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TC 2023-2024 Scope & Sequence and Suggested Assessments

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TC 2023-2024 Scope & Sequence and Suggested Assessments

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When the year begins, I would think that we could hold off on F&P's and look more at the decoding assessment.
I also wonder, however, if I do the decoding assessment with all students.... does it make a difference if I am teaching Fundations units as instructed in their particular order?

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I'm not familiar with this. What is this assessment?

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This wouldn't measure their oral understanding because responses would be written...

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This wouldn't measure their oral understanding because responses would be written...

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After looking at the NonFiction performance assessment, I think that it would support the current Progress report grade concerning listening (oral reading) comprehension. It would not inform my instruction as much.

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The assessment has benefits, but it is a shared reading rather than an individual reading assessment.  Then we would need to also give an individual assessment as well.  It requires writing about reading which adds another dimension of challenge.

If you are in a unit that requires you to raise the reading level of students you need more opportunities to do small group work comprehension rather than whole group.

I think small group assessments would be more useful.

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We need the resources for the Language Convention weeks.
The one spiral book we have, doesn't have the best resources for instruction.

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Are we giving a running record every unit?

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Are we giving a running record every unit?

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Can it be a reading conference?

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High Frequency Words are only checked at beginning of Grade 2 and not referenced later in year? We need to revisit across the year.

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We need to revisit high frequency words throughout the year.

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Would take lots of time to give to the whole class three times. Can the SRBI specialist give it in Sept. since they do not start seeing kids right away? Or can we bring in the Aimsweb team?

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Higher levels mentioned for some Grades K and 1 students. Concern: Having students reading material that is not "developmentally appropriate" for them? Because they can read it, they do not have the background knowledge/strategies to comprehend at a higher level.

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It seems like a ton of time being used in each unit to give all the assessments in each unit. They need to be more spread out.

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How do we determine benchmark reading levels for each grade, making sure we are using "developmentally appropriate" texts and not just moving children through levels solely on accuracy and without focus on developing comprehension strategies.

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More inline with reading focus and instruction.