Can you share a copy of the literacy sheet. This is a nice way to
inform future teachers . Hillary
Hillary Marchel Reading Specialist
Elementary [email protected]
"Instruction begins when you, the teacher, learn from the learner, put
yourself in his place so that you may understand that he understands
and in the way he understands it,.." -Soren Kierkegaard (1848)
On Jun 16, 2010, at 8:04 AM, Gena Schuck wrote:
We have a literacy sheet that stays with each child from k-5th
grade. It has all of those skills on them. When they master each one
we date it and they are done with it. This passes up with them so
the next teacher can see where the student left off.
It shows the phonics continum, fluency levels, and words their way
level.
On Jun 15, 2010, at 1:02 PM, [email protected] wrote:
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
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