I was required to use the Harcourt series and found the end of story tests
useless.  (I'm the only one using Reading Workshop this year, but I still
give the theme tests -- don't ask.)

Many of the students did well on the weekly tests and I knew they were
remedial readers. They were good at guessing. On the other hand, some of my
strongest readers would come to me and "argue" why more than one choice
could be correct.  Also, I re-wrote all of the "essays" because the ones
included didn't require any meaningful analysis or require the students to
infer or draw conclusions.

I will post some more ideas in another response.

On Wed, Apr 7, 2010 at 1:27 PM, Kendra Carroll <
[email protected]> wrote:

> "I'm a 2nd grade teacher in a low SES urban school.  I'm stuck on a
> student.  She has good decoding skills and comprehension.  She is a DRA
> instructional
>
> M (independent M)."
>
>
>
> Could it be that she is more of a global thinker?  What about a strategy
> like UNRAVVEL?  I can tell you more about it if you need me to.
>
>
>
> Kendra Carroll
>
>
>
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-- 
Nancy
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