Kim,
Does your school have a good supply of leveled text? If so, I would suggest the
teachers use the basal stories as part of their shared reading portion of their
balanced literacy framework. Basals are rich with quality literature and don't
need to be
scraped entirely. I would also see if the
"Mosaic: A Reading Comprehension Strategies Email Group"
writes:
>> I have heard that there is an updated, revised version of the
>> Fountas/Pinnel Benchmark system, and an updated revised edition of
>> the DRA2. Is this true, and has anyone used the newer versions. What
>> exactly has chan
We also are required to have common assessments, but they only one per grade
level given in the spring. Each grade level K-5 administers a written response
to a content area prompt. While we do teach comprehension strategies, they are
assessed using
running records and through reading conference
"Mosaic: A Reading Comprehension Strategies Email Group"
writes:
>Okay, I need some feedback.
>
>Our district is looking for a common screening assessment for the middle and
>high school. What has been suggested is the DIBELS tools at the 6th grade
>level. I am not confident that using a 6th
Unfortunately I believe there are very few if any quality assessments for the
secondary students. If you are looking for an individual assessment, I should
think the Fountas and Pinnell Benchmark would give a comprehensive profile for
students reading up
to the 8th grade level. An examiner could
"Mosaic: A Reading Comprehension Strategies Email Group"
writes:
>Hi all. I'm leading my school's language arts committee and we are making big
>shifts in reading. Most likely we will move to Daily 5/CAFE in k-2 and then
>Reading Workshop 3-6. Reading strategies will be taught throughout, begin
"Mosaic: A Reading Comprehension Strategies Email Group"
writes:
>We are transitioning to the Daily 5 and CAFE in k-2. I'm curious to know if
>any of you have discovered a good phonics program to go along with D5 / CAFE.
>Currently, each grade level uses as different program, and we are moving
"Mosaic: A Reading Comprehension Strategies Email Group"
writes:
>Does anyone have any thoughts about reading and teaching kids the
>comprehension strategies, or are we all so
>pressured by RTI, phonics instruction, and standardized testing of discrete
>skills that we've forgotten about real
Troy
We are also very much a Fountas/Pinnell district and have been for many years.
We have already begun to use the Common Core. I feel I can share many different
thoughts which may be too lengthy for this list serve. You are certainly
welcome to contact me personally. However, I will say that
I agree often as soon as "programs" are introduced the balance and
differentiation goes away.
From: mosaic-bounces+mcostello=rhnet@literacyworkshop.org
[mosaic-bounces+mcostello=rhnet@literacyworkshop.org] on behalf of
sandra.he...@k12.sd.us [san
Our school has been using the F/P benchmark systems for 3 years now. Each
classroom teacher has their own kit. We believed if it was an important
assessment than it was important for each teacher to have their own. Support
teachers (Reading, ESL and Special Ed) share kits. Training took place be
the assessment and because
you have been doing it for 3 years- has administration gotten easier and
quicker?
Sent from my iPhone
On Jan 25, 2012, at 8:14 AM, MaryJo Costello wrote:
> Our school has been using the F/P benchmark systems for 3 years now. Each
> classroom teacher has their o
Seems like you have done all of the best practices for fluency. the only other
thing you may want to try is to record (I use digital) his reading. This has
helped many of my readers. When they hear it played back they seem to be able
to pick up there errors and it has been motivating.
__
We use Fountas and Pinnell
From: mosaic-bounces+mcostello=rhnet@literacyworkshop.org
[mosaic-bounces+mcostello=rhnet@literacyworkshop.org] on behalf of
Foltermann, Marsha [mfolterm...@denisonisd.net]
Sent: Tuesday, April 03, 2012 10:16 AM
To: mosai
We have found great success with all three LLI systems. It is best to use the
F/P benchmark assessments as well. The LLI system doe shave a built in running
record assessment component.
From: Mosaic [mosaic-bounces+mcostello=rhnet@literacyworkshop.org
We are using a balanced literacy format. Been implementing the CCSS for 3
years now. There is time set aside for guided, shared, read aloud and
independent reading. Scheduling is tricky but can be done!
From: Mosaic [mosaic-boun...@literacyworkshop.org] o
Has anyone adopted a reading/writing series recently that has proven to be
helpful with the CCLS?
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While I do like Lucy Caulkins...I feel the Units of Study is way to scripted
and does not allow for teachers to use their own knowledge of their kids and
writing. We are not using it at my school. As the literacy coach, I have been
modeling lessons and planning with teachers to get back into con
We have the used the Fountas and Pinnell Benchmark System for many years. We
have found it very helpful in determining a reading level as well as
pinpointing strengths and areas of need. As a formal assessment it is used
three times a year. Running records are administered much more frequently.
I'm reading Readers Front and Center
Sent from my iPhone
> On Jun 26, 2014, at 5:02 PM, "Jill Jones" wrote:
>
> I'm reading Teach like a Champion and rereading Strategies that Work vol 2.
>
> On my list is Comp Shouldn't be Silent also.
>
> Jill Jones
>
> Sent from my Windows Phone
> ___
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