If my teachers go to more strategy based grouping, how would you suggest they keep track of the reading levels as the student advances? In my district, we have benchmarks (F&P) that students much reach and be tested on. Doing guided reading groups helps keep the teachers on track on when these benchmarks need to be completed.
Perhaps your teachers could check on F & P levels at the end of each grading period, or another period of time that works for them. My school checks them"officially" BOY, MOY and EOY, and teachers know they can use them “unofficially” whenever they feel is appropriate.
We like to use this sheet, and monitor most students three times a year. Our intensive students get monitored more frequently (once a month) http://www.thedailycafe.com/sites/default/files/legacy_files/datakeeping.pdf
| Title | Category | Replies | Views | Activity |
|---|---|---|---|---|
| Reading Rope | Miscellaneous | 1 | 905 | 1 year 12 months |
| Path Menu Kid Teacher | Miscellaneous | 0 | 706 | 2 years 3 weeks |
| Published curriculum | Miscellaneous | 0 | 981 | 3 years 7 months |
| Sound Walls | Miscellaneous | 1 | 1k | 3 years 10 months |
| Sound Walls | Miscellaneous | 0 | 1k | 3 years 10 months |
| Open Door Conversation . . . continued | Miscellaneous | 3 | 1k | 4 years 1 week |
| The Daily 5 in a High School Environment | Miscellaneous | 5 | 5.3k | 4 years 8 months |
| Resources for At-Home Learning | Miscellaneous | 6 | 2.2k | 4 years 9 months |
| Reading Readiness Skills | Miscellaneous | 0 | 1k | 4 years 9 months |
| Screening Letters And Sounds | Miscellaneous | 0 | 1k | 4 years 10 months |
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