“Look at this! It’s so good! So good! She did so good.” One teacher shows me a reading assessment done with one of her kindergarteners. I listen and look as she points out all that this young reader can do independently.
“Look at this. It’s not so good.” A teacher says to me in the hallway, holding an assessment capturing where another developing kindergarten reader is at. I listen and look as she points out what this reader did do and what she needs more instruction on.
“He started the year with 4 letter names and 1 sound.” Another teacher says to me at our planning meeting. “Look at what he knows now!”
There has been rich teaching and learning going on across these kindergarten classrooms. The classroom teachers have been working since September to not only welcome their new students, but to know each of them individually as readers and writers. I’ve been lucky to be part of the journey with these teachers, with these children. I’ve been lucky to share in their excitement, their wonderings as well as their planning.
Throughout the year, we stop to reflect together on where children started and we gain insight into their progress, their strengths, their goals. Stopping to reflect on the work allows us together, as a team of teachers, to make decisions on how best to continue to plan for, teach, and support not only each developing reader, but each other.