I am forwarding this from Michele [EMAIL PROTECTED] Ginger moderator ++++++++++++ I am a 5th grade teacher in a K-5 school that is in the second year of Reading First. This year all students were given the DIBELS assessment. We are also required to ability our students and move them according to their reading levels. Prior to a month ago, 4th and 5th grade teachers used the state reading assessment from last year to decide on which reading group to place them in and adjusted within a couple of weeks. Starting about a month ago, our principal changed our groups based only on the middle-of-the-year DIBELS score. I am teaching a group of 30 students who scored at the highest levels of fluency. Some are identified gifted others are reading at or above their grade level. I lost 10 students who had met or exceeded last year's state reading assessment to lower groups based only on their fluency levels; comprehension was never considered.
Prior to the change I had been using literature to teach reading, working my way through the comprehension strategies. At the time of the change we were mandated to use the Scott Foresman Reading Street curriculum solely. We were told that reading chapter books "would not be a good use of their time." I must, therefore, fill their independent time with worksheets. We were told yesterday that they could not independently read at any time during their reading time as silent reading would not help to increase their oral fluency rate. All students must partner read with both reading aloud at the same time. I have kids who have lexile scores in the 900s...this is so completely ridiculous that I feel as though I have been dropped into the Twilight Zone. I am looking for research at I can use at the school and district level that will add some flexibility to our program. I have no reason to believe the principal will change her mandates without someone above her telling her to. Our school is 100% free/reduced lunch with almost 70% English Language Learners. Our parents don't typically speak up, although I'm working on that. So, there it is. I understand that this may be a trend, but I'm hoping there is some research about how important oral fluency is, also, as that is what we use in the "real world" as literate people. Many thanks for any help you can provide, Michele Ford 5th grade, Oregon _______________________________________________ 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.
