I couldn't agree more with this comment from Maureen: "So in breaking the rules, you get more of the info you need to help each student move on in the different aspects of literacy."
The absurdity is that reading assessments have rules that get in the way of learning about our students as readers. Looking-glass world, indeed. Maureen and Ellen, Thank you for your support of my thinking. Unfortunately, we are not able to make decisions based on our personal knowledge and experience. Testing a level up is a district level directive. As of now, we all have to follow it. It is conceivable that I may have to administer and correct 50 tests! Right now I am so burned out on testing after doing 25 of them that I am having to take a step back. We have to administer them by the book. Our reading coach sat in on a test and told me she loved the way I gave the DRA2: conversing with the child about his/her life as a reader, reviewing where he/she fell down, encouraging his/her success - and then told me not to worry she wouldn't tell anyone! As for fluency, I told my "slow" reader that he had done a fabulous job on comprehension and then asked him what he thought was more important reading fast or understanding what he read. His face lit up as he said, understanding. Even an 8 year old can determine what's important! This is why I choose to spend my days with third graders. _______________________________________________ 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.
