Hi, my name is Malak and I am taking a summer course with Dr. Nancy Creech.  I 
thought it would be appropriate to jump into the conversation regarding 
measuring understanding.  
How can I accommodate higher-level students and lower-level students during a 
think-aloud without having either group of students disengaged because it might 
be too boring or too complex?

---- Original message ----
>Date: Wed, 30 Jul 2008 17:22:43 -0400
>From: Felicia Barra <[EMAIL PROTECTED]>  
>Subject: Re: [MOSAIC] Measuring understanding  
>To: "Mosaic: A Reading Comprehension Strategies Email Group" 
><[email protected]>
>
>Keya,
>
>I was lucky enough to attend a Debbie Miller workshop and she had several 
>ways to check for understanding.  One was conferring with the student and 
>writing what the child said in a conference notebook that she kept on each 
>student.  Another was through different things that they wrote.  If you can 
>get a copy of Reading with Meaning, look at the end of each strategy and 
>you'll see pictures of evidence of understanding and independence.
>
>Hope this helps!
>
>Felicia
>From: "Carkeya Tamiko Roundtree" <[EMAIL PROTECTED]>
>To: <[email protected]>
>Sent: Wednesday, July 30, 2008 12:24 PM
>Subject: [MOSAIC] Measuring understanding
>
>
>> Hello, my name is Keya Roundtree.  I am a WSU student, enrolled in Dr. 
>> Creech's class.
>>
>> How can I measure the effectiveness of my strategy teaching to ensure that 
>> the majority, if not all of my students understand?
>>
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>> 
>
>
>
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