As with the other pages hidden here in the Biblio (for my easy access) — this page is still being developed and edited.
This page gives you printable versions of charts for keeping track of and guiding children’s progress through The Steps. Examples describe how to use them in the classroom. But most are also helpful for guiding one child at home.
Skills At Each Step
You’ve already seen the Overview of Key Words and The Steps, shown opposite. The two charts below deal with the skills developed at each of the 6 Steps.
For instance, with this first one, you can see at a glance what the child is learning at each Step:
This second chart helps you decide when a child is ready to move forward:
Brief Directions For Each Step
Below are PDF versions of cards I used as “prescriptions” for anyone taking a child’s dictation.
In the classroom, they can also be used to communicate with others helping you with Key Words.
You can copy each page on sturdy card stock and cut them in half, leaving just one Step on each card. Then place the appropriate card on each child’s word ring.
This shows anyone taking dictation what Step that child is on — and reminds them how to work with a child at that Step.
Click here to print the Cards For Word Rings below.
Tips For Working With More Than One Child
Following are some things to consider if you’re working with more than one child — whether at home or in a classroom.
Keeping Track Of and Reporting Each Child’s Progress
This blank version of the Overview chart makes it easy to keep track of each child’s progress and standing.
You begin by writing each child’s name under the Step they’re currently on. Then later, when you move a child forward, cross their name off, and write it and date in the next Step.
Using this chart — in combination with the two new ones shown above — tells you three things. You can see exactly where each child is in the Steps, what skills they’re working on, and what will come next.
Having this information at your fingertips allows you to keep track of and guide each child.
Be Sure You’re Not Overlooking Anyone!
When I began developing this approach, I kept all this “in my head.” And I did a pretty good job of noticing and remembering who needed to meet with me next.
But with an individualized program for close to 30 students, I decided I should develop a way to be certain I was not overlooking anyone.
So I began using a class chart for this, with names on the left and dates at the top.
I would make a forward slash under the date beside the names of the children I needed to see soon. Then later, I would make an X, under the date I actually met with them.
Following is when I used this chart.
First, I always called 4 or 5 children to my table at the beginning of the Writing Work Period. As I worked with each, I placed a slash by those I needed to see again the following day.
Once I finished with those few, I spent the remaining time circulating, observing, and interacting with others as they worked. Then at the end of the period, I marked on the class chart those I’d note those I met with and those still needing more attention.
Finally, while sitting alone after school, I could also look over the chart to see whether too much time had gone by since I met individually with a particular child and mark a slash by those.
Then if I found long gap beside the someone I couldn’t account for, I would place a slash by their name. With that, I was finally ready to make a list of children to call to my table the following morning — and those I’d keep an eye on when circulating.
Give Attention According To Need In A Child’s Work
Holding myself accountable with the class chart was important. For I did not call children to me at regular, pre-determined times. Instead, I gave them special attention as the need arose in their work.
I chose to spend my own time in this way because children usually only need our help during the times they’re ready for something new. For they tend to grow in an uphill, stepping-stone sort of way. And it’s when they’re ready to move up, that they can use our help.
That is, they need extra attention during times they’re ready to take a Step forward. Then when they’ve reached that next Step/plateau, they coast for awhile as they absorb and practice something new on their own.
So spending time with a child when they don’t need it can be a waste of scarce teacher time, as well as unnecessary interference for the child.
Therefore, I needed this chart to hold myself accountable for being there when a child needed my guidance.
So bottom line —
Equal concern for all children does not call for equal time and attention.
It calls for equal consideration —
And then for attention according to need as it arises in their work.
So the adult in charge needs a way to make sure every child is being considered.
A Shift In Thinking About the Role Of Teacher
Running a completely individualized program is a challenge. Especially if the group is so large that you can’t be the one writing Key Words for every child.
Working through it with almost 30 children, I eventually came to see my role as similar to that of a doctor. I was prescribing treatments for others to carry out.
So the Steps served as my prescriptions. And the treatments I prescribed were provided by aides, cross-age tutors and/or volunteers. And these charts were a way to keep track of all that.
For more about how I organized all this and how it worked in real time, see Student and Teacher Work Cycles and more, in link to discussion of this in Classrooms: Control, Work Cycles, and A Day In the