You will have to give us a year to answer that question.  I do know this.  In 
one of our very troubled schools (where data just can't get less friendly), the 
3-6 staff and I developed a very different 3-week test genre unit (prior to 
having this book in hand).  Through a series of mini lessons, we talked about 
different kinds of testing, what a standardized test is, how test data is used 
and  who it matters to.  We also examined different test questions to see if we 
could find clues as to the kind of thinking that might be required of students 
(literal, synthesis, inferential, etc.).  We used a sample vocabulary question 
as shared reading and demonstrated daily strategies to use to support our 
thinking about unfamiliar words, along with the old standby of process of 
elimination and when all else fails, guess.   We are just in the testing window 
and here is what has been observed.  Less flippancy, no refusals and what 
appears to be a more concerted effort with the testing.  Only time will tell...



Lori Jackson
District Literacy Coach and Mentor
Todd County School District
Box 87
Mission SD 5755

----- Original message -----
From: Keith Mack <[EMAIL PROTECTED]>
To: 'Mosaic: A Reading Comprehension Strategies Email Group' 
<[email protected]>
Date: 2008, 02, Wednesday Of April 11:41
Subject: Re: [MOSAIC] Test Talk

> It'd be interesting to hear some "post test" data and anecdotal evidence
> from those of you that have read or are going to use this book.
> 
> Of course everyone's concerned about the scores and AYP, but I often think
> some of the "attitudinal" (ahem, "soft") data would be very interesting. 
>    Are kids able to deal better with stress of testing?
>    Do strategies from the book help students "attack" content better?
>    What are teachers seeing in their classrooms that is different?
> 
> Keith Mack
> [EMAIL PROTECTED]
> http://www.literacyworkshop.org
> 
> 
> 
> _______________________________________________
> Mosaic mailing list
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> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. 
> 
> 


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