Here is some further explanation of what I did when administering the DRA2
during the later part of the year. I wanted to make certain first and foremost
that my little kiddos understood what I was asking them to do. Their beginning
of the year attempts told me that they were not understanding
Our instructional facilitators make sure to model retelling for first
grade teachers by using the words, the main characters in the story
are, the most important event or the problem. Or they use, first this
happened, then this happened in the middle; then this happened in the
end. They fel
Nancy,
I wonder if it would help if you told the child, "I'd like you to show me how
much you remember of this WHOLE story you just read, even the part you read out
loud to me. So, would you retell the story to me and try to remember all the
details?" In other words, making the task and purpose
>>> [EMAIL PROTECTED] 07/15/07 9:15 PM >>>
We are just about to launch into DRA2 (having never had the first version as
'district wide') so I was curious about your comment, Martha, regarding the
retellings after oral reading indicating stronger comp. than retellings after
silent reading.
On th
the DRA2.
Just wondering
(another!) Martha
-Original Message-
From: Martha Shehan <[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Sun, 15 Jul 2007 10:17 am
Subject: Re: [MOSAIC] Comprehension when Oral R
I've been reading with great interest everyone's view on the differences and
value of both oral and silent reading. I'm thinking about how that relates to
the DRA testing I do with my students. For levels A-16, the text is read
completely aloud while I'm marking miscues, and then the child is a
