[ASU]

#2260

List out 2-3 ideas for skills to track with students in one of the following areas: 

• phonemic awareness
• phonics
• fluency
• vocabulary
• comprehension

[charlotte.reading]

#2982

Our curriculum is constantly having us check our students comprehension. After we give a mini lesson our students go with partners to find key details and main idea in passages. They are supposed to underline and annotate. Then we come back together and we discuss what they found. At this time I can glance and see who is underlining and annotating and are they underlining the whole thing or key parts? Then I send them to independently write down key details from the text or main idea depending on our mini lesson. These are like an exit ticket where I can usually see who is understanding and who is struggling.

We do like activities for sequence and comparing and contrasting.

[susan.spigelmire]

#2992

I also use sequencing and comparing and contrasting with my Kindergarten students. I love to use think pair share as I read a story to them to see if they are comprehending what I am reading.

[roberta.deaso]

#3133

You might want to add a version of those exit tickets to the beginning of the lesson. I like giving pre-assessments to the students so that I can see what they know before we start. That helps me to truly differentiate for any students who already know how to complete the standard.

[susan.spigelmire]

#2991

I use our ESGI assessment to track phonemic awareness activities. One assessment I give is onset and rime. I give the test one on one and just say words broken into onset and rime such as /c/. /at/ and the student has to tell me cat. If they have mastered that I go on to breaking words into phonemes such as /d/ /o/ /g/ and the student has to tell me dog. If they can do that then I give them a CVC word and have them read it. With the ESGI I simply mark yes and no and it generates a report for each child and for the entire class.

[roberta.deaso]

#3134

Esgi is a wonderful way to keep track of student progress. It’s quick, easy, and also has the data and history you need to assess how a student is doing in moments. You can also see what your class needs as a whole, and use this information to adjust future lessons.

[sb861]

#3717

I hadn’t thought to consider onset-rime as a precursor to breaking apart words into individual letter sounds, so that’s super helpful to know for assessments! I love that this program has options for advancement for students who need it.

[roberta.deaso]

#3132

I use ESGI to track students progress with phonemic awareness. I give tests for rhyming, cvc words, and more to help students learn.
I also track the sight words they are able to decode and remember with posters on the wall. As my students progress, they have a sticker that represents them and their progress added to the display. They are always excited to add more stickers. I also used this to monitor student’s letter/sound recognition in the beginning of the year. For fluency, I use bubble blowers. Lists of sight words or easy cvc words. The students is supposed to read as many as possible before running out of breath. Then they try to beat their time (or word count, more accurately).

[sb861]

#3716

I love the bubble blowers idea!! That is so fun that they are practicing reading lots of words in a single breath, which will help with natural reading fluency as well!

[karamina.mohamedeen]

#3393

I would track students grasp of the content using both formative and summative assessments.I really like the Phonological Awareness Chart. I teach 5th Grade and I like to use word fixes and guided word searches for vocabulary exercises. I also like to use guided reading specifically tailored to test decoding skills.

[adsterry7]

#3711

My school currently uses FastBridge to track struggling students’ progress. In the class, I use whiteboard checks and read and swap activities to strengthen skills, then do a quick check while they are doing the activity.

[sb861]

#3715

Some skills that we have tested regarding fluency in our students is words per minute, accuracy of word recognition, and accuracy of punctuation and intonation. I have used a reading program called Read Naturally to assess and provide interventions for fluency, but this can also be assessed through a reading record with any grade-level reading passage. It helps to keep track of which words students read incorrectly and what they said instead to track patterns of errors that can be targeted later in instruction.

[marialignos]

#3854

It is fun and easy to track how many words a student can read in a set period of time. I ask the student to first make a prediction, “How many words to you believe you will be able to read in 45 seconds?” I then have the student color a bar graph. One bar is the previous results, the next is the predicted amount, and the last bar is the actual amount of words they read during this assessment.

[crirodriguez]

#3760

I am a Science Teacher at a Middle School for 7th Grade. I don’t really need to do this Reading Tracking, but it’s been helpful info to see how Reading Interventionists and the Primary Teachers do this.

[jmaddox80]

#3838

Some of the skills that I track for fluency include the number of words the student is able to read correctly within a time frame, using expression while reading, and retelling the story/passage. I use DIBELS scores as a pre-assessment, then complete progress monitoring to help me pace the lessons I will teach in small groups with my students. I always inform my students of where they are and I have them help create a goal. We refer back to their goal when it is time to progress monitor and we update their progress. It is pretty awesome to see first graders invested in the number of words they read correctly or when they compliment each other on expression. I also provide sentence stems to encourage students to talk to each other about their reading. They use the sentence stems to provide compliments to each other and to reflect on what they are doing well and what they want to improve on. I love it when they take these sentence stems and use them with each other when working in centers.

[marialignos]

#3853

For phonological awareness I have the students put their heads down on the desk. I then ask them to raise a hand only when they hear the sound we are looking for. Example: if we are studying ai long a sound they are to raise their hands when I say rain, train, plain, etc… I will also say the word cake which is a long a sound but follows the magic-e rule instead. Some students raise their hands because they hear the long a sound and some do not because they know how to spell cake. I also make a coloring game. I will put ai words, magic-e words, and other random words in boxes. I then ask them to color all the boxes that follow the ai long a sound.
I also play a game with them for rhyming. I pair the students up. I give them a starting word. They then take turns finding words that rhyme. The winner is the one who said the last rhyming word. They take turns going first.
The kiddos like making nonsense words by blending. I make 3 piles of cards. The first pile has digraphs, the second pile are the vowels, and the last pile contains the consonants. They take turns flipping the cards. Sometimes real words are made and sometimes they make nonsense words. The class needs to give a thumbs up or down to determine what kind of word it is, real or made up. I get a lot of giggles when we play this. I just need to make sure that all words made are school appropriate.

[marialignos]

#3855

I plan on using the Phonological Awareness chart moving forward too.

[grael]

#4014

Gloria Rael In my school, most of the students are special education, mostly with physical disabilities, and autism. There are only 3 classrooms with regular education. One classroom with 18 students ages 3 to 4.11 years old, there skills vary from students their first year in school to 2 or 3 years in school. These age difference and skill difference makes it hard to teach the students. When I go and help the students, I have to realize that most of the students have never been in school, and I have to start from basics- letters and sound. I try to help as much as I can with the beginning students. In addition, this school have a lot of young teachers that don’t have a lot of experience teaching. I always tell them, if you have any question, if I can guide you, I will be glad to help.

[grael]

#4015

Gloria Rael I, started teaching in 1984, developmental kindergarten, at that time, it was just basics like the students needed to know 6 letters and sounds, colors, shapes, numbers 0-6, a few rhyming words, that was it. Now, the students need to know soo much in preschool, and all the other grades that I think that the late bloomers provably feel like the students can not catch their breath with soo many skills and concepts they need to know by the end of the year. As a school teacher, we now have to teach soo much for the benefit of our student. Us teachers, we need to do our best for our future students! Let’s do it!

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