sherri hulcher

Our principals are asking us to amp up the accountability of each of the Daily 5 areas. How do we know the children are really reading? What words have they really practiced? etc. Any ideas? It’s not just a matter of checking off that they’ve completed the “round”…it’s how do we know they’ve really focused and completed it?


11.25.2014

10y

1

2.1k

1
10y
Susan Bullock

“The proof is in the pudding”…I’d show the progress that each of my cuties is making in each area of literacy. Using the CCPensieve, I have data to support where my cuties started…where they have been…and where they are now. I’m also able to show how often I meet with each and the specific goals each is working on…as well as how those goals change as they make progress. All it takes is a conference with each to document progress and as long as my students are making progress toward grade level expectations and beyond…then I can show accountability. There is no argument with the progress that my cuties have made and are making and the CCPensieve makes keeping the data easier and more effective. I use the CAFE to teach specific strategies each week and then ask questions related to those strategies during conferences and strategy groups as appropriate. I love that D5 allows individualization of instruction…not just differentiated, but personalized for each kiddo. I imagine if your admin spends some time in your classroom and sees D5/CAFE/CCPensieve in action…the accountability question will be answered.

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