You are right because both are called STAR tests. As part of AR, there is a
computer reading test that students can take that supposedely levels them after
they respond to about 25 multiple questions. Students in my school are
supposed to take this 3 times a year. The teachers can simply prin
Who publishes the Sue Hendricks book...do you a title yet? Thanks.
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1.
Starting With Comprehension: Reading Strategies For The Youngest Learners by
Andie Cunningham and Ruth Shagoury (Paperback - Jan 2005)
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I think I agree, and one of the reasons is that sometimes when adult groups
get together, they choose to do the very same thing. Sometimes it's part
where the language is lifting, sometimes it's to clarify, sometimes it's to
review for the group with some punch, sometimes they just like to hear
If they're non-identifiable, they might help this list because of the
relationship between teaching comprehension strategies and real books,
compared to books used in direct instruction and attempting to teach
multiple strategies there.
Oops, I should have added to post that I would rpefer yo
I think expecting them to make more than one years growth is reasonable.
Judging the teacher, school, program alone if they do not, isn't reasonable.
Debbie
[EMAIL PROTECTED] wrote:
Pat
With all due respect, I don't agree. I work with the strugglers and I have
to believe that what I do can i
On Jul 22, 2007, at 5:48 PM, Patricia Kimathi wrote:
> I wonder about this. I have 2nd graders, they didn't learn it from the
> first grade teacher, she is next door. where do they get it from?
> Pat K
> On Jul 22, 2007, at 5:04 PM, ljackson wrote:
>
>>> What about when students are
>>> in lit
I think we really put this in perspective when we consider the alternative.
What teacher is going to discourage the child from reading out loud in or to a
group of peers. We wouldn't do that, right? So, this tells me to let it happen.
It's such and incredible moment of interaction and community.
Your frustrations are well placed, and this is exactly what Allington says in
his book. He has some good suggestions for using volunteers, paras, etc. He
says that the teachers should be delivering the lessons, and the others should
be monitoring independent reading, etc. He also suggests giving
Kathy -
I'm not sure which title you're referring to (I do remember some conversation
earlier in the week about the source you're looking for).?
One of our elementary schools piloted the materials "Making Meaning" which you
can read about at the following website.? The teachers loved it - the
That was my thinking--it really seems an extension of this kind of spontaneous
interact which seems a whole different ball
game compared to old fashioned read aloud.
Lori
On Sun, 22 Jul 2007 19:26 , Joy <[EMAIL PROTECTED]> sent:
>Would this be considered partner reading?
>
>Bonita DeAmicis [EM
Would this be considered partner reading?
Bonita DeAmicis <[EMAIL PROTECTED]> wrote: Question for the passionate round
robin folks. What about when students are in literacy groups and they CHOOSE to
read together round-robin style? Thoughts on this?
:)Bonita
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Thank you for the kindergarten/primary resources. I'll pass these titles along.
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There is a book coming out this fall by Sue Hendricks. This may not be the
book you are thinking of, but I would strongly recommend this as I have had
the opportunity to observe in her classroom and she is a gifted kindergarten
teacher.
Lori
On 7/22/07 7:19 PM, "[EMAIL PROTECTED]" <[EMAIL PROTE
Kathy
You want the book Starting With Comprehension.
Jennifer
In a message dated 7/22/2007 9:20:00 P.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
I need some help...
My literacy coach will be working with the kindergarten and primary team to
implement MOT strategy instruction this y
I need some help...
My literacy coach will be working with the kindergarten and primary team to
implement MOT strategy instruction this year. I remember from a previous post
that there is a resource written specifically for Kindergarten (or at least
primary). Does anyone remember the title so
I just think it is a variation on buddy reading and that it is a very
different matter when it is child initiated.
:Lori
On 7/22/07 6:48 PM, "Patricia Kimathi" <[EMAIL PROTECTED]> wrote:
> I wonder about this. I have 2nd graders, they didn't learn it from the
> first grade teacher, she is next
I so agree with you...I know it is harder than wishing them to do better. I
simply reacted to something in the previous emails that seemed to write these
kids off. Part of what I have been battling all along is the view that we
send kids to special ed and write them off...that has been the
I hear your frustration. The kids would be better with you than pulled out
with an IA.
Well, here is an avenue for you. We have been told that you can't
discriminate against special ed students because of their disability. Our
school system
attorney says so. SO...as reading specialist,
I wonder about this. I have 2nd graders, they didn't learn it from the
first grade teacher, she is next door. where do they get it from?
Pat K
"to be nobody but yourself -- in a world which is doing its best, night
and day, to make you like everybody else -- means to fight the hardest
battle
Jennifer,
I agree with you that we must bridge the gap for these kids who come to us
already a year or so behind. But my total frustration with what is going on
today is that the attitude seems to be that we can TEST them into being
smarter. No money, programs, resources are being applied
Joy and all:
I actually prefer the Stieglitz Reading Inventory because it contains a
phonemic awareness section with subsections for PA skills developmentally
(rhyme,
blend, locate, segment). I got my copy used from Amazon.com for around
$20.00. The Stieglitz also has lower level passage
Cathy,
Thank you for coming out to help me!
You gave me a good picture of what I have to do.
I teach at a small charter school, so I do not have QRI available. What would
you suggest in it's place?
I like your goal of finding interventions. Is this something you'd feel
comfor
I also use the memos function of handhelds to track my student conferences
duing writer and reader workshop. I made one memo for each student, so on the
memo list (in a single category), I have a table of contents by student name.
When I meet with a student I hit their memo, add the date, and
Choice matters...
Lori
On 7/22/07 4:47 PM, "Bonita DeAmicis" <[EMAIL PROTECTED]> wrote:
> Question for the passionate round robin folks. What about when students are
> in literacy groups and they CHOOSE to read together round-robin style?
> Thoughts on this?
>
> :)Bonita
>
>
I think is very sound advice.
Lori
On 7/22/07 3:50 PM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote:
> Hi from a listserv lurker:)
>
> I am a Title I Reading teacher and have been learning how to document
> interventions in an instructional/child study team acceptable manner and have
> also
Oops, I should have added to post that I would rpefer yous end those horror
stories to my address and not the whole list:
[EMAIL PROTECTED]
Bonita DeAmicis <[EMAIL PROTECTED]> wrote:
> Hi All, I put out the call before and only a few caught it. I am collecting
> any stories you may have
Question for the passionate round robin folks. What about when students are in
literacy groups and they CHOOSE to read together round-robin style? Thoughts
on this?
:)Bonita
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I'm going to butt in here. I've been reading these posts, and I think you all
are talking about two different tests.
My understanding of the thread is that one is associated with Accelerated
Reader, and the other is a test given to students in California. Or maybe I'm
mistaken?
[EMAIL PRO
Thanks for this informationwhat a great site!
On 7/21/07, ginger/rob <[EMAIL PROTECTED]> wrote:
>
> OH MY GOSH Thanks go out to Michelle for pointing us to her teacher
> links on her website!!
> Here is Michelle's site if you missed it: www.mrstg.com/teacher_links.htm
>
> Some of you
If your district doesn't have a form for you to use, then just use computer
paper and write date, what you did, time spent, etc. That's what a friend
did when she did an intervention - just kept sort of a log of what she did.
- Original Message -
From: "Joy" <[EMAIL PROTECTED]>
To: "M
Hi from a listserv lurker:)
I am a Title I Reading teacher and have been learning how to document
interventions in an instructional/child study team acceptable manner and have
also
been working hard to avoid getting stuck in a scripted intervention program.
The documentation needs to incl
What Really Matters to Struggling Readers
Maybe I'm asking the wrong question. Maybe I should be asking: How can I
document the interventions I've used with a particular student?
[EMAIL PROTECTED] wrote:
Joy,
I am with you 100%- there is no difference between good instruction and
int
Kathy, you might try the library at your nearest university or teaching
college. There's a possibility they may loan it to you throught your district.
[EMAIL PROTECTED]@aol.com
-Original Message-
From: [EMAIL PROTECTED]
To: mosaic@literacyworkshop.org
Sent: Sat, 21 Jul 2007 4:44 pm
Then, the problem is in the 'program' and in how we evaluate progress. My
interventions are adjusted, tweaked or even created from scratch to meet those
student needs and they include strategies and address the emotional side of
reading failure. Without addressing that emotional side, knowi
We also use the STAR test. I think the important thing to remember about it is
that it's basically a test of vocabulary. I watch my students as they test and
see the answers they pick. The missing word to one of the sentences is
"pantry". In our part of the country (SE New Mexico) very few peop
You are, now! I think we are on the same page.We need to judge progress
responsibly, but we need to expect that progress.
Jennifer
In a message dated 7/22/2007 1:49:38 P.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
I just don't think you grade level "mandates" are productive, but
t
Hi,
The best way I've seen "Test Prep" handled in a reading workshop format is
to make a chart of possible question stems that might be used to test the
skill that you are teaching. (Example for inference: "Why did do
___?") The chart should grow slowly as the year goes on. Spen
I'll check, it's at school, and I'm at home. I'll be going over later to feed
my fish.
"Hulke, Michelle" <[EMAIL PROTECTED]> wrote: Hi, Joy. I am facilitating a book
club with a coworker this coming week on this exact book. Did you read the new
edition? I'd love to see your thread on it.
Mich
I made mine from 3/4 inch PVC pipe and elbow connections. My ends swivel, too!
I think it cost me $7 to make 23. That was 5 years ago, so it might cost a bit
more now.
[EMAIL PROTECTED] wrote:A case of 24 costs $48.00.
I like these phones because the ends swivel.
Jeanne Coherd
Reading S
Thanks for the suggestion. You're right, it might be that she doesn't know any
other way. Maybe this, plus the other suggestions about modeling other
techniques will help. It may also help for her to be in my class at the
beginning of the year. She joined my team last May, right before the end o
In a message dated 7/22/07 1:22:05 PM, [EMAIL PROTECTED] writes:
> With all due respect, I don't agree. I work with the strugglers and I have
> to believe that what I do can improve their learning and accelerate it. What
> is
> the point of putting them in a program and pulling them out of the
Hi Maggie,
I am reading Test Talk right now, and I think it is great.
I teach third grade and we do a unit test after five stories.
I am going to take 1 day a week and follow their mini-lessons and
see if it helps. I am not through the whole book, but I do
think they have a lot of good points.
Jennifer,
I never said we shouldn't have high standards, although I can see how
my post sounded that way. What I rail against is the "requirement" that
an intervention should bring a child up more than one grade level in
one year. My objection to this is simply that 1. it might take more
t
Renee
I have always admired your posts and understand your passion for teaching
but I want to give you some food for thought. IF we measure growth using not
just standardized tests but also classroom based assessments and
observations...we still HAVE to try to move the kids that are this fa
I'm reading 'Whatever It Takes' by DuFour. The entire book focuses on this
issue of remediation vs. intervention and lays out plans for elementary to
high school.
E. L. in CT
-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED]
Sent: Sunday, J
Joy,
That is exactly what we have been told in our district. The intervention
should be something entirely different that you haven't done with the rest
of your students.
>
>
> Joy <[EMAIL PROTECTED]> wrote:
> > Does anyone have any ideas? Should I hold a few things back so I can use
> >
Pat
With all due respect, I don't agree. I work with the strugglers and I have
to believe that what I do can improve their learning and accelerate it. What is
the point of putting them in a program and pulling them out of the classroom
if they don't start to catch up! If they don't make a y
Hi all,
I am thinking about how to best prepare my kids for the state reading test
this year. I don't want to do a very traditional, "here are the 12 types of
questions and I'll cram passages down your throat for 12 weeks" approach -
I'd like to make it as authentic and workshop-esque as possible.
> I'm not sure what will happen next year because we are going to have
> to much more closely adhere to HM than we have in the past.
The thing that is so worrisome about this current movement for synthetic
phonics and direct instruction is that something has been added that is
different than
One of the best ways that I have used whisper phones is during spelling. the
kids exaggerate stretching the work out and the short vowels are much more
discernable between them.
** Get a sneak peek of the all-new AOL at
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Wow, very detailed. We have a test for ELD that is measured in increments like
this. I love it, although it's a lot of work. It's nice to be able to pinpoint
down to particular skills that each child is lacking. What if students are on
grade level. Do you use these tests for those student also?
Bev, I would love a copy of Shirley McPhillips essay.
Thanks,
Anne
-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Beverlee Paul
Sent: Saturday, July 21, 2007 1:26 AM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] serendipity RE writers' workshop OT
On Jul 21, 2007, at 9:31 PM, Tami wrote:
> In Title 1- when I used to do my annual report- we had to assess the
> kids
> using a standardized test. All kids being served in our program were
> expected to progress MORE than one year- as -they are receiving reading
> instruction in the regular cl
Joy,
I am with you 100%- there is no difference between good instruction and
interventions. Good teachers differentiate all the time(interventions). I
think the difference is the documentation of it and the pre and post testing
of
the results of interventions.
What book did you read b
Effective ways to convince people not to do round robin reading are
research, alternatives and to have them recall their own personal experiences.
In
addition, they need to understand that there is a need for oral practice, but
not in the manner of round robin reading.
Maxine
_http:/
On Jul 21, 2007, at 1:14 PM, Joy wrote:
> I'm wondering about how to differentiate between good instruction and
> interventions after rereading Allington. My class this year spans the
> wide divide. I have several who could probably enroll in college and
> handle the reading load, and several
Joan (and anyone else interested) .
It is true that until tests are changed, students will take them, and
it is a given. That does not make the tests valid, reliable, or
educational. My worry is about those who buy into the whole test game
and give it more importance and meaning than it des
Joy <[EMAIL PROTECTED]> wrote:
=
I'm wondering about how to differentiate between good instruction and
interventions after rereading Allington. My class this year spans the wide
divide. I have several who could probably enroll in college and handle the
reading load, and sever
There are two and only two reasons for students to read orally. Performance
and assessment. Performance means that the students has looked at the text
and had time to practice. I have a hard time understanding why this is
still going on. Leadership is looking the other way.
This needs to be e
On Jul 22, 2007, at 6:29 AM, [EMAIL PROTECTED] wrote:
> In my opinion STAR is strictly assessing vocabulary. There is no
> assessment
> of higher level thinking skills within the context of a real story.
>
> Rosie
Rosie,
You are exactly right about this, and it's one of the reasons I think
I bought some over the ear whisper phones with a grant last year. I bought
them through homeroomteacher.com they are considerably more expensive than the
CANDL foundation phones, but I like them because the little ones struggle
holding the phone and reading. I also use them in writing workshop
Whisper phones can be bought from CANDLfoundation.com.
A principal can obtain 6 free.
A case of 24 costs $48.00.
I like these phones because the ends swivel. A student can read into one end
and I can swivel the other
end to my ear and hear the student reading aloud. The noise in a classroom i
In my opinion STAR is strictly assessing vocabulary. There is no assessment
of higher level thinking skills within the context of a real story.
Rosie
** Get a sneak peek of the all-new AOL at
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We can rail against standardized tests all we want, but our students will take
them anyway. People opposed to the tests can work to get them changed, but
until they are changed, it doesn't matter how much we complain. California
students will take the Standardized Testing and Reporting test (S
In a message dated 7/22/07 12:32:02 AM, [EMAIL PROTECTED] writes:
> In Title 1- when I used to do my annual report- we had to assess the kids
> using a standardized test. All kids being served in our program were
> expected to progress MORE than one year- as -they are receiving reading
> instru
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