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When you give the cvc skill monitoring test and some students sound out each word and are accurate, but slow, do you still move them on? How does reading the cvc words fluently fit into this? What about if they sound them out and them read blend them?
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We will be addressing progress monitoring in December so you'll receive more information then and we'll talk through some scenarios and this would be a great one to bring up.
In the meantime, I think it's important to consider these questions:
Are the students automatic?
Are the students accurate?
What do you want the student to be able to to do when reading a text?
To build automaticity, consider the Generalized Practice suggestions at the end of the intervention. It sounds like these students understand how to read a CVC word, they just need more practice with actually reading the words without blending them first.
Please let me know if you have any other questions.