I observed some wonderful work focusing on fluency. In a computer lab at one of our schools, they are using Garage Band to allow kids to read works--their own and that of others--into the program. They purchased these snazzy headsets that are both microphone and headphones, allowing an entire roomful of kids to record simultaneously. The microphones are sensitive enough to pretty much only pick up the voice of the speaker. The children play back and re-record until they are satisfied. Most recently I watched them recording original Halloween poetry, which they later added spooky soundtracks and sound effects to! I thought about how this technology could support teachers in assessment--and recently demonstrated to a miscue class how to use the technology to capture the audio recording they will need to miscue.
Lori On 10/28/07 7:12 AM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: > > Heather and all, > I agree, we should not hold students back because of their fluency level. I > use the DRA2 alwo to test for comprehension, accuracy, fluency, metacognition > etc. For the student who needs practice at increasing their fluency, I use a > camera attached to my computer. Students read to the camera. They then watch > themselves read and use it as feedback to help them become aware of their > reading and for some reason it helps to increase their fluency. Howwever I do > not use the fluency as a reason for holding them back. These students are > aware of their oral reading and want help with it. I know this because one of > the questions in the DRA2 asks about strengths and weaknesses in their reading > skills. Students have another opportunity to tell me how their reading is > progressing when they reflect on the metacognitive portion of the assessment. > I have had students tell me they want to learn how to read faster so they can > read more books. This is a good goal, but I tell them not to sacrifice > understanding for speed. > Michele Polselli NBCT 06 PMS Literacy Coordinator & Grade 6 ELA & SS Teacher > ---- Heather Wall <[EMAIL PROTECTED]> wrote: > > ============= > Lori, > > I saw this email you posted about 2 weeks ago and I have to say that I see the > same thing with our ELL Hispanic students that you're seeing with your Native > American students. Their fluency scores are often what holds them back from > advancing to the next level. We've gone around in circles about this one, but > we've finally decided that we're going to use the DRA to find their > independent reading level, and give the DRA strictly correctly, but use info > from the DRA PLUS our own best judgement to form guided reading groups. > Meaning, if the child can comprehend and decode at a higher instructional > level, but the fluency is not necessarily there, we won't let the fluency hold > us back. Does this make sense? So, for instance, a kid might score at a level > 16 according to the DRA (b/c of fluency issues) but really be able to read and > compreehnd at a level 20 in their small group guided reading instruction. > > All this to say, I see what you're talking about, and I think 2nd language > learners have different issues concerning fluency... > > Heather Wall/ Instructional Coach/ Georgia > NBCT 2005 > Literacy: Reading - Language Arts > > > > ----- Original Message ---- > From: ljackson <[EMAIL PROTECTED]> > To: Mosaic: A Reading Comprehension Strategies Email Group > <mosaic@literacyworkshop.org> > Sent: Friday, October 12, 2007 9:28:01 AM > Subject: Re: [MOSAIC] DRA > > We have a two week testing period and teachers are given six weeks to > establish instructional routines before this testing is done. Normally, I > think our staff would have had no difficulty with a two week window, but the > new DRA has rocked boats as the fluency requirements are dropping kids level > after level. I have faith that they will meet their testing deadlines, but > unfortunately it has been far more stressful. > > I do have a question for you all, those using DRA at any rate. We work with > a Native American population and I have some concerns regarding the cultural > appropriateness of relying exclusively on rate to determine whether or not > to continue or discontinue the test. The closer our children are to their > Native language (we have very few speakers, but the patterns of the language > continue to impact children), the more thoughtful and reflective their > speech patterns are. I would not at all describe them as dysfluent, but it > simply not a cultural norm to value speed in speech. We are administering > the test strictly this first time out but having administered about 25 > myself in the last two weeks, I have have noticed that for children who fall > into that instructional, or second gray range, about 50% of them would fall > into acceptable ranges (solidly, I might add) when other factors in the > rubric are evaluated. Has anyone else had experience working with this > instrument with Native Americans or other ethnic groups? Have you noticed > any similar issues with rate? > > Lori > > > On 10/12/07 6:14 AM, "kandrews-babcock" > <[EMAIL PROTECTED]> wrote: > >> Michele, >> Our school also does not provide subs, students are expected to be doing >> independent work (rigorous and meaningful work of course) while the DRA's >> are being administered. It's crazy but if you can have a 4 week testing >> window to get everyone done, that's a bit easier. Then you can do some >> lessons and testing in between. Good luck! >> Kelly AB >> >> >> On 10/11/07 11:37 PM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: >> >>> Kelly, >>> We don't have enough time! Our principal won't even get subs so that we can >>> test. We have to be "creative" when we get the time to test the fluency. >>> Then, once I get everyone in a book, we do the independent work all at one >>> time, like a testing session. I'm going to feel sorry for myself for a >>> minute. >>> I had to get 29 hours worth of testing done and I have 1 hour and 50 minutes >>> of planning time A WEEK (not counting lunch). It's a good thing that I like >>> this job. LOL. Thanks for the info. about the DRA2. >>> Michele >>> >>> >>> >>> ************************************** See what's new at http://www.aol.com >>> _______________________________________________ >>> Mosaic mailing list >>> Mosaic@literacyworkshop.org >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >>> >>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >>> >> >> >> _______________________________________________ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> > > -- > Lori Jackson > District Literacy Coach & Mentor > Todd County School District > Box 87 > Mission SD 57555 > > http:www.tcsdk12.org > ph. 605.856.2211 > > > Literacies for All Summer Institute > July 17-20. 2008 > Tucson, Arizona > > > > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > -- > Michele Polselli NBCT '06 > Literacy Coordinator & Grade 6 ELA/Humanities Teacher > Portsmouth School Dept. > Portsmouth, RI 02871 > [EMAIL PROTECTED] > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
