Before I tell you how I assess these areas. I think it’s important to note that everyone has their own way of assessing their students, keeping track of their data and how they use that data to form groups. If you’re struggling with your ‘system’ please check out Richardson’s chapter 2. It has some great suggestions. For myself, I need a system that is quick, accessible and easy. In my classroom, things are constantly moving and grooving. So I have developed my own system for assessing and pacing not only my common core standards:
|Editable Common Core Check-list/Pacing Guide|
but also a system for assessing most of the areas that Richardson suggests. While my common core standards hang from two different clipboards in my classroom for easy access. My assessments for literacy are housed in a small three ring binder and in there I can put my spread sheets for letter recognition, sounds, sight word fluency . . . you name it. It’s my reference ‘bible’ for planning instruction and grouping my students.
From this information, you can make your groupings for literacy/guided reading…I want to reiterate one thing at this point and that is…grouping is not meant to pigeon-hole students into a certain ‘group.’ Consider how Differentiated Instruction regards flexible grouping:
Make sure you check back for next week’s chapter 3. I hope to have a few goodies ready for you by then. You know…a spoonful of sugar and all that.
Now make sure you check out all the other contributors and followers in the book study by heading over to see Mary at Sharing Kindergarten.