Hi Tim,

Are you presenting in the Central Ohio area this year?
 I am interested in your Fluency and Assessment
research.  I am the Literacy Specialist in my building
and would like the teachers I work with to hear and
apply your research using the Assess, Plan, Teach
instructional cycle.

Thanks,

Ann
--- "RASINSKI, TIMOTHY" <[EMAIL PROTECTED]> wrote:

> Nancy Padak and myself developed an assessment
> system we call Three-Minute Reading Assessments,
> Grades 1-4, and 5-8  (Scholastic).  It is quick
> assessment that is a cross between running records,
> informal reading inventories, and DIBELS.  From a
> few minutes of reading teachers can get a sense for
> their students' word recognition, automaticity in
> word decoding, expression/prosody, and
> comprehension.     We purposefully made it a quick
> assessment because we know that time is precious in
> classrooms and that time given to assessment is time
> taken away from instruction.
>  
> Timothy Rasinski 
> 404 White Hall 
> Kent State University 
> Kent, OH  44242 
> 330-672-0649 
> Cell -- 330-962-6251 
> FAX  330-672-2025 
> [EMAIL PROTECTED] 
> informational website: www.timrasinski.com 
> professional development DVD: 
> http://www.roadtocomprehension.com/
>
<https://exchange.kent.edu/exchweb/bin/redir.asp?URL=http://www.roadtocomprehension.com/>
>  
> 
> ________________________________
> 
> From: [EMAIL PROTECTED] on behalf
> of Joy
> Sent: Wed 6/27/2007 6:17 PM
> To: Mosaic: A Reading Comprehension Strategies Email
> Group
> Subject: Re: [MOSAIC] Corrections/assessment
> 
> 
> 
> So now I am going to ask a very "dumb" question.
> Where do you get these assessments? My school does
> not use textbooks, and we don't have a reading
> "program." We rely on the results from the Iowa
> Test, and the NC EOG tests. Both of these are not
> good for informing my instruction. By the time I get
> these results, it is too late!
>   
>   GASP, I have used DIBELS, but before we go on
> about DIBELS, remember that I am using it very
> carefully and purposely. I do DIBELS much like
> running records, recording all sorts of information
> about the kind of reading the students do. I don't
> have any money to invest, so whatever I do must be
> readily available.
>   
>   I've thought about MPIR, but it seems rather
> cumbersome. Does it feel more natural after
> administering it several times? I conference with my
> students daily; next year with 14 students in my
> class I think I will actually get to them two or
> three times a week!
>   
>   I'm really interested in doing better with
> asessment so I can plan better more purposeful
> lessons that get to the heart of what my students
> need. I welcome comments, suggestions, and HELP!
>   
>  
> 
> 
> 
> 
>                 Joy/NC/4
>   [EMAIL PROTECTED]
>   How children learn is as important as what they
> learn: process and content go hand in hand.
> http://www.responsiveclassroom.org
> <http://www.responsiveclassroom.org/> 
>   
> 
> 
> 
> 
> 
> 
> 
> 
> 
>       
> ---------------------------------
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> 
> 
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> 



       
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