Re: [MOSAIC] readers workshop test taking
I second Pauline's thoughts. I would also add that I teach the QAR strategy at the beginning of the year and then we use this and other test taking strategies to answer questions in a test format throughout the year. We teach test taking as a separate genre. Kids need to know how the elements or characteristics of tests work , the same way they understand the elements of reading a mystery or any other genre . Linda On Feb 24, 2012, at 8:19 PM, Pauline K Nagle wrote: I would suggest teaching test taking as a genre, a type of reading that has a specific structure and way to comprehend it. Lucy Calkins has a good book about this, but I can't recall the name. I will find the title and send it to you. I think students need to learn how to tackle the text and how to handle the type of questions, and this must be taught as a skill set and practiced. But it does not need to take over your reader's workshop or reading instruction. You just need to teach how the comprehension skills they use in their independent reading texts can be applied on an excerpt and how the questions are asked. On Fri, Feb 24, 2012 at 6:58 PM, evelia cadet cadeteve...@hotmail.comwrote: As I have said before, this is the first year I am following the Reader's Workshop model. My district does not follow/support reader's workshop. I am lucky to have the freedom in my school to use any teaching structure I want. Out of almost 70 teachers, only 2 teachers in my school are doing reader's workshop. We are trying to convert the other teachers in our campus. They are noticing how our students are engaged in reading and are forming a reading community that is extending outside the classroom. However, people in my school are data driven (specifically standardized testing data), and they will not consider any instructional method, unless there is tangible evidence they drive results (standardized state testing). Ok, this was just the introduction, here is my concern. My students seemed to be enjoying reading and they are showing evidence of understanding/applying the comprehension strategies/skills we are working on in class. Nevertheless, when they take one of those practice test we are required to give, everything seems to go downhills. It is like they are unable to transfer what we are learning with authentic literature to the context of the test. I honestly don't know what to do. I know there are people in my school, including some in the administration, waiting to see what impact reader's workshop has on test results. Any ideas or advices. HELP!! Thank you. ___ 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
Re: [MOSAIC] readers workshop test taking
For a great article readNCTE 2002 article by Donna SantmanTeaching to the Test?: Test Preparation in the Reading Workshop. From, Philomena Philomena Marinaccio-Eckel, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: Linda DeGreen ldegr...@fairpoint.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sat, Feb 25, 2012 6:52 am Subject: Re: [MOSAIC] readers workshop test taking I second Pauline's thoughts. I would also add that I teach the QAR strategy at the beginning of the year and then we use this and other test taking strategies to answer questions in a test format throughout the year. We teach test taking as a separate genre. Kids need to know how the elements or characteristics of tests work , the same way they understand the elements of reading a mystery or any other genre . Linda On Feb 24, 2012, at 8:19 PM, Pauline K Nagle wrote: I would suggest teaching test taking as a genre, a type of reading that has a specific structure and way to comprehend it. Lucy Calkins has a good book about this, but I can't recall the name. I will find the title and send it to you. I think students need to learn how to tackle the text and how to handle the type of questions, and this must be taught as a skill set and practiced. But it does not need to take over your reader's workshop or reading instruction. You just need to teach how the comprehension skills they use in their independent reading texts can be applied on an excerpt and how the questions are asked. On Fri, Feb 24, 2012 at 6:58 PM, evelia cadet cadeteve...@hotmail.comwrote: As I have said before, this is the first year I am following the Reader's Workshop model. My district does not follow/support reader's workshop. I am lucky to have the freedom in my school to use any teaching structure I want. Out of almost 70 teachers, only 2 teachers in my school are doing reader's workshop. We are trying to convert the other teachers in our campus. They are noticing how our students are engaged in reading and are forming a reading community that is extending outside the classroom. However, people in my school are data driven (specifically standardized testing data), and they will not consider any instructional method, unless there is tangible evidence they drive results (standardized state testing). Ok, this was just the introduction, here is my concern. My students seemed to be enjoying reading and they are showing evidence of understanding/applying the comprehension strategies/skills we are working on in class. Nevertheless, when they take one of those practice test we are required to give, everything seems to go downhills. It is like they are unable to transfer what we are learning with authentic literature to the context of the test. I honestly don't know what to do. I know there are people in my school, including some in the administration, waiting to see what impact reader's workshop has on test results. Any ideas or advices. HELP!! Thank you. ___ 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
Re: [MOSAIC] readers workshop test taking
Linda, What is the QAR strategy? Terry On Sat, Feb 25, 2012 at 5:32 AM, Linda DeGreen ldegr...@fairpoint.netwrote: I second Pauline's thoughts. I would also add that I teach the QAR strategy at the beginning of the year and then we use this and other test taking strategies to answer questions in a test format throughout the year. We teach test taking as a separate genre. Kids need to know how the elements or characteristics of tests work , the same way they understand the elements of reading a mystery or any other genre . Linda On Feb 24, 2012, at 8:19 PM, Pauline K Nagle wrote: I would suggest teaching test taking as a genre, a type of reading that has a specific structure and way to comprehend it. Lucy Calkins has a good book about this, but I can't recall the name. I will find the title and send it to you. I think students need to learn how to tackle the text and how to handle the type of questions, and this must be taught as a skill set and practiced. But it does not need to take over your reader's workshop or reading instruction. You just need to teach how the comprehension skills they use in their independent reading texts can be applied on an excerpt and how the questions are asked. On Fri, Feb 24, 2012 at 6:58 PM, evelia cadet cadeteve...@hotmail.com** wrote: As I have said before, this is the first year I am following the Reader's Workshop model. My district does not follow/support reader's workshop. I am lucky to have the freedom in my school to use any teaching structure I want. Out of almost 70 teachers, only 2 teachers in my school are doing reader's workshop. We are trying to convert the other teachers in our campus. They are noticing how our students are engaged in reading and are forming a reading community that is extending outside the classroom. However, people in my school are data driven (specifically standardized testing data), and they will not consider any instructional method, unless there is tangible evidence they drive results (standardized state testing). Ok, this was just the introduction, here is my concern. My students seemed to be enjoying reading and they are showing evidence of understanding/applying the comprehension strategies/skills we are working on in class. Nevertheless, when they take one of those practice test we are required to give, everything seems to go downhills. It is like they are unable to transfer what we are learning with authentic literature to the context of the test. I honestly don't know what to do. I know there are people in my school, including some in the administration, waiting to see what impact reader's workshop has on test results. Any ideas or advices. HELP!! Thank you. __**_ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/**mailman/options/mosaic_** literacyworkshop.orghttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/**MosaicArchivehttp://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.orghttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/**MosaicArchivehttp://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.orghttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/**MosaicArchivehttp://snipurl.com/MosaicArchive -- *Stress (substitue worry) is a form of atheism; it infers that you do not believe God is in control.* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ 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
Re: [MOSAIC] readers workshop test taking
I wanted to 2nd Paulines thought too, but someone beat me to it! QAR is question answer relationship. You teach your students to evaluate the type of question it is before you answer it. For example is it a Right There question (literal) Author and me question (inference), etc I first read about QAR off the tools and resources link from readinglady.com. However, there is alot of research on it in many test strategy books. I have found it very effective and make games out of it for my students. Eventually they catch on and learn to identify what the question is asking before they even read the answer choices. Donna NJ Intervention 3/4 Sent from my HTC Status™ on ATT - Reply message - From: Terry trwr...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: [MOSAIC] readers workshop test taking Date: Sat, Feb 25, 2012 9:10 am Linda, What is the QAR strategy? Terry On Sat, Feb 25, 2012 at 5:32 AM, Linda DeGreen ldegr...@fairpoint.netwrote: I second Pauline's thoughts. I would also add that I teach the QAR strategy at the beginning of the year and then we use this and other test taking strategies to answer questions in a test format throughout the year. We teach test taking as a separate genre. Kids need to know how the elements or characteristics of tests work , the same way they understand the elements of reading a mystery or any other genre . Linda On Feb 24, 2012, at 8:19 PM, Pauline K Nagle wrote: I would suggest teaching test taking as a genre, a type of reading that has a specific structure and way to comprehend it. Lucy Calkins has a good book about this, but I can't recall the name. I will find the title and send it to you. I think students need to learn how to tackle the text and how to handle the type of questions, and this must be taught as a skill set and practiced. But it does not need to take over your reader's workshop or reading instruction. You just need to teach how the comprehension skills they use in their independent reading texts can be applied on an excerpt and how the questions are asked. On Fri, Feb 24, 2012 at 6:58 PM, evelia cadet cadeteve...@hotmail.com** wrote: As I have said before, this is the first year I am following the Reader's Workshop model. My district does not follow/support reader's workshop. I am lucky to have the freedom in my school to use any teaching structure I want. Out of almost 70 teachers, only 2 teachers in my school are doing reader's workshop. We are trying to convert the other teachers in our campus. They are noticing how our students are engaged in reading and are forming a reading community that is extending outside the classroom. However, people in my school are data driven (specifically standardized testing data), and they will not consider any instructional method, unless there is tangible evidence they drive results (standardized state testing). Ok, this was just the introduction, here is my concern. My students seemed to be enjoying reading and they are showing evidence of understanding/applying the comprehension strategies/skills we are working on in class. Nevertheless, when they take one of those practice test we are required to give, everything seems to go downhills. It is like they are unable to transfer what we are learning with authentic literature to the context of the test. I honestly don't know what to do. I know there are people in my school, including some in the administration, waiting to see what impact reader's workshop has on test results. Any ideas or advices. HELP!! Thank you. __**_ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/**mailman/options/mosaic_** literacyworkshop.orghttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/**MosaicArchivehttp://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.orghttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/**MosaicArchivehttp://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.orghttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/**MosaicArchivehttp://snipurl.com/MosaicArchive -- *Stress (substitue worry) is a form of atheism; it infers that you do not believe God
