I totally agree!!
Hillary
On Mar 15, 2010, at 10:08 PM, Patricia Kimathi wrote:
A normal sized district maybe, but this is a state test. We have
fought it in our district, but so far it has not worked. I just
really ignore it when I grade and teach the children to read
pausing and stopping with a normal speed it really does work. I
am not feeling criticized it is not personal and I don't agree with
the state fluency or with the passages. Pat
On Mar 15, 2010, at 8:33 AM, Renee wrote:
With all due respect (and Pat, I am not criticizing you personally
so please do not take this personally), a district is made up of
teachers. "The district" is teachers. Every district I have worked
in (three) has had an assessment committee that makes these
decisions. When I begged to be on the assessment committee a few
years ago, I fought tooth and nail to have the fluency "speed
numbers" balanced with prosidy. What happened is that the numbers
were lowered and the ranges of proficient, etc. were made larger,
to take prosidy into account.
It is TEACHERS who need to argue and fight and beg for these
changes. If EVERY primary teacher in a district argued about this,
certainly it would at least be looked at.
Renee..... waving another pink slip.
On Mar 14, 2010, at 6:55 PM, Patricia Kimathi wrote:
While, I agree with you, I find that my district test for speed
and we must report these test results, they stay on the
children's records (sadly).
Pat Kimathit
On Mar 14, 2010, at 10:43 AM, jan sanders wrote:
Why do people (is it the "program makers") link speed with
fluency? To me, fluency is cadence, and reading so it sounds
like we talk. Have you ever had a conversation with someone who
talks fast? They make me tired. It is not normal. I never
used any bought program, but rather had children read like we
talk. They would tape themselves and listen, then reread the
same passage if it needed more work. Also, many times students
struggle with fluency because they are reading above their
independent level, usually their instructional level, and they
have "work" to do with the text.
Another point... there are times when I read aloud when I don't
have a clue what I read. My brain was not engaged in the
meaning of the words, I just read them out loud.
Jan
"Life is not about waiting for the storms to pass...it's about
learning how to dance in the rain." BJ Gallagher
From: [email protected]
Date: Sat, 13 Mar 2010 06:22:10 -0500
To: [email protected]
Subject: Re: [MOSAIC] Fluency
In a message dated 3/10/2010 11:59:22 P.M. Eastern Standard Time,
[email protected] writes:
Could you give me a reference for that research?
So I'm behind on email, but don't see a response. I find often
that
something that is supposedly "supported by lots of research,"
is kind of like the
telephone game. Everyone has heard that there is, but no one
quite can
pinpoint it. Just the fact that people say there is research
makes it so? I
agree with Maureen. I have seen a lot of evidence that often
students who read
slowly and methodically with prosidy, rereading and thinking
carefully,
are way better at comprehension than those who are trying to
beat the egg
timer.
Nancy
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Visit my website:
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