We use a reading design that we purchased through Mondo Publishing. The Mondo assessment kits are sold for K-2 and 3-5. They correlate with any leveled text. We use several different leveled texts for guided reading. There is a running record component and then a few different subtests depending upon the grade level range. K-2 has an oral language component that we felt was crucial given our student needs and demographics. It also has a vocabulary piece, word recognition, phonemic awareness, concepts of print, fluency (within the rr), and letter rec, and letter sound subtests. The 3-5 is very similar, except it does not have letter rec,, letter sound, or CAP components. Another piece I really like is that each level of the RR has a fiction and non-fiction piece. Sometimes students read one genre more efficiently than another and this can be highly useful information for teachers.
--- On Mon, 10/10/11, Dear <[email protected]> wrote: From: Dear <[email protected]> Subject: Re: [MOSAIC] title 1 reading - help To: [email protected] Date: Monday, October 10, 2011, 1:12 AM I've been following this conversation and I am wondering what screening tools people are using to identify students' needs. Sandy -----Original Message----- From: Palmer, Jennifer <[email protected]> To: Mosaic: A Reading Comprehension Strategies Email Group <[email protected]> Sent: Sun, Oct 9, 2011 1:10 pm Subject: Re: [MOSAIC] title 1 reading - help Cathy...this is a model that works really well in Maryland too. Find root causes behind kid's difficulties and address them. NOT all struggling readers need phonics. Sometimes, it helps to also think about how kids learn when grouping for intervention... Jennifer L. Palmer Instructional Facilitator, National Board Certified Teacher (EC Gen) Magnolia Elementary School (Home School) 901 Trimble Road, Joppa, MD 21085 Phone: (410) 612-1553 Fax: (410) 612-1576 In EVERY child...a touch of GREATNESS!!! Proud of our Title One School! Norrisville Elementary School 5302 Norrisville Rd White Hall, MD 21161 Phone: 410-692-7810 Fax: 410-692-7812 Where Bright Futures Begin!!! ________________________________ From: [email protected] on behalf of [email protected] Sent: Sun 10/9/2011 5:35 PM To: [email protected] Subject: Re: [MOSAIC] title 1 reading - help I work in a Title I school as a Title I Reading Teacher. We screen students individually and plan their intervention based on their specific needs. Some children are grouped for only comprehension, some for specific decoding strategies, some for phonological issues (yes, even older kids) and some for a bundle of combined skills. Cathy upstate NY -----Original Message----- From: Racine Stefancic <[email protected]> To: Mosaic: A Reading Comprehension Strategies Email Group <[email protected]> Sent: Sun, Oct 9, 2011 8:59 am Subject: Re: [MOSAIC] title 1 reading - help Rhonda, ast year we implemented a new program at our school (K-8, but this program as for the 6-8). We knew the students had strong comprehension skills, but e noticed that this was only true orally. The kids could apply the trategies, but could not read the words! Our principal backed up and we ssessed all struggling middle schoolers. What we found was that many had ery weak phonics skills. The decision was made to use the reading nterventionist for the middle school to teach specific phonics lessons to roups using explicit phonics instruction. We also used phonics instruction nto the daily lessons (yes, middle school). The result was that our state est scores for middle school increased 15%. The program was the Ashlock xplicit strategies, Phonics for Reading, QPS to test....etc. Just my two ents. acine ---- Original Message ----- rom: "Rhonda Brinkman" <[email protected]> o: "Mosaic: A Reading Comprehension Strategies Email Group" [email protected]> ent: Saturday, October 08, 2011 8:09 PM ubject: [MOSAIC] title 1 reading - help Hello everyone, We JUST received our first Title 1 monies at the middle school level. It is for targeted students only. We proposed that the Title 1 reading teacher would use the balanced literacy approach. We are interviewing and hiring this week. Please help with ideas on how this could work effectively. I will take any and all suggestions. What works and doesn't work. With school on its way we need this baby up and running brilliantly! Thanks in advance! Rhonda _______________________________________________ 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 ______________________________________________ osaic mailing list [email protected] o unsubscribe or modify your membership please go to ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive _______________________________________________ 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 _______________________________________________ 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 _______________________________________________ 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 _______________________________________________ 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
