In Baltimore County, we use DIBELS (Diagnostic Indicators of Basic Early
Literacy Skills). We assess children in grades K-5 three times per year. Oral
Reading fluency begins in grade 1 (Winter Benchmark). There are goals that the
children need to meet on each assessment based on per grade
We use a reading design that we purchased through Mondo Publishing. The Mondo
assessment kits are sold for K-2 and 3-5. They correlate with any leveled
text. We use several different leveled texts for guided reading. There is a
running record component and then a few different subtests
This was my first thought as well. There is no tool as good as ongoing
teacher observation. The powers that be, especially publishers, have
convinced so many people that this or that tool is more reliable than
the teacher's own observations.
Think about this: what does a tool tell you that
Jennifer, I agree with what you do. It doesn't scare or worry me as so
many of the approaches to RTI do. I guess I just think that as a teacher
(and working in a context with colleagues as knowledgeable as I am), what
you describe below would still already be part of my ongoing knowledge
gained
I am a 6th grade special education teacher in a 5-8 junior high school. We are
sadly way behind in implementing an RTI process and we do not have a reading
specialist. The elementary (1-4) just started RTI last year using DIBELS as a
screening tool. The big question here is how do we follow up
Sent from my HTC smartphone on the Now Network from Sprint!
- Reply message -
From: paltm81...@aol.com
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] title 1 reading - help
Date: Mon, Oct 10, 2011 12:54 pm
In a message dated 10/10/11 11:54:37 AM, bjdecker...@yahoo.com writes:
I
Last year we used both CARS and Star at our JR HI. This year we are just using
the Star with all students and the CARS with the special education students.
From: mosaic-bounces+danette.chobanian=pekin@literacyworkshop.org
I am a reading specialist/Title I in a K-12 building. For middle school
screening we use ThinkLink for 3-11th grade. If we susoect fluency issues then
we go to a fluency probe that are available free.
Phyllis
From: mandkalexan...@yahoo.com
I highly value teacher observation, especially, Renee, the one-on-one type that
you describe. And certainly screening assessments have been misused in too many
schools to count. In addition there are a lot of assessments that are just
terrible, especially when used to guide teaching. (Like
Question Cathy, I love the way you talk about grouping kids, but my question
is how do you schedule the help? We are a 3-5 building. Grades 4 5 switch
for Science and Social Studies (each a 45 min block every day) and much of our
special ed services are pull-out which creates even less
I absolutely agree! I am concerned that it seems that newer/younger
teachers are less and less able to rely on their own observations,
and that it seems the norm to instantly look for a program of some
kind, rather than cultivate the knowledge and observational skills
necessary for good
Eloquently said!!!
Sally
On 10/10/11 1:28 PM, Palmer, Jennifer jennifer.pal...@hcps.org wrote:
I highly value teacher observation, especially, Renee, the one-on-one type
that you describe. And certainly screening assessments have been misused in
too many schools to count. In addition there
Jennifer,
You said what I thought and without offending anyone. I have worked with many
great teachers who, as you said, used observation and assessments thoughtfully.
However, I have also worked with teachers who have told me that they just
know the student is reading at grade level and using
Oh wow. I see absolutely the opposite! Most of the newer teachers I
see were at least trained in kid-watching. I see older teachers who
want a manual and step by step scripted curriculum. Or want to
continue the books and worksheets they have used for 15 or 20 years!
In fact, I just had a
This is my first year launching reader's workshop and I believe is going very
well. My district does not follow reader's workshop. So, I have been preaching
about readers' workshop in my school. Two other teachers started reader's
workshop, after seeing the enthusiasm my students are
So... Isn't it great we can educate folks here on the list! That's what we are
here for, right? To learn and share with others? We have a wide audience for
our discussion.
I am proud of this list... Proud to be a part of a professional development
vehicle for many.
Thanks to all who have
Norma and all,
It's very, very challenging. We have 3 Reading Specialists for our K-5
building. Each of us is responsible for instruction for a daily 90 minute
reading block. Our intervention time is in addition to this.
It feels like we never stop moving. We have dedicated
Thanks Carol!
I believe in teachers as professionals. For us to be treated as professionals
we must make it our business to learn all we can about what we do... From each
other, from researchers and from thoughtful reflection of our own craft.
Those teachers asking about assessments for
While I agree with the idea that if misused or misunderstood, assessments can
lead educators down the wrong path.
There is a lot of criticism about the timed portions of DIBELS because people
misunderstand what data implies. The concrete number that the assessment
provides is a solid
I think Patrick Allen's book Conferring is an excellent resource for
conferring.
Terry Wrenn
On Mon, Oct 10, 2011 at 7:20 PM, evelia cadet cadeteve...@hotmail.comwrote:
This is my first year launching reader's workshop and I believe is going
very well. My district does not follow reader's
20 matches
Mail list logo
