Jan,
*duhhh* I was so busy explaining what I did with my groups that I neglected
to respond to your question. When students are responsible to "talk about
the book" with their peers, they're more apt to read carefully---or use
necessary "fix-up strategies" {fingers crossed} if and when it does oc
I use DIBELS as a tool to check how my kids are doing.
We use DIBELS to screen for children who might need further testing for
dyslexia. Our reading specialist used it as a quick screen, if serious
shortcomings were noted then she did the more intensive testing that is very
time consuming. In
I spent the last 2-1/2 weeks using book clubs with my middle schoolers, and
every group in each of my reading classes was enthralled with the book they
had chosen. You can do this using literature circle roles or reciprocal
teaching roles--as long as students are familiar with how to question,
int
Yes, I have them work on predictions and visualizing. They also do
connections. I think the timer idea is a good one. I don't think they'll do
that at home, though.
I think I may be the only teacher in my building who teaches strategies. In
the fall they really dislike the strategies. By
What I think honestly, is that DIBELS doesn't assess students as much
as it trains them in an approach to text. I have all the independent
research including Michael Pressley's study of DIBELS. I hate to even
get into that because it's really controversial and controversy can be
divisive.
In a message dated 5/25/2007 10:42:45 A.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
I totally agree with your definition of fluency-- that it must be
inseparable from comprehension. However, I would note that assessments
such as DIBELS and some fluency programs
You are right abo
I haven't been posting much lately, I caught the flu, then got caught up in the
EOY testing mania going on at my school ( the mania is something new for us ).
I think I've been in a similar place as Bill these past few weeks. Testing will
be over next Friday, so I'm seeing a light at the end of
Cannot justify NOT holding them
On 5/25/07 11:05 AM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote:
> In our district, the first grade benchmarks are set using nationally normed
> data for reading recovery. The thought being
> this,we cannot justify holding our students to the same level se
In our district, the first grade benchmarks are set using nationally normed
data for reading recovery. The thought being
this,we cannot justify holding our students to the same level set by a
national remmediation program. That is where our
level 20 for first came from. It is our goal that 5
Elaine you're up north way right? I will look forward to maybe getting to
meet and work with you in some way. Can't wait to read yournew book.
sally
On 5/25/07 10:00 AM, "elaine garan" <[EMAIL PROTECTED]> wrote:
> I one hundred percent agree with you. I wish we could get the media and
> pare
Actually, geographically, I'm right in the middle-- Fresno. I'd love to
meet you and get together.
On Friday, May 25, 2007, at 09:30 AM, thomas wrote:
> Elaine you're up north way right? I will look forward to maybe
> getting to
> meet and work with you in some way. Can't wait to read yourn
An alternative that may actually live again - if the movements against NCLB
have any impact (they all call for multiple measures - and they usually mean
authentic classroom assessment as part of a mm system) - is the Learning
Record. You can read more about it on the Fair Test website. Heinemann
I one hundred percent agree with you. I wish we could get the media and
parents to understand this too. To do that, we need to have the facts
and the language to make the issues accessible to people who don't have
the background or education to understand the issues or for media
people who
Ok-- two sources: Alfie Kohn's little book The Case Against
Standardized Testing is an indispensable source for issues in testing.
My book has a whole section explaining testing terminology and the
whole testing process in language I think human beings can understand.
If you are interested
Elaine,
I teach in New York City where school reform is being driven by data
in excess. Our schools receive a letter grade (A, B, ...F) based on
85% norm reference tests (15% on parent and teacher surveys). I am a
part of a group of parents gearing up to challenge the logic of
weighing n
Thank you, Elaine. This is what I was getting at in my purposely obtuse
way, hoping that people would think about it. I know that benchmarks
are arbitrary, and I think grade levels are suspect as well. I think
people need to remember and think about this when they are fretting
over a child
I will tell you the truth. The benchmarks, what subject matter is
important to test (in other words, the test questions) are decided by a
bunch of people sitting around a desk somewhere-- some of whom never
even taught-- As for grade level, I believe that's done statistically.
That is, larg
I totally agree with your definition of fluency-- that it must be
inseparable from comprehension. However, I would note that assessments
such as DIBELS and some fluency programs define fluency as a surface
skill in that it is about speed and automatic decoding that sometimes
doesn't even i
On May 25, 2007, at 4:23 AM, [EMAIL PROTECTED] wrote:
>
> In a message dated 5/23/2007 10:27:39 A.M. Eastern Daylight Time,
> [EMAIL PROTECTED] writes:
>
> Who decides what "on grade level" actually means?
> What is the measurement that determines whether or not a child is "on
> grade level"?
Read Chris Tovani's book, I read it but I don't get it-filled with what you
need to help kids monitor their reading.
Maxine
** See what's free at http://www.aol.com.
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In a message dated 5/23/2007 9:32:47 A.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
nsion. Unless children understand how to get at meaning
through reading, unless they
But I really think we are saying the same thing. I am saying that a
"fluent" reader is a reader that "understa
In a message dated 5/23/2007 10:27:39 A.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
Who decides what "on grade level" actually means?
What is the measurement that determines whether or not a child is "on
grade level"?
There are benchmarks for each grade level. These are used as
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