Would you be willing to share the literacy sheet that you use?

Pam Liagre
Monteith Elementary 2nd Grade
Elementary Curriculum Specialist
ext. 3044

-----Original Message-----
From: [email protected] 
[mailto:[email protected]] On 
Behalf Of Gena Schuck
Sent: Wednesday, June 16, 2010 9:05 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Cc: [email protected]
Subject: Re: [MOSAIC] Early reader assessments

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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