats, as lists, graphs, tables etc. as the readers, to the times, they present performance more good to read texts of a circulation sphere of what of another one, it is important to diversify the choice: texts of the literary sphere as fbulas, stories, chronicles; of the journalistic one as notice, graphs; of the scientific /divulga pertaining to school dog as stretches of units or didactic book chapters, tables.