That site is so great, thanks for the share. For those of you who do reader's workshop-- I am a bit overwhelmed with management. How do you decide what type of responding the students are doing at any given time? Is it set up individually or as groups or whole class?
On Sun, Oct 2, 2011 at 9:13 AM, Maura Shea Sackett <maura...@gmail.com>wrote: > Try the Teachers' College Site. They have downloadable assessments. My > district just began using these. > > http://rwproject.tc.columbia.edu/resources/assessments/reading-assessments > > The assessments are accompanied by rubrics, good explanations for > administering them, and how to use them for assessing levels. > > Maura > 5/NJ > > On Sat, Oct 1, 2011 at 3:41 PM, <wr...@centurytel.net> wrote: > > > Hi Beverlee, > > What is DEAR? > > > > And what is the difference between independent level and high > instructional > > level? The names make them sound very different. > > Although my school gives various reading tests, we do not test for > reading > > level. Can anyone suggest a test I can use in the classroom for reading > > level so that I can determine what texts are right for my students? > > Jan > > > > > > Quoting "beverleep...@gmail.com" <beverleep...@gmail.com>: > > > >> And the other thing we'd do well to remember is the crucial piece in his > >> work reminding us that the material used absolutely needs to be at an > >> independent/high instructional level > >> in order for the child to continue to grow as a reader. If she's > reading > >> "below grade level" then it's very likely that all of the content books > >> are > >> too high, so little growth is likely there. Unless the books in readers' > >> workshop are carefully matched to the readers, we can't expect the kind > of > >> growth that needs to take place. Plus, there has to be quality > >> instruction. It so disappoints me in the [hopefully] rare instances when > a > >> teacher > >> creates what amounts to little more than DEAR, calls it readers' > workshop, > >> and then complains that workshop "doesn't work." So...be sure when > you're > >> looking at the research that you look beyond the conclusions to see how > >> the > >> research was set up, how the terms are defined, etcetera. And PLEASE, > >> some > >> of you, find a collaborator and do this research so teachers in ten > years > >> aren't still asking, "Where's the beef?" > >> Connected by DROIDVerizon Wireless > >> > >> > > > > ______________________________**_________________ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/**mailman/options/mosaic_** > > literacyworkshop.org< > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org> > > > > Search the MOSAIC archives at http://snipurl.com/**MosaicArchive< > 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 > > _______________________________________________ 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
