I don't think I would worry about any student "remembering the silent e
rule" or the "when two vowels go walking" rule. That's not reading;
that's just mimicking rules.
How much reading of "easier" texts does this student do? That, to me,
would be the best way to increase fluency (unless, of course, fluency
is being measure by speed/accuracy only in a cold reading with possible
above ZPD level text... in that case.... well, don't get me started).
Can the student recognize/read rhyming words when presented in a simple
poem? That would be more telling than being able to recognize them when
put side by side in front of her.
Is she kinesthetic? Visual? Do pictures help her understand text?
Off the top of my head, if a student is THAT inconsistent, then it
seems like there may be something else going on, some kind of
disability.
I personally would not rely on a phonics assessment, especially one
that required decoding words in isolation, and even more especially one
that requires decoding nonsense words.
Comprehension is about context and connection and being able to retell
main parts of a story. Decoding out of context is just barking, in my
opinion.
Renee
On Apr 10, 2012, at 5:23 AM, Sunshine Barker wrote:
I would do the CORE phonics assessment. You should assess her decoding
words
in isolation along with decoding nonsense words. Is there dyslexia in
the
family? I would explore dyslexia as a possibility.
--
Sunshine Barker
Reading Teacher
Hoffmann Lane Elementary
On 4/9/12 1:37 PM, "Megan Dorsay" <mdor...@sd735.org> wrote:
Hi everyone,
I was asked to test a 2nd grader who has been in our District since
Kindergarten. Her Benchmarking scores (MAP and Aimsweb) red-flagged
her for
Intervention. The teacher agreed. Fluency and comprehension are low
but she is
wildly inconsistent day to day.
She is getting the Horizons Intervention program 4x/week plus an
extra dose of
guided reading one-on-one 4x/week. She is not making appropriate
progress
according to progress monitoring and the running records, and oral
and visual
assessments of the teachers. She is totally inconsistent in her
knowledge. One
day, she reads well and answers questions. The next day, she cannot
remember
the "silent e" rule or the "When two vowels go walking..." or she
will have
trouble recognizing rhyming words, even when they are placed in a row
in front
of her.
The teacher and Interventionist are stumped. (Me too!)
Does anyone have any thoughts on strategies we could use or any
professional
books I could buy that would give us strategies to help her simple
recall?
Also, any information on processing issues would be so helpful as
well. I
don't have a huge background in that area.
Thank you!!
Megan Dorsay
District Reading Specialist
Skokie District 73.5
8000 E. Prairie Rd.
Skokie, IL 60076
McCracken Middle School
847-676-8204
Middleton Elementary
847-676-8035
mdor...@sd735.org
________________________________________
From: mosaic-bounces+mdorsay=sd735....@literacyworkshop.org
[mosaic-bounces+mdorsay=sd735....@literacyworkshop.org] On Behalf Of
Sally
Thomas [sally.thom...@verizon.net]
Sent: Sunday, April 08, 2012 8:30 PM
To: mosaic listserve
Subject: Re: [MOSAIC] School wide reading.
I HIGHLY recommend the book Day to Day Assessment in the reading
Workshop; Making informed Instructional Decision in Grades 3 - 6. By
Sibberson and Szymusiak. Honestly I taught a reading workshop
classroom for
years grades 5 - 6. Much of my doctoral research had to do with
intrinsic
motivation and also assessment (the good kind ) as integral to
intrinsic
motivation. This book is absolutely excellent in describinb the
thinking
and classroom practices that least to highly engaged and effective
reading -
the independent reading so critical along with some of the other
balanced
literacy needed - to complete the whole!!! Please please please
check it
out. It works for primary and middle school, probably hgih school if
you
have the flexible mindset that can see the underlying assumptions of
the
practices and figure out how to make them work at the different
levels.
Sally thomas
On 4/8/12 4:42 PM, "Jennifer Olimpieri" <ojen...@sbcglobal.net> wrote:
Hi. I work in a k-5 school as a reading consultant. We currently
have a
monthly calendar that kids turn in to get a small prize. At the end
of the
year the get recognized, so on and so forth. However, the program is
old and
not very enticing. The younger ones are usually the ones turning in
their
calendars but mostly it is ineffective anymore. I would like to
revitalize a
school wide reading program. Does anyone have fresh and exciting
ideas that
is
easily recordable but effective? I would live to hear ideas out
there.
Thanks!
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Skokie School District 73 1/2
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