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 in different settings. Braillewriter Skills: Loading and Removing Paper How independently does the load and remove the paper? The child needs verbal and physical assistance to load and remove the paper. Lesson 10 17 25 32 The child needs verbal prompts and occasional physical assistance to load and remove the paper. Lesson 10 17 25 32 The child loads and removes the paper with a few verbal prompts. Lesson 10 17 25 32 The child loads and removes the paper independently. Lesson 10 17 25 32 Braillewriter Skills: Hand and Finger Movements How independently does the child use correct finger positioning, isolate his/her fingers to write letters, and apply sufficient pressure when writing? The “scribbles” (presses random keys) on the braillewriter when writing, producing dots of inconsistent clarity. Lesson 10 17 25 32 The child uses correct finger positioning to write full cells, but needs guidance when isolating fingers to write letters. He/she may not yet have the strength to produce consistent raised dots. Lesson 10 17 25 32 The child isolates his/her fingers to write easier letters (e.g., a, l, and g) and uses the correct finger on each key. He/she usually presses the keys hard enough to produce legible dots. Lesson 10 17 25 32 The child writes most letters when the key numbers are given, using correct finger positioning, accurate finger isolation, and sufficient pressure to produce legible characters. 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.
Name Writing How accurately is the child writing his/her name in contracted braille? The child scribbles on the braillewriter and may say or attempt to write some of the letters in his/her name. Lesson 10 17 25 32 The child writes the capital sign and one or more letters or contractions that follow it sequentially in his/her name. Lesson 10 17 25 32 The child writes the capital sign and most of the letters or contractions that follow it sequentially in his/her name. Lesson 10 17 25 32 The child writes his/her first name accurately and independently. Lesson 10 17 25 32 Modeled/Interactive Writing: Planning the Message How completely and independently does the child plan his/her written message? The child chooses words, a phrase, or a sentence from several suggested by the teacher. Lesson 10 17 25 32 The child chooses words, a phrase, or a sentence with guidance from the teacher. Lesson 10 17 25 32 The child suggests words, a phrase, or a sentence to write. Lesson 10 17 25 32 The child initiates several phrases or sentences to write. 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 my skills at different 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.
Reading Familiar Text How well is the child able to read modeled/interactive writing about the LES, and other familiar text in previous lessons? The moves his or her fingers randomly over the braille text as the teacher reads, without differentiating one word from another. Lesson 10 17 25 32 The speaks the text from memory while “pretend reading.” He/she may recognize known letters, alphabetic wordsigns, and other contractions that are pointed out by the teacher. Lesson 10 17 25 32 The child begins to match one spoken word to each braille word with teacher guidance. He/she may spontaneously recognize known letters, alphabetic wordsigns, and other contractions in the text. Lesson 10 17 25 32 The child reads familiar braille text with occasional prompting, matching one spoken word to each braille word. He/she uses known letters, alphabetic wordsigns, and other contractions to maintain an accurate match. 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.
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.
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
Alphabet Knowledge: Letter Identification How well does the child read letters of the alphabet (for example, those introduced in lessons or those in his/her name)? The child reads 1–5 letters. Lesson 10 17 25 32 The child reads 6–10 letters. Lesson 10 17 25 32 The reads 10–14 letters. Lesson 10 17 25 32 The child reads 15 or more letters 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: Writing Letters How well does the write letters introduced in the lessons? The child writes 1–5 letters. Lesson 10 17 25 32 The child writes 5–10 letters. Lesson 10 17 25 32 The child writes 10–14 letters. Lesson 10 17 25 32 The child writes 15 or more letters. Lesson 10 17 25 32 Number Reading How well does the child read the numbers introduced in the lessons? The child reads 1 to 2 numbers within the range of 1–10. Lesson 10 17 25 32 The child reads 3–5 numbers within the range of 1–10. Lesson 10 17 25 32 The child reads 6–8 numbers within the range of 1–10. Lesson 10 17 25 32 The child reads all numbers from 1–10 presented in random order. Lesson 10 17 25 32