Nancy Padak and myself developed an assessment system we call Three-Minute
Reading Assessments, Grades 1-4, and 5-8 (Scholastic). It is quick assessment
that is a cross between running records, informal reading inventories, and
DIBELS. From a few minutes of reading teachers can get a sense for their
students' word recognition, automaticity in word decoding, expression/prosody,
and comprehension. We purposefully made it a quick assessment because we
know that time is precious in classrooms and that time given to assessment is
time taken away from instruction.
Timothy Rasinski
404 White Hall
Kent State University
Kent, OH 44242
330-672-0649
Cell -- 330-962-6251
FAX 330-672-2025
[EMAIL PROTECTED]
informational website: www.timrasinski.com
professional development DVD: http://www.roadtocomprehension.com/
<https://exchange.kent.edu/exchweb/bin/redir.asp?URL=http://www.roadtocomprehension.com/>
________________________________
From: [EMAIL PROTECTED] on behalf of Joy
Sent: Wed 6/27/2007 6:17 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Corrections/assessment
So now I am going to ask a very "dumb" question. Where do you get these
assessments? My school does not use textbooks, and we don't have a reading
"program." We rely on the results from the Iowa Test, and the NC EOG tests.
Both of these are not good for informing my instruction. By the time I get
these results, it is too late!
GASP, I have used DIBELS, but before we go on about DIBELS, remember that I
am using it very carefully and purposely. I do DIBELS much like running
records, recording all sorts of information about the kind of reading the
students do. I don't have any money to invest, so whatever I do must be readily
available.
I've thought about MPIR, but it seems rather cumbersome. Does it feel more
natural after administering it several times? I conference with my students
daily; next year with 14 students in my class I think I will actually get to
them two or three times a week!
I'm really interested in doing better with asessment so I can plan better
more purposeful lessons that get to the heart of what my students need. I
welcome comments, suggestions, and HELP!
Joy/NC/4
[EMAIL PROTECTED]
How children learn is as important as what they learn: process and content go
hand in hand. http://www.responsiveclassroom.org
<http://www.responsiveclassroom.org/>
---------------------------------
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