Book and Page The child explores the The child handles the The child orients the The child orients the Orientation book, opens the front book using purposeful book correctly, locates book correctly, locates or back cover, locates movements to find the the braille on the front the braille on the front How well does the and touches dots, and front cover, touch the cover with the title and cover with the title and child orient the book, turns pages one at a braille dots, and turn author’s name, and author’s name, finds the locate information, and time with teacher pages with teacher turns pages one at a top line of text on the turn pages? guidance. guidance as needed. time with occasional first reading page, and teacher guidance. turns pages one at a time independently. Lesson Lesson Lesson Lesson 10 17 25 32 10 17 25 32 10 17 25 32 10 17 25 32 Compiled Reflections from Reading Roundup Lessons and Monitoring Charts (continued) Emerging Developing Achieving Extending I am trying. I am I am getting it with I can do it! I’ve got it. I can apply Skills and Abilities starting to accomplish guidance. my skills at different important things. times and settings. Alphabet The sings/recites The child sings/recites The child tracks and The child tracks and Knowledge the letters of the the letters of the sings/recites the letters sings/recites the alphabet in order with alphabet in order of the alphabet in alphabet in order How well does the oral support (without independently (without order with some verbal independently, matching child sing or recite the tracking). tracking). and/or physical each spoken letter to the letters of the alphabet guidance. corresponding braille while tracking the letter. letters in order? Lesson Lesson Lesson Lesson 10 17 25 32 10 17 25 32 10 17 25 32 10 17 25 32
Book and Page Orientation How well does the child orient the book, locate information, and turn pages? The child explores the book, opens the front or back cover, locates and touches dots, and turns pages one at a time with teacher guidance. Lesson 10 17 25 32 The child handles the book using purposeful movements to find the front cover, touch the braille dots, and turn pages with teacher guidance as needed. Lesson 10 17 25 32 The child orients the book correctly, locates the braille on the front cover with the title and author’s name, and turns pages one at a time with occasional teacher guidance. Lesson 10 17 25 32 The child orients the book correctly, locates the braille on the front cover with the title and author’s name, finds the top line of text on the first reading page, and turns pages one at a time independently. Lesson 10 17 25 32 Compiled Reflections from Reading Roundup Lessons and Monitoring Charts (continued) Skills and Abilities Emerging I am trying. I am starting to accomplish important things. Developing I am getting it with guidance. Achieving I can do it! Extending I’ve got it. I can apply my skills at different times and settings. Alphabet Knowledge How well does the child sing or recite the letters of the alphabet while tracking the letters in order? The sings/recites the letters of the alphabet in order with oral support (without tracking). Lesson 10 17 25 32 The child sings/recites the letters of the alphabet in order independently (without tracking). Lesson 10 17 25 32 The child tracks and sings/recites the letters of the alphabet in order with some verbal and/or physical guidance. Lesson 10 17 25 32 The child tracks and sings/recites the alphabet in order independently, matching each spoken letter to the corresponding braille letter. Lesson 10 17 25 32
Compiled-Reflections-from-Reading-Roundup-Lessons-and-Monitoring-Charts.docx