Sally...you have described the tools we have used here to first screen students for reading difficulties. We then determine root causes for reading difficulties with more specific instruments such as phonemic awareness inventories, letter/sound tests, etc. if the screenings show decoding difficulties. For comprehension, we sometimes need to consider whether or not the comprehension issues are due to lack of strategy knowledge OR something else, like poor vocabulary, poor fluency etc. Not all kids with fluency problems have comprehension problems...but there are some kids who spend so much mental energy decoding that the comprehension suffers as a result. Those students have different intervention than those kids who decode beautifully but understand nothing because they fail to understand that they should be thinking while reading!! Every kid is so different and learns so differently... it is just so important for us to realize that when we work with kids. In our district, we only use an outside 'screener' (TPRI- Texas Primary Reading Inventory) in Kindergarten which does a great job identifying which kids could potentially be at risk. TPRI avoids nonsense words and timed tests, but does assess phonemic awareness and letter/sound knowledge and listening comprehension early on and has helped us identify kids who need extra attention at the beginning. It is quick, down and dirty, and does not encourage inappropriate instructional techniques such as teaching for speed... Jennifer L. Palmer Instructional Facilitator, National Board Certified Teacher (EC Gen) Magnolia Elementary School (Home School) 901 Trimble Road, Joppa, MD 21085 Phone: (410) 612-1553 Fax: (410) 612-1576 In EVERY child...a touch of GREATNESS!!! Proud of our Title One School! Norrisville Elementary School 5302 Norrisville Rd White Hall, MD 21161 Phone: 410-692-7810 Fax: 410-692-7812 Where Bright Futures Begin!!!
________________________________ From: mosaic-bounces+jennifer.palmer=hcps....@literacyworkshop.org on behalf of Sally Thomas Sent: Sun 10/9/2011 10:09 PM To: mosaic listserve Subject: Re: [MOSAIC] title 1 reading - help I wonder why special screning tools would be necessary if we use miscue analysis, words knowledge assessment (Words Their Way), observations, comprehension rubrics informally ala Keene etc. Those are part of ongoing classroom assessment. I would think a teacher would know strengths and needs and wouldn't need outside tools! Sally On 10/9/11 6:12 PM, "Dear" <threedc...@aol.com> wrote: > I've been following this conversation and I am wondering what screening tools > people are using to identify students' needs. > > > Sandy > > > > -----Original Message----- > From: Palmer, Jennifer <jennifer.pal...@hcps.org> > To: Mosaic: A Reading Comprehension Strategies Email Group > <mosaic@literacyworkshop.org> > Sent: Sun, Oct 9, 2011 1:10 pm > Subject: Re: [MOSAIC] title 1 reading - help > > > Cathy...this is a model that works really well in Maryland too. Find root > causes > behind kid's difficulties and address them. NOT all struggling readers need > phonics. Sometimes, it helps to also think about how kids learn when grouping > for intervention... > > Jennifer L. Palmer > Instructional Facilitator, National Board Certified Teacher (EC Gen) > > Magnolia Elementary School (Home School) > 901 Trimble Road, Joppa, MD 21085 > Phone: (410) 612-1553 > Fax: (410) 612-1576 > In EVERY child...a touch of GREATNESS!!! > Proud of our Title One School! > > Norrisville Elementary School > 5302 Norrisville Rd > White Hall, MD 21161 > Phone: 410-692-7810 > Fax: 410-692-7812 > Where Bright Futures Begin!!! > > ________________________________ > > From: mosaic-bounces+jennifer.palmer=hcps....@literacyworkshop.org on behalf > of > demiller...@aol.com > Sent: Sun 10/9/2011 5:35 PM > To: mosaic@literacyworkshop.org > Subject: Re: [MOSAIC] title 1 reading - help > > > > > I work in a Title I school as a Title I Reading Teacher. We screen students > individually and plan their intervention based on their specific needs. Some > children are grouped for only comprehension, some for specific decoding > strategies, some for phonological issues (yes, even older kids) and some for a > bundle of combined skills. > > > Cathy > upstate NY > > > -----Original Message----- > From: Racine Stefancic <5...@suddenlink.net> > To: Mosaic: A Reading Comprehension Strategies Email Group > <mosaic@literacyworkshop.org> > Sent: Sun, Oct 9, 2011 8:59 am > Subject: Re: [MOSAIC] title 1 reading - help > > > Rhonda, > ast year we implemented a new program at our school (K-8, but this program > as for the 6-8). We knew the students had strong comprehension skills, but > e noticed that this was only true orally. The kids could apply the > trategies, but could not read the words! Our principal backed up and we > ssessed all struggling middle schoolers. What we found was that many had > ery weak phonics skills. The decision was made to use the reading > nterventionist for the middle school to teach specific phonics lessons to > roups using explicit phonics instruction. We also used phonics instruction > nto the daily lessons (yes, middle school). The result was that our state > est scores for middle school increased 15%. The program was the Ashlock > xplicit strategies, Phonics for Reading, QPS to test....etc. Just my two > ents. > acine > ---- Original Message ----- > rom: "Rhonda Brinkman" <rhonda.brink...@sendit.nodak.edu> > o: "Mosaic: A Reading Comprehension Strategies Email Group" > mosaic@literacyworkshop.org> > ent: Saturday, October 08, 2011 8:09 PM > ubject: [MOSAIC] title 1 reading - help > > Hello everyone, > > We JUST received our first Title 1 monies at the middle school level. It > is for targeted students only. We proposed that the Title 1 reading > teacher would use the balanced literacy approach. We are interviewing and > hiring this week. Please help with ideas on how this could work > effectively. I will take any and all suggestions. What works and doesn't > work. With school on its way we need this baby up and running brilliantly! > > > Thanks in advance! > > > Rhonda > > > _______________________________________________ > 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 > > > > ______________________________________________ > osaic mailing list > os...@literacyworkshop.org > o unsubscribe or modify your membership please go to > ttp://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 > > > > > > _______________________________________________ > 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 > _______________________________________________ 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
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