Lori,
We, too. often see students in levels above 28 who just need "shoring
up" in summary writing. The leap there can be quite challenging which
presents as a plateau in reading growth. But it's not too surprising
that happens as written expresion catches up. So interesting!
My question is this......would the Instuctional Level be more helpful in
planning instruction, especially when it comes to the Focus for
Instruction....If we are going to drive instruction with this
assessment....would instructional be the goal? Thoughts anyone?
Liz Haste
Virginia Beach
On Thu, Oct 30, 2008 at 3:50 PM, Ljackson wrote:
There are multiple levels of text at this level, but I would also
encourage the teacher to look closely at what is keeping the child from
attaining a higher level. If it is written retell that is an issue,
then I often question whether or not students are having opportunities
to write in response to literature.
Lori Jackson
District Literacy Coach and Mentor
Todd County School District
Box 87
Mission SD 5755
----- Original message -----
From: Kelly Andrews-Babcock <[EMAIL PROTECTED]
<mailto:[EMAIL PROTECTED]>
<mailto:[EMAIL PROTECTED]> >
To: Mosaic: A Reading Comprehension Strategies Email Group
<[email protected] <mailto:[email protected]>
<mailto:[email protected]> >
Date: Thursday, October 30, 2008 11:34 AM
Subject: Re: [MOSAIC] DRA2 Question
Carol,
Yes, because you truly want to see if the child remains independent at
that level. We had a child enter gr 4 at a L38 and test down to a L28.
It's amazing how much some children can lose over the summer.
KellyAB
On 10/30/08 9:50 AM, "SPINELLO, Carol" <[EMAIL PROTECTED]
<mailto:[EMAIL PROTECTED]>
<mailto:[EMAIL PROTECTED]> > wrote:
Hello Readers!
I am hoping someone can help me with a question that keeps coming up
in our school regarding the DRA2. Do you ever test down? For example,
in the fall a child scored in the independent range on a level 28 but
only instructional on the level 30 so the teacher stopped the
assessment. During the winter assessment the teacher began assessing
the child with the level 30 text and again the child did not score at
the independent range so at this point does the teacher test the child
down even though the child already passed the level 28 previously?
I hope I made this clear enough to understand. I would appreciate your
thoughts on this.
Carol
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