I agree. The F&P benchmarking system is very accurate. We did learn,
however, that it is best to wait on initial assessment until the first few
weeks of school are past. Many of our kiddos had not read over the summer
and just weren't "warmed up" enough to have a comprehension conversation.
Some of my kids have moved 6 or 7 levels since the August assessment!
Teresa
----- Original Message -----
From: "Carina Ball" <[email protected]>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Sent: Thursday, December 11, 2008 7:21 AM
Subject: Re: [MOSAIC] DRA
I'm also a strong advocate of the F & P leveling system. I admire all the
research they've poured into identifying text features and the change over
time that takes place, as readers progress. They've never let me down and
I've even been so privileged as to train with them, while in New
Hampshire. My ideal dream is to secure the funds to establish a book
room, like the one pictured in their text Guided Reading: Good First
Teaching for All Children. With the budget the way it is in New York,
however, I'll be up to my ears writing grants for such funding.
Carina D. Ball
Literacy Specialist
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________________________________
From: [email protected] on behalf of Diane Baker
Sent: Thu 12/11/2008 8:07 AM
To: [email protected]; Mosaic: A Reading Comprehension Strategies Email
Group
Subject: Re: [MOSAIC] DRA
Our district uses it primarily as an indicator of growth. We use the
Fountas and Pinnel to identify just right books. We found that the DRA
incorporates too much writing to soley assess the reading comprehension
and understanding. The Fountas and Pinnel allows those students who
struggle with the writting piece to have their comprehension assessed more
effectively. However, I suggest that you use a multitude of assessments -
include running records as well...
________________________________
From: [email protected] on behalf of suzie herb
Sent: Thu 12/11/2008 12:49 AM
To: [email protected]
Subject: [MOSAIC] DRA
I need some help from grade four teachers up to middle school who use the
DRA with their students. Do you use the assessment to identify just
'right' levels by finding the exact 'independent level' or do you use it
to find instructional and then focus 'instruction' accordingly? A bit of
a problem in our area. We have 'no kids left behind....most of our fourth
and fifth graders are in the range of 34 (lowest grade four to fifty in
grade five). Thoughts, ideas....comments...greatly appreciated.
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