While I imagine that the team data is lower, I would not jumpt to the conclusion that this is the result of impromper scoring. In Ken Goodman's book about DIBELS, a personal friend tells the story of a kindergarten teacher who had a student absolutely refuse to speak to the unknown assessor. The little one popped back in with this, "Aren't you proud of me? I did NOT speak to that stranger." To some extent, I would expect kids--even when properly scored--to do better with a trusted adult.
Lori ----- Original message ----- From: Ward, Glenda <[EMAIL PROTECTED]> To: [email protected] Date: Tuesday, 2008, 08 Of January 10:32 Subject: Re: [MOSAIC] QRI DIBELS > 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 > [email protected] > > To subscribe or unsubscribe via the World Wide Web, visit > > http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org > > or, via email, send a message with subject or body 'help' to > [EMAIL PROTECTED] > > You can reach the person managing the list at > [EMAIL PROTECTED] > > When replying, please edit your Subject line so it is more specific > 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 > >> > > > >> > 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 > > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > ------------------------------ > > 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 > > _______________________________________________ > > 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. > > > > -- > 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 > > > > > > > ------------------------------ > > _______________________________________________ > 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. > > End of Mosaic Digest, Vol 17, Issue 8 > ************************************* > > _______________________________________________ > 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. 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