I would love to see your tracking sheet also.
Scott Horsch Curriculum Director Mendota, Illinois 60552 -----Original Message----- From: Gena Schuck <[email protected]> To: Mosaic: A Reading Comprehension Strategies Email Group <[email protected]> Cc: Mosaic: A Reading Comprehension Strategies Email Group <[email protected]> Sent: Wed, Jun 16, 2010 10:48 am Subject: Re: [MOSAIC] Early reader assessments I'd love to! I'll have to get it from the school but I'll post it as soon as I get it, ~Gena~ On Jun 16, 2010, at 9:29 AM, "Liagre, Pamela" <[email protected]> wrote: 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 _______________________________________________ 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. _______________________________________________ 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. _______________________________________________ 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. _______________________________________________ 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. _______________________________________________ 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.
