I sent this last week. Not sure if it posted as I bot a "bounce back"  
notification. 
 
Nancy
 
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.
Or they have not been taught the retelling rubric. That is one of many  
important things I learned from you, Lori. Children must know the goal they are 
 
trying to attain. It can't be a mystery. 
 
Nancy

 
 
In a message dated 11/2/2008 7:47:53 P.M. Eastern Standard Time,  
[EMAIL PROTECTED] writes:


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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