We are dealing with the same situation in experimenting with RtI this year, before it is required next year. It will be tough to find a comprehension assessment that we can do quickly enough to use for progress monitoring. Our older students are all over the map with the retell. Many of the very competent students summarize, which is a higher level skill, rather than retell. So their dibels scores look bad, but they can comprehend just fine. Since we will all be in the same boat very soon, we should all collaborate on the development of a comprehension assessment that deals with strategies. We are actually experimenting with the ones form Keene's assessment book.
Cathy DE K-5 -----Original Message----- From: STEWART, L <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group <[email protected]> Sent: Fri, 15 Feb 2008 11:48 am Subject: Re: [MOSAIC] rti conversation Thanks for this message. You just gave me my aha moment. We moved to DRA2 testing this year. Our initial testing put the majority of our kids below grade level, because we had not been teaching retell. We were teaching summarizing (which I still believe is the better skill to teach). Now that we are teaching retell the children are passing the DRA2 with flying colors. However, when we ask them to respond to text we are able to clearly see that they are not necessarily comprehending anything beyond a literal interpretation. When are we going to get these things right! -----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] Sent: Friday, February 15, 2008 9:18 AM To: [email protected] Subject: [MOSAIC] rti conversation Our district is implementing the tiering for rti as well as thinking about who needs more intensive instruction, but so far we have not had any mandated progress monitoring methods. We check back after an IST- Instructional support team- meeting, usually about 6-8 weeks, and see if the issues with the child have been resolved. Our problem with DIBELS is that it really doesn't seem to address comprehension issues for older kids. If the student can retell what they've read and use the words from the story they get credit. Yet, isn't that just assessing working memory, not comprehension? They only get 1 minute to talk about the story. So, we really don't have a good progress assessment that can be used weekly or biweekly like we should for tier 3 kids. Does anyone else have these issues? Michelle- NY AIS 2-5 reading **************The year's hottest artists on the red carpet at the Grammy Awards. Go to AOL Music. (http://music.aol.com/grammys?NCID=aolcmp00300000002565) _______________________________________________ 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. ________________________________________________________________________ More new features than ever. Check out the new AOL Mail ! - http://webmail.aol.com _______________________________________________ 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.
