Hand and Finger The randomly The child tracks across The child tracks across The child tracks smoothly Movements for moves his/her fingers a single line of familiar multiple lines of across multiple lines of Reading over the braille dots text with both hands, double- or double-spaced familiar when asked to read. locating the beginning familiar text text independently, using How fluently does the of the line with with both hands, using both hands and an child track lines of guidance and an across-back-down across-back-down braille, using correct continuing all the way pattern with guidance pattern. hand and finger to the end. as needed. techniques? He/she keeps only two He/she keeps most He/she keeps most index fingers on the fingers on the line with fingers on the line with line most of the time, verbal or tactile minimal verbal or tactile even with verbal or prompting. prompting. tactile prompting. 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) Book and Page Orientation and Alphabet Knowledge These skills are not specifically addressed in the LES activity. Use your notes and monitoring charts to consider the child’s progress with book and page orientation and alphabet knowledge. Find the skill description in each row that best matches the child’s current performance. Circle the number of the current RR lesson under the skill. Chart the results on the “Reading Roundup Progress Chart: Accumulated Record” and Roundup Summary and Planning Chart.” “Reading Emerging Developing Achieving Extending I am trying. I am I am getting it with I can do it! I’ve got it. I can my Skills and Abilities starting to accomplish guidance. skills at different times important things. and settings.
Hand and Finger Movements for Reading How fluently does the child track lines of braille, using correct hand and finger techniques? The randomly moves his/her fingers over the braille dots when asked to read. Lesson 10 17 25 32 The child tracks across a single line of familiar text with both hands, locating the beginning of the line with guidance and continuing all the way to the end. He/she keeps only two index fingers on the line most of the time, even with verbal or tactile prompting. Lesson 10 17 25 32 The child tracks across multiple lines of double- or familiar text with both hands, using an across-back-down pattern with guidance as needed. He/she keeps most fingers on the line with verbal or tactile prompting. Lesson 10 17 25 32 The child tracks smoothly across multiple lines of double-spaced familiar text independently, using both hands and an across-back-down pattern. He/she keeps most fingers on the line with minimal verbal or tactile prompting. Lesson 10 17 25 32 Compiled Reflections from Reading Roundup Lessons and Monitoring Charts (continued) Book and Page Orientation and Alphabet Knowledge These skills are not specifically addressed in the LES activity. Use your notes and monitoring charts to consider the child’s progress with book and page orientation and alphabet knowledge. Find the skill description in each row that best matches the child’s current performance. Circle the number of the current RR lesson under the skill. Chart the results on the “Reading Roundup Progress Chart: Accumulated Record” and “Reading Roundup Summary and Planning Chart.” 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 my skills at different times and settings.
Compiled-Reflections-from-Reading-Roundup-Lessons-and-Monitoring-Charts.docx