[MOSAIC] (no subject)

[kandrews-babcock]

Yes, Level 14 and up.


On 5/18/07 9:25 AM, "ljackson" <ljackson at gwtc.net> wrote:

> In the new DRA Kit, fluency is measured and timed from level 14 (I think,
> maybe 12).
> 
> Lori
> 
> 
> On 5/18/07 5:20 AM, "GRISTINA, KRISTIN" <KLIGUORI at MAIL.NBTSCHOOLS.ORG>
> wrote:
> 
>> In my school, we do not use a fluency norm for any grade level. I'd like to
>> see the Hasbrouck and Tindal norms you refer to.
>> 
>> For the DRA in grades 4-8, I believe the WCPM is built into the overall
>> student score. So, it's only one component of finding the total score/reading
>> level. 
>> For the DRA in grades K-2, we do not count words per minute. But in the case
>> that you discuss, where the fluency is poor but the comprehension and the
>> accuracy is adequate, we do not bump the child down a level in general. I
>> would suggest, working on comprehension at that level and higher in guided
>> reading groups (since the DRA score provides an independent level rather than
>> an instructional level) and when working on fluency, you may decide to work
>> at
>> a lower level with the child in order to get him/her to improve his or her
>> fluency in an easier book. So, I guess I would agree with you that I would
>> just make a note that the child needs further instruction on fluency. I don't
>> necessarily think fluency is a deal-breaker. We are also working hard on
>> broadening our perspectives on guided reading and not being so closed off to
>> teaching lower level books for a specific purpose. Children, teachers and
>> parents shouldn't be so concerned with the level. They should focus on the
>> skill that the child needs and choose appropriate books for the child in
>> order
>> to master that skill or strategy.
>> 
>> Kristin
>> NJ
>> 
>> 
>>  the issue has come up as to how hard and fast you adhere to  the "fluency"
>> score when calculation the independent reading level. We count the  WCPM and
>> check them against Hasbrouck and Tindal's Fluency norms for each grade
>> level.
>> The question has come up that if a child has the accuracy rate and the
>> comprehension, but the fluency is below the 50th percentile, would you not
>> award 
>> that child that reading level?  Or, would you just make note that the child
>> needs further instruction in fluency?
>> 
>> 
>> 
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