In order to keep the validity of the DIBELS data, we have a team that
tests everyone. Each class is brought to the library where the students
are tested by a team of 10 district personnel. The benchmark data is
valid and we have noticed a significant difference between the benchmark
data and the progress monitoring data which is done by individual
teachers. Guess which one is higher??
Glenda Ward
Instructional Coach/Reading Specialist
Lanier Co. Elementary School
Lakeland, GA 31635
229-482-3580
Fax: 229-482-8339
[EMAIL PROTECTED]
"We can wring our hands or roll up our sleeves."
Ellin Keene
-----Original Message-----
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of
[EMAIL PROTECTED]
Sent: Tuesday, January 08, 2008 12:00 PM
To: [email protected]
Subject: Mosaic Digest, Vol 17, Issue 8
Send Mosaic mailing list submissions to
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than "Re: Contents of Mosaic digest..."
Today's Topics:
1. Re: WAS Differentiating Work Stations NOW
InteractiveNotebooks for Elementary (Linda Buice)
2. what good readers do ([EMAIL PROTECTED])
3. QRI, DRA, Dibels...giving a TRAINING (Kerry Lewis)
4. Re: what good readers do (Melissa Kile)
5. Re: what good readers do (Deb Smith)
6. Re: Teaching kids to record their thinking
(Michelle TeGrootenhuis)
7. Re: QRI, DRA, Dibels...giving a TRAINING (Joseph P. Ramirez)
8. Alternating Perspectives (ljackson)
9. Re: QRI, DRA, Dibels...giving a TRAINING (ljackson)
----------------------------------------------------------------------
Message: 1
Date: Mon, 7 Jan 2008 20:19:57 -0500
From: "Linda Buice" <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] WAS Differentiating Work Stations NOW
InteractiveNotebooks for Elementary
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; format=flowed; charset="iso-8859-1";
reply-type=original
Hi,
Sorry to just hit reply, but I am having difficulty posting messages. I
sent some on Saturday for the discussion on workstations, but it didn't
appear. Am I doing something wrong?
A teacher in my building is having difficulty with fifth graders use of
sticky notes. Does someone have a lesson that helps them focus on just
writing real connections on the notes - they are not getting her point.
By the way, this interactive notebook looks great - but what is SOL?
Thanks,
Linda
Thanks,
----- Original Message -----
From: "Melissa Kile" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Sent: Sunday, January 06, 2008 7:47 PM
Subject: Re: [MOSAIC] WAS Differentiating Work Stations NOW
InteractiveNotebooks for Elementary
> Carol (and any other K or 1st teachers interested),
>
> I found my K Interactive Notebook information at school. Here are the
> basics:
>
> Day 1: ask prior knowledge questions about the SOL, do a read-aloud as
a
> springboard
> Days 2-5: Begin the shared writing piece, 4-5 sentences, one sentence
per
> day. With each sentence, circle unknown words and discuss. Draw a
picture
> above the word that defines it. Adding sentences should take 15 min.,
> leave
> the remainder of the time for follow-up activities.
> Days 6-7: Review paragraph, ask essential knowledge questions and have
the
> students find the answers in the text. Underline the answers to the
> questions as the students find them.
> Day 8: Students receive a copy of the shared writing piece to glue in
> their
> notebooks. The notebooks are teacher-made using large pieces of white
> construction paper and plastic binders. On their personal copies, have
the
> students box, circle and underline, as the whole class did on the
shared
> piece. Also, have them draw the definition pictures above the circled
> words.
> Do this as a group, reviewing the circled words and essential
knowledge as
> you go.
> Day 9: Review the text together. Students then draw pictures of the
> underlined essential knowledge next to their notepage. (Even in 2nd
grade,
> I
> had to draw the pictures first, on the overhead, for several pages,
until
> they got the hang of what they were supposed to do.)
> Day 10: after much modeling, pair the students and have them look at
their
> pictures and retell the information in the paragraph. If they leave
> important information out, it is their buddy's job to remind them and
help
> them fix or add to their picture.
> Assessment: Ask them to draw what they know about the subject.
>
> Rubric for K/1
> 4: The student's picture shows that he/she understands all of the
> important
> information. The pictures includes some details.
> 3: The student's picture shows that he/she understands the important
> information.
> 2: The student's picture shows that he/she does not really understand
the
> topic. The picture shows some mistakes about the topic.
> 1: The student's picture shows that he/she does not understand the
topic.
> The picture shows many mistakes about the topic.
> 0: The student did not try to create a picture.
>
> Hope that helps!
>
> Melissa/VA/2nd
>
>
>
>
> On Jan 6, 2008 4:34 PM, Carol Tavares <[EMAIL PROTECTED]> wrote:
>
>> Melissa,
>>
>> Thanks for the information.
>>
>> Carol T.
>>
>> On Jan 6, 2008 2:12 PM, Melissa Kile <[EMAIL PROTECTED]> wrote:
>>
>> > Carol,
>> >
>> > If I remember correctly from the workshop, the teacher created a
>> > "notebook"
>> > using chart paper, and each of the kids had stapled or
plastic-bound
>> > "notebooks" made from large paper (12x18, I think). The class, as a
>> whole,
>> > went through the notepages using the strategies, with the teacher
doing
>> > all
>> > the underlining, highlighting, defining, and writing of questions
that
>> > were
>> > asked on the chart paper notebook. Then, she typed up and printed
the
>> > notepages and made copies for everyone on regular-sized copy paper,
>> along
>> > with the handwritten underlines, definitions, etc. The kids glued
that
>> on
>> > to
>> > one half of one of the pages in their "notebook", then used the
other
>> side
>> > to draw pictures of their own connections.
>> >
>> > Having taught K for many years (now in 2nd), I think it would work
just
>> > fine. Obviously, the kinders need loads of hands-on and read-alouds
>> > when
>> > learning about content, but I think this would be a great thing to
do
>> one
>> > or
>> > two days during your unit.
>> >
>> > All my interactive notebook stuff is at school. I will look to see
if
>> I've
>> > forgotten anything. We did a 5th grade notepage during the
workshop,
>> > but
>> > they showed us how it looks in K & 1st.
>> >
>> > Melissa/VA/2nd
>> >
>> > On Jan 6, 2008 11:45 AM, Carol Tavares <[EMAIL PROTECTED]>
wrote:
>> >
>> > > Melissa,
>> > >
>> > > Thanks for sharing! Do you think it's practical to use the
notebooks
>> > for
>> > > kindergarten?
>> > >
>> > > Carol T.
>> > >
>> > > On Jan 5, 2008 9:20 PM, Melissa Kile <[EMAIL PROTECTED]> wrote:
>> > >
>> > > > There are definitely interactive notebooks for elementary. I
>> currently
>> > > do
>> > > > them in science & social studies w/ my 2nd graders. The website
is
>> > > > www.irncorp.com (that's i r n corp--it looked kind of scrunched
on
>> my
>> > > > screen). These 2 ladies are fantastic. They offer a one-day
>> workshop.
>> > My
>> > > > principal paid for me to go last summer, and then paid for the
>> science
>> > &
>> > > > social studies notepages for Virginia standards, teacher
guides,
>> > > > etc
>> > > ($65
>> > > > each). Everything comes on a CD, and you can reformat it to
what
>> your
>> > > kids
>> > > > need. They also showed us how to do them with K and 1st grade
>> (mostly
>> > > > whole-class).
>> > > >
>> > > > I highly recommend doing them if you can get to a workshop near
>> > > > you.
>> > My
>> > > > kids
>> > > > love them, I love them. They are a great way of reinforcing the
>> > > strategies
>> > > > that you teach in reading (making connections & predictions,
>> > inferring,
>> > > > visualizing, asking questions, and synthesizing information).
Check
>> > out
>> > > > their website!
>> > > >
>> > > > Melissa/VA/2nd
>> > > >
>> > > > On Jan 5, 2008 8:34 PM, Mary Milner <[EMAIL PROTECTED] >
>> wrote:
>> > > >
>> > > > > I google'd Interactive Notebook and got a site that was
loaded
>> with
>> > > > > information. A lot of the information was for secondary
students
>> or
>> > > > > advanced intermediate students, but I am thinking I can use
some
>> of
>> > > the
>> > > > > ideas in a whole-class interactive notebook. (Yes, I know
this
>> > > obviates
>> > > > > the
>> > > > > whole point, which was differentiation. I've got a different
>> > > > > goal
>> > in
>> > > > > mind,
>> > > > > though.) I have a blank big book and my students and I can
do
>> > > > interactive
>> > > > > writing to record our thinking using things from the
Interactive
>> > > > Notebook
>> > > > > format. Obviously it won't be all that sophisticated, but
it's
>> > > another
>> > > > > way
>> > > > > to go at recording our ideas.
>> > > > >
>> > > > > Any thoughts on this that would be helpful???
>> > > > >
>> > > > > Mary M.
>> > > > > 1st grade/TX
>> > > > >
>> > > > > ----- Original Message -----
>> > > > > From: <[EMAIL PROTECTED]>
>> > > > > To: <[email protected]>
>> > > > > Sent: Saturday, January 05, 2008 7:04 PM
>> > > > > Subject: Re: [MOSAIC] (Mosaic) Differentiating Work Stations
>> > > > >
>> > > > >
>> > > > > >
>> > > > > > In a message dated 1/5/2008 7:45:16 PM Eastern Standard
Time,
>> mrs
>> > > > > > [EMAIL PROTECTED] writes:
>> > > > > >
>> > > > > > If you research Interactive
>> > > > > > Notebook-type notebook, you will find the notebook itself
IS
>> the
>> > > > > product.
>> > > > > > Kim
>> > > > > >
>> > > > > >
>> > > > > >
>> > > > > > Kim,
>> > > > > >
>> > > > > > This looks very interesting. I just googled it and most of
the
>> > > > > > information
>> > > > > > appears to be for middle and high schools. Do you have any
>> > > specific
>> > > > > > information for the primary grades? I do have my students
keep
>> a
>> > > > > > notebook in Reading
>> > > > > > class. They have a numbered section at the front where we
>> record
>> > > > > > elements
>> > > > > > of the various genres that they need to know. Then we
take
>> notes
>> > > on
>> > > > > > every
>> > > > > > story. The first two pages is a bubble map for the vocab
and
>> > then
>> > > > the
>> > > > > > definitions of each vocab word. We also use it to take
notes
>> on
>> > > > > > different parts of
>> > > > > > grammar, but not much else.
>> > > > > >
>> > > > > > Rosie
>> > > > > >
>> > > > > >
>> > > > > >
>> > > > > > **************Start the year off right. Easy ways to stay
in
>> > shape.
>> > > > > >
>> > >
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
>> > > > > > _______________________________________________
>> > > > > > Mosaic mailing list
>> > > > > > [email protected]
>> > > > > > To unsubscribe or modify your membership please go to
>> > > > > >
>> > > >
>> >
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>> > > > > >
>> > > > > > Search the MOSAIC archives at
http://snipurl.com/MosaicArchive.
>> > > > > >
>> > > > >
>> > > > >
>> > > > > _______________________________________________
>> > > > > Mosaic mailing list
>> > > > > [email protected]
>> > > > > To unsubscribe or modify your membership please go to
>> > > > >
>> > >
>>
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>> > > > .
>> > > > >
>> > > > > Search the MOSAIC archives at
http://snipurl.com/MosaicArchive.
>> > > > >
>> > > > >
>> > > > _______________________________________________
>> > > > Mosaic mailing list
>> > > > [email protected]
>> > > > To unsubscribe or modify your membership please go to
>> > > >
>> >
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>> > > >
>> > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>> > > >
>> > > >
>> > > _______________________________________________
>> > > Mosaic mailing list
>> > > [email protected]
>> > > To unsubscribe or modify your membership please go to
>> > >
>>
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>> > >
>> > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>> > >
>> > >
>> > _______________________________________________
>> > Mosaic mailing list
>> > [email protected]
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>> >
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>> >
>> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>> >
>> >
>> _______________________________________________
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>>
>>
> _______________________________________________
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------------------------------
Message: 2
Date: Mon, 7 Jan 2008 20:52:26 EST
From: [EMAIL PROTECTED]
Subject: [MOSAIC] what good readers do
To: [email protected]
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="US-ASCII"
I would like to teach explicitly to my students what good readers do.
Does
anyone have any thing related to this. I teach third grade.
Rosie
**************Start the year off right. Easy ways to stay in shape.
http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
------------------------------
Message: 3
Date: Mon, 7 Jan 2008 20:58:55 -0500
From: "Kerry Lewis" <[EMAIL PROTECTED]>
Subject: [MOSAIC] QRI, DRA, Dibels...giving a TRAINING
To: [email protected]
Message-ID:
<[EMAIL PROTECTED]>
Content-Type: text/plain; charset=ISO-8859-1
Hi -
I know this is slightly off-topic but I was wondering if you could help.
I
am looking for materials I could utilize to train teachers how to
administer
and score the QRI, DRA, and DIBELS assessments. I'd appreciate any web
site
links, handouts, advice, etc.
Thanks!
Kerry/5th
------------------------------
Message: 4
Date: Mon, 7 Jan 2008 21:01:13 -0500
From: "Melissa Kile" <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] what good readers do
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Message-ID:
<[EMAIL PROTECTED]>
Content-Type: text/plain; charset=ISO-8859-1
There's a lot of information & minilessons in the book, The Daily 5, on
this
subject.
Melissa/VA/2nd
On Jan 7, 2008 8:52 PM, <[EMAIL PROTECTED]> wrote:
> I would like to teach explicitly to my students what good readers do.
> Does
> anyone have any thing related to this. I teach third grade.
>
> Rosie
>
>
>
> **************Start the year off right. Easy ways to stay in shape.
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
> _______________________________________________
> Mosaic mailing list
> [email protected]
> To unsubscribe or modify your membership please go to
>
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
>
------------------------------
Message: 5
Date: Mon, 7 Jan 2008 21:17:17 -0500
From: "Deb Smith" <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] what good readers do
To: "'Mosaic: A Reading Comprehension Strategies Email Group'"
<[email protected]>
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="US-ASCII"
Comprehension Connections by tanny McGregor
Mosaic of Thought (Keene)
Strategies That Work (Harvey)
7 Keys to Comprehension (Hutchins)
-----Original Message-----
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Melissa Kile
Sent: Monday, January 07, 2008 9:01 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] what good readers do
There's a lot of information & minilessons in the book, The Daily 5, on
this
subject.
Melissa/VA/2nd
On Jan 7, 2008 8:52 PM, <[EMAIL PROTECTED]> wrote:
> I would like to teach explicitly to my students what good readers do.
> Does
> anyone have any thing related to this. I teach third grade.
>
> Rosie
>
>
>
> **************Start the year off right. Easy ways to stay in shape.
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489
> _______________________________________________
> Mosaic mailing list
> [email protected]
> To unsubscribe or modify your membership please go to
>
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
>
_______________________________________________
Mosaic mailing list
[email protected]
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
------------------------------
Message: 6
Date: Mon, 7 Jan 2008 21:08:44 -0600
From: "Michelle TeGrootenhuis" <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] Teaching kids to record their thinking
To: "'Mosaic: A Reading Comprehension Strategies Email Group'"
<[email protected]>
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="us-ascii"
I teach fifth grade and use sticky notes all of the time. Kids write on
them
and then we attach them to a "four-square" page (a paper that simply has
been divided into four squares with room for the title of the book at
the
top) that is kept in their individual reading binders--pages of direct
evidence of the kids' thinking while reading. GREAT for classroom
formative
assessment, report cards and parent-teacher conferences. By the way,
the
kids also have the option of simply writing directly on the four-square
page, bypassing the sticky note. Most use the notes though because of
their
portability and small, non-threatening size.
Whenever we begin a new strategy focus, my kiddos have a little bit of
time
figuring out what exactly to write on those notes: how to write just
enough
information and how to SUPPORT their thinking with evidence from the
text.
That's why it's SO important to follow the GRADUAL RELEASE model
beginning
with MODELING. Modeling is not just a one time shot. You need to
model,
then model again, adjust instruction according to the needs of your
students, model some more, and just when you think they JUST about have
it,
model AGAIN! :-) If the kids aren't "getting it" they need a MODEL of
what
"it" should look like.
Of course, don't forget the other steps in the gradual release including
shared, interactive, guided and independent practice. Your 5th grade
teacher may be modeling, but skipping some of these other steps. Each
is
important in developing active readers. The Strategies That Work book
does a
nice job of explaining this process. Not only a good way to teach
reading,
but simply a good way to TEACH, period.
-Michelle TG/ IA/ 5th
This message sent from the home of
Scott and Michelle TG
www.mrstg.com
-----Original Message-----
From: Linda Buice [mailto:[EMAIL PROTECTED]
A teacher in my building is having difficulty with fifth graders use of
sticky notes. Does someone have a lesson that helps them focus on just
writing real connections on the notes - they are not getting her point.
------------------------------
Message: 7
Date: Mon, 7 Jan 2008 22:23:01 -0800 (PST)
From: "Joseph P. Ramirez" <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] QRI, DRA, Dibels...giving a TRAINING
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset=iso-8859-1
Kerry,
While I'm not aware of any websites that deal with this issue, I will
tell you that this has been a continual problem within my school
district. Since much of the scoring is subjective, I routinely have
students come into my fifth grade classroom at a level of proficiency
they are nowhere near. However, their fourth grade teacher felt they
did incredibly well. I would offer that any training you provide would
include many samples of student work to use as authentic assessment.
Then, invite teachers to score these as a group after some discussion
and review of the rubrics. If everyone is not on the same page, the
results will be useless. The phenomenon that I see occurring is
teachers giving students scores they are not earning so that the teacher
can show "growth" from the beginning of the year to the mid point and
then the end of the year. Good luck! --Joseph
Kerry Lewis <[EMAIL PROTECTED]> wrote:
Hi -
I know this is slightly off-topic but I was wondering if you could help.
I
am looking for materials I could utilize to train teachers how to
administer
and score the QRI, DRA, and DIBELS assessments. I'd appreciate any web
site
links, handouts, advice, etc.
Thanks!
Kerry/5th
_______________________________________________
Mosaic mailing list
[email protected]
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
------------------------------
Message: 8
Date: Tue, 08 Jan 2008 07:36:55 -0700
From: ljackson <[EMAIL PROTECTED]>
Subject: [MOSAIC] Alternating Perspectives
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>,
"[EMAIL PROTECTED]"
<[EMAIL PROTECTED]>
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="US-ASCII"
Our fourth grade students have a required study of short story from
alternative perspectives as part of their writing curriculum. I am
trying
to compile a list of books, picture books and short stories that
illustrate
this writing style/technique. While this list is of interest to
teachers of
older kids as well, obviously we need to be mindful of content. If you
have
a suggestion but feel the text appropriate for older readers only, or
perhaps in excerpt, would you let me know. We are also gathering texts
which contain examples of 2nd person. Here is the list so far,
sorrowfully
short. Any suggestions?
Stories or Books Containing Examples of Second Person Voice:
The Tale of Despereaux (Novel, Katie Dicamillo)
Jeremy Goldblatt is Not So Moses (Short Story in anthology: Thirteen
Stories that Capture the Agony and the Ecstasy of Being Thirteen, James
Howe
Stories or Books Told Through Alternating Points of View:
Voices In the Park (Picture Book, Anthony Browne)
Jeremy Goldblatt is Not So Moses (Short Story in Anthology, Thirteen:
Thirteen Stories that Capture the Agony and the Ecstasy of Being
Thirteen,
James Howe)
Flipped (Novel, Van Draanen)
I Am the Dog I Am the Cat (Donald Hale)
Lori
--
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD 57555
http:www.tcsdk12.org
ph. 605.856.2211
Literacies for All Summer Institute
July 17-20. 2008
Tucson, Arizona
------------------------------
Message: 9
Date: Tue, 08 Jan 2008 07:41:02 -0700
From: ljackson <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] QRI, DRA, Dibels...giving a TRAINING
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="US-ASCII"
We recently switched to the DRA2 and had two associated consultants come
in
for the training. I was very unimpressed with the training and we will
do
it in-house in the future. I do think having consistent training helps
and
the new scoring guide seems more supportive. I do find that I seem to
be
consistently tougher in my ratings and, frankly, advice teachers that if
ever they waffle from one rubric score to another, go low. The fact
that we
have put ceilings on the testing seems to be helping, there is less of a
'how high can I go' sort of feel to the assessment.
Lori
On 1/7/08 11:23 PM, "Joseph P. Ramirez" <[EMAIL PROTECTED]> wrote:
> Kerry,
> While I'm not aware of any websites that deal with this issue, I
will tell
> you that this has been a continual problem within my school district.
Since
> much of the scoring is subjective, I routinely have students come into
my
> fifth grade classroom at a level of proficiency they are nowhere near.
> However, their fourth grade teacher felt they did incredibly well. I
would
> offer that any training you provide would include many samples of
student work
> to use as authentic assessment. Then, invite teachers to score these
as a
> group after some discussion and review of the rubrics. If everyone is
not on
> the same page, the results will be useless. The phenomenon that I see
> occurring is teachers giving students scores they are not earning so
that the
> teacher can show "growth" from the beginning of the year to the mid
point and
> then the end of the year. Good luck! --Joseph
>
> Kerry Lewis <[EMAIL PROTECTED]> wrote:
> Hi -
>
> I know this is slightly off-topic but I was wondering if you could
help. I
> am looking for materials I could utilize to train teachers how to
administer
> and score the QRI, DRA, and DIBELS assessments. I'd appreciate any web
site
> links, handouts, advice, etc.
>
> Thanks!
> Kerry/5th
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--
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD 57555
http:www.tcsdk12.org
ph. 605.856.2211
Literacies for All Summer Institute
July 17-20. 2008
Tucson, Arizona
------------------------------
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End of Mosaic Digest, Vol 17, Issue 8
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