Leslie and all, I am also turning this over and over again in my mind and I have decided that a "running record" is definitely of value. The issue for us has been what text to use beyond Z. And, how to develop teachers into skilled assessors of retellings and other critical elements in order to really get a sense of the reader and that reader's progress over time. Acuity, the periodic assessment of McGraw hill, has recently posted high school -level by grade passages and I plan to use some of those in the "running records." I also think it's important to discern a running record that was done with a fictional work or a non fiction piece. Perhaps the challenges of non fiction in terms of non considerate text, an invisible author, and academic vocabulary is worthy of consideration in the middle school classroom. Uh, that may mean that content area teachers should do a "running record" with their students and the text books they are reading.. Maureen Robins Assistant Principal JHS 194 [EMAIL PROTECTED] <mailto:[EMAIL PROTECTED]>
________________________________ From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Sun 3/9/2008 9:56 PM To: [email protected] Subject: Re: [MOSAIC] middle school reading assessment. Do you think, at the middle school level, that it is necessary to do a "running record"? When our admin asks for reading levels every 6 weeks or so, the middle school teacher get their backs up. My feeling is that at the higher (R and up, I'm talking Fountas and Pinnell here) readers can read a passage silently and then write a written retelling, followed by some strategy-based questions. With upwards of 100 students, it is a huge task to do a running record with each child and I don't really think it is necessary for every child...maybe just he strugglers. Leslie In a message dated 3/9/2008 2:36:41 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: You sound like you need a miscue analysis sort of assessment. The Goodman's are the ones to look at, but there are ooodles of folks that have written books about it. Google it. It is a lengthy test. But you don't use it with everyone. You use it with the kids that you know are struggling, but are unsure why. I have found it irreplaceable when I want to know EXACTLY what a student is doing when they read. No IRI or bubble test will tell me this. I know there are folks against it. But once I know where a kid is truly struggling, I can send them to the strategy to help fix it. THAT is what will show up on your numbers test. Good teaching is what will raise test scores... Kim On Sun, Mar 9, 2008 at 11:09 AM, gina nunley <[EMAIL PROTECTED]> wrote: > I have to chime in and agree about the need for multi-assessments. I have > had students who scored high on the SRI (scholastic reading inventory), low > on the state test, and middle of the road on QRI. I use a spread sheet > that has all the data side by side so I can surmise who really needs a > closer looking at. > > In regards to Lori's plea for continuing discussion about middle level > reading assessment I would be thrilled to do that. > > Moderators- Do we need to do this off this site? > > Our campus is trying to create an RtI model and of course progress > monitoring is the hurdle for us. QRI, STAR, SRI are all just to identify > reading levels....they don't give short term "assessment for learning" > information. > > You know I am on this list because I am a believer in MOT and strategy > work. But I have to be honest...my attempt at using Ellin's strategy > interview bombed. I just couldn't squeeze it in, and then I had trouble > using it in a way that I could bring to campus meetings. > > > What I think is at the core of the progress monitoring dilemma is coming > to agreement on what you want to assess in reading. That then tells you of > course what you will be assessing on a frequent basis. I have to speak the > language of the campus committee but I am trying to avoid target goals like > will build vocabulary....who decides that list? > > I'll stop before I babble. Again I'd like to have this ongoing > conversation. Should we find another place to do it? > > > > _________________________________________________________________ > Connect and share in new ways with Windows Live. > > http://www.windowslive.com/share.html?ocid=TXT_TAGHM_Wave2_sharelife_012008 > _______________________________________________ > 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. > > -- Kim ------- Kimberlee Hannan Department Chair, ELA Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] _______________________________________________ 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. **************It's Tax Time! Get tips, forms, and advice on AOL Money & Finance. (http://money.aol.com/tax?NCID=aolprf00030000000001) _______________________________________________ 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.
