Independent Writing The child The writes a few The child isolates one The child isolates several “scribbles” on the braillewriter, known letters, or more initial initial consonant sounds the LES and/or pressing random keys alphabetic wordsigns, consonant sounds for for the words in his/her from observation of the to write his/her or other contractions the words in his/her message and writes the child’s independent message. that are unrelated to message and writes corresponding letters. writing at another time) the message. the corresponding He/she also writes known letter(s). He/she also alphabetic wordsigns and How well is the child writes known other contractions if they generalizing skills alphabetic wordsigns are part of the message. related to braillewriter and other contractions mechanics; if they are part of the associations; message. and the writing of Lesson previously taught Lesson Lesson Lesson 10 17 25 32 letters, alphabetic 10 17 25 32 10 17 25 32 10 17 25 32 wordsigns, and other The child tracks and contractions? The child touches The child tracks the The child tracks and reads his/her writing with How does the read some of the dots and line of writing and reads his/her writing, minimal support, back his/her writing? recites an recites the message matching one or two matching one or more approximation of the from memory when spoken words to a spoken words to a braille message from memory asked to read, but braille letter or word letter or word when asked to read. does not match with teacher support. independently. spoken words to any braille letters or words. 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 in different settings.
Independent Writing the LES and/or from observation of the child’s independent writing at another time) How well is the child generalizing skills related to braillewriter mechanics; associations; and the writing of previously taught letters, alphabetic wordsigns, and other contractions? How does the read back his/her writing? The child “scribbles” on the braillewriter, pressing random keys to write his/her message. Lesson 10 17 25 32 The child touches some of the dots and recites an approximation of the message from memory when asked to read. Lesson 10 17 25 32 The writes a few known letters, alphabetic wordsigns, or other contractions that are unrelated to the message. Lesson 10 17 25 32 The child tracks the line of writing and recites the message from memory when asked to read, but does not match spoken words to any braille letters or words. Lesson 10 17 25 32 The child isolates one or more initial consonant sounds for the words in his/her message and writes the corresponding letter(s). He/she also writes known alphabetic wordsigns and other contractions if they are part of the message. Lesson 10 17 25 32 The child tracks and reads his/her writing, matching one or two spoken words to a braille letter or word with teacher support. Lesson 10 17 25 32 The child isolates several initial consonant sounds for the words in his/her message and writes the corresponding letters. He/she also writes known alphabetic wordsigns and other contractions if they are part of the message. Lesson 10 17 25 32 The child tracks and reads his/her writing with minimal support, matching one or more spoken words to a braille letter or word 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 in different settings.
Compiled-Reflections-from-Reading-Roundup-Lessons-and-Monitoring-Charts.docx