In a message dated 2/13/2008 10:35:56 AM Eastern Standard Time,
[EMAIL PROTECTED] writes:
Has anyone taken into consideration some of Piaget's theories, which
would support children from second grade on down being "less likely" to
consider an assortment of ideas at the same time?
Try
Our district is implementing the tiering for rti as well as thinking about
who needs more intensive instruction, but so far we have not had any mandated
progress monitoring methods. We check back after an IST- Instructional
support team- meeting, usually about 6-8 weeks, and see if the issue
Thanks for this message. You just gave me my aha moment. We moved to
DRA2 testing this year. Our initial testing put the majority of our
kids below grade level, because we had not been teaching retell. We
were teaching summarizing (which I still believe is the better skill to
teach). Now that
As a middle school who is in need of improvement in NYS, my district has
jumped totally on the bandwagon of being a data driven school. They have
taken a teacher out of the classroom and have made her the T.O.S.A. for
Literacy (Teacher On Special Assignment). She is not a reading/literacy
specia
When I give a book to the child, I remind them before reading that the first
thing I will ask is for them to retell the book. When they're done reading, I
say, "Now please retell the book you just read. Tell me everything you
remember."
We have checklists (some teacher made) that go along wi
As a former physical education teacher, when it comes to skills and
strategies, I can't help but use a sports analogy. In the game of
basketball a player must possess certain isolated skills such as dribbling,
passing, shooting, and a solid defensive stance. These skills are
fundamental and c
Donna,
I think this makes perfect sense, and the analogy is a very good one.
Reading the posts in this thread, I was becoming very confused, since
the difference between a skill and a strategy seems pretty clear to me.
I was thinking along the lines of something like strategies are how
We are dealing with the same situation in experimenting with RtI this year,
before it is required next year. It will be tough to find a comprehension
assessment that we can do quickly enough to use for progress monitoring. Our
older students are all over the map with the retell. Many of the ver
Debbie,
I have taught younger children as well. What do you expect from a 2nd grader's
retell? This is my first year and am stumped by their comprehension as I said
in an earlier message. When I ask a child to retell a book, I give them little
to no proding. Our assessment tool also requ
I too am trying to piece together how comprehension instruction should
deal with the literal level and deeper comprehension. I work with
struggling readers and find myself focusing a lot on helping them keep
track of the progression of a story. This is so difficult for them, I
rarely find time to
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