{"id":9538,"date":"2022-04-21T11:05:02","date_gmt":"2022-04-21T15:05:02","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=9538"},"modified":"2022-04-21T11:05:02","modified_gmt":"2022-04-21T15:05:02","slug":"monitoring-progress-for-small-group-shared-reading","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/toolkit-grade-1\/monitoring-progress-for-small-group-shared-reading\/","title":{"rendered":"Monitoring Progress for Small-Group Shared Reading"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\t\t\n\t\t<p>Although detailed diagnostic assessment is not viable during whole-class Shared Reading sessions, you can assess students\u2019  progress when working with small groups by observing their comprehension, book-handling, print-tracking, and word-solving behaviours. Remember, however, that you will be observing students as they read familiar texts; the observed behaviours may or may not be apparent when they encounter new texts. <\/p>\n\t\t<p>Students who are ready to move from Small-Group Shared Reading to Guided Reading will exhibit many of the following beginning-reader characteristics. Consider Guided Reading for those students who<\/p>\n\t\t<ul>\n\t\t<li>understand that print holds a message <\/li>\n\t\t<li>can retell information from the text <\/li>\n\t\t<li>use picture cues to support comprehension and word solving <\/li>\n\t\t<li>demonstrate good book-handling concepts <\/li>\n\t\t<li>display some control over directionality concepts (e.g., know where to start reading and how to sweep left to right) but may be uncertain about line movement and inconsistent in word-by-word matching <\/li>\n\t\t<li>locate some words around the classroom (e.g., names, special signs, words in chants and poems) <\/li>\n\t\t<li>notice some print details (e.g., \u201cThat starts with \u2018M\u2019 like my name.\u201d) <\/li>\n\t\t<li>have developed memory for the text of predictable books and can check some graphic features <\/li>\n\t\t<li>use language cues to make predictions <\/li>\n\t\t<li>match some letters to sounds <\/li>\n\t\t<li>can read a text while handling an individual copy of the book in Small-Group Shared Reading (phase three) <\/li>\n\t\t<\/ul>\n\t\t<p><br>\n\n\n<\/p><div id=\"Section-Two\" class=\"section\"><\/div>\n\n\n\t\t<h2 id=\"Moving_Towards_Guided_Reading_Checklist\" class=\"Heading3\">\n\t\t<a name=\"grChklist\" id=\"monitorProgress2\"><\/a>Moving Towards Guided Reading Checklist <\/h2>\n\t\n\t<p> The <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/toolkit\/movingtoguidedrdg_chklst.pdf\" target=\"_blank\" rel=\"noopener\">Moving Towards Guided Reading Checklist<\/a> lists some of the early reading concepts and behaviours that students need to master. You can use it to jot down quick observations for each student after a Small-Group Shared Reading session. These observations will help you plan future instruction and determine when students are ready to move on to Guided Reading. <\/p>\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Although detailed diagnostic assessment is not viable during whole-class Shared Reading sessions, you can assess students\u2019 progress when working with small groups by observing their comprehension, book-handling, print-tracking, and word-solving behaviours. Remember, however, that you will be observing students as they read familiar texts; the observed behaviours may or may not be apparent when they [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":9518,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-9538","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9538","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/comments?post=9538"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9538\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9518"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=9538"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}