I just stop with each child when he/she has mastered the skill. As soon as they name all of the letters consistently, I never assess them on that again. For phonemic awareness skills, I worked on those in my guided reading groups and most children in the group needed pretty much the same thing. When they had mastered matching beginning sounds, I moved on with that group to isolating beginning sounds, etc. Once they mastered, unless I noticed a problem, I just kept moving forward and did not assess previous skills. Kinderjane/SC :-) In a message dated 6/15/2010 1:40:41 PM Eastern Daylight Time, [email protected] writes:
At what point (reading level) do you stop assessing Early Literacy Behaviors, rhyming, letter names/letter sounds, phonemic awareness, sight words, etc.? We don't have a set guideline -- when teachers feel that students are reading, they simply stop using these sub-tests and only use the benchmark reading assessment program (running record). I'm looking for some guidelines that say something like "Once a child is reading at a level C (GRL), then you can stop __________." Anybody have district or published parameters? thanks, Andy _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
