We scribe only according to specific modification in the student's IEP.
On 5/21/08 11:37 AM, "Megan Reilly Padilla" <[EMAIL PROTECTED]> wrote: > > The written summary gets a bit tricky when students who would be able to > give you and oral summary (not retell), but can't write it as well. We > try to limit the cases in which the teacher scribes but some times its > necessary. > > Megan Reilly Padilla > Reading Specialist > Natick, MA > > [email protected] on Wednesday, May 21, 2008 at 12:00 PM -0500 > wrote: >> Message: 8 >> Date: Tue, 20 May 2008 22:57:39 EDT >> From: [EMAIL PROTECTED] >> Subject: Re: [MOSAIC] End of Grade Testing >> To: [email protected] >> Message-ID: <[EMAIL PROTECTED]> >> Content-Type: text/plain; charset="US-ASCII" >> >> Although I have no answer specifically to Angela's situation.... her post >> >> prompted me to write some of my concerns for first graders..... I would >> like to >> know especially from teachers who administer the dra 2 how they introduce >> the >> written element of the test which starts at level M..... >> >> Never given this test previously..... I can see why it might not be >> appropriate to administer the level M test to first graders.... >> however.... our >> district cut off is level M....... although my fluent readers can sail >> through the >> decoding and even answer those comprehension questions at the end orally >> as >> well as support their responses with evidence from the text (at least >> some of >> them can) ... that is a far cry from writing their responses. The length >> alone is daunting! Plus we have not taught them to enter responses in >> their >> notebooks like that. We use sticky notes and graphic organizers.... kids >> use >> their reader's notebook responses more for fueling their chats with their >> >> buddies...... >> >> I would think that somewhere after J and before M...... there is a need >> to >> formally show kids how to answer questions (whether literal >> interpretative or >> reflective) in written responses that are more formal summaries.... My >> high >> flyers are aware of the kinds of information that might need to add but >> certainly they talk their way through this more than write their >> thoughts.....even >> the graphic organizers I provide are more for stream of thoughts ..... >> >> I am interested to know if you do take formal steps to teach this kind of >> >> writing..... does it occur in your reader's workshop or your writer's >> workshop >> or does it more naturally occur when they are developmentally ready? >> >> I know as a grade level we added a unit of comprehension called retelling >> >> (verbal) before we even gave the DRA in the fall because at those early >> levels >> kids do not even know what elements to include in their retells.... our >> response was overwhelmingly successful and kids did way better at the >> beginning of >> this year as compared to the results we gathered the year before. I am >> wondering if the same holds true for beginning the writing of retelling. >> >> > > > > > > _______________________________________________ > 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.
