Hello all, I think we should assess the strategies with a rubric and also know the reading level of every child. Why not? If you can provide this kind of information for yourself, parents, colleagues and his/her future teachers, you are providing a great service by monitoring the progress of each student so they can go forward.
I have created rubrics on the strategies for students which can easily be tweaked for older grades. They are here: Planting <http://polsellikindergarten.tripod.com/Comprehension%20Strategies/Planting% 20a%20Literacy%20Garden.htm> A Literacy Garden I hope I have helped you! Michele Polselli PMS Literacy Coordinator & Kindergarten Teacher [EMAIL PROTECTED] http://polsellikindergarten.tripod.com http://comptoolbelt.tripod.com -----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of jepilyn matthis Sent: Saturday, September 16, 2006 5:00 PM To: Mosaic: A Reading Comprehension Strategies Listserv Subject: Re: [MOSAIC] grades and levels We have this discussion at my school every year. To me, I think there should be a rubric for each strategy and a part of that rubric would be the level they are reading. Therefore, the overall grade would reflect both the level of the text they are reading AND their ability to utilize the strategy. Does this make sense? I would love to know what others do. Jepi ----- Original Message ----- From: <[EMAIL PROTECTED]> To: <[email protected]> Sent: Saturday, September 16, 2006 1:14 PM Subject: Re: [MOSAIC] grades and levels > > Laura > YES! > I would have struggling readers that really have mastered say "making > connections" but they can't do it in grade level text. They can do it when > I read > to them or in text that is below their grade level standards. So, what do > I > grade them? They are awesome thinkers at a second grade level but are in > the > fourth grade. SO, how do you make a grade reflect that? > I am beginning to think that it comes down again to having a discussion. > What should visualizing or inferring look like for, say, a third grader. > Then > once we have consensus on what the standard should be, then maybe we can > grade > fairly. > Jennifer > > In a message dated 9/16/2006 1:39:53 P.M. Eastern Standard Time, > [EMAIL PROTECTED] writes: > > On grades-we have been told in no uncertain terms that children in danger > of > failing our state test (TAKS-it's Texas) must have grades on their report > card that reflect their struggle. They can be passing grades-but not A's > if > they are really off level or even B's. This is always hard at the > beginning > of the year when so much of my teaching is guided-and I don't want to > assess > things I haven't taught. Anyone else have this problem? > > I'm so glad this list is up and running again. > > Laura C > > > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
