[MOSAIC] DRA, accuracy, comprehension and fluency to arrive at a reading level....

[Renee]

Well Lori,

This just makes way too much sense for anybody in power to embrace.

Renee


On May 18, 2007, at 6:33 AM, ljackson wrote:

> I am wondering if part of the issue here is the drive to test a child  
> until
> he or she drops!  Here in our district we have been encouraged to do  
> just
> this, resulting in a drive to higher and higher levels.  I am  
> encouraging us
> to consider setting some grade level benchmarks and STOPPING  
> assessment with
> any child who tests one year above grade level.  I had a discussion  
> with a
> teacher just recently who had a 3rd grade student who did not do well  
> on
> oral fluency with a level 70 (although by no means word for word  
> reading)
> but scored 99% accuracy and 23 pts for comprehension.  I don't think  
> the
> child failed the test, but it is my opinion that there is not much  
> point to
> pushing a 8 year old to this level because most of the reading at this
> level, at least fiction-wise, is simply not developmentally  
> appropriate for
> him. He wants to read Dr. Suess, adores picture books and loves
> informational text.  Let's celebrate our talented reader without  
> robbing
> them of the world of literature at their fingertips.  Perhaps my  
> passion
> here is colored by my experience as a gifted reader.  I was pushed  
> hard,
> reading classics at 11 and when my youngest sister started brining home
> books like Tales of a Fourth Grade Nothing, and I started reading them  
> on
> the sly as a teenager, I felt gypped.  Celebrate success, support our
> strugglers and somehow, honor childhood along the way.
>
> Lori
>
>
> On 5/18/07 5:40 AM, "kandrews-babcock"
> <kandrews-babcock at killinglyschools.org> wrote:
>
>> With the DRA2, the accuracy rate has moved up to 95%. The fluency  
>> piece is
>> really important as well. If a student does not pass the fluency they  
>> should
>> not read the story, you need to "stop and drop" them. I had issues  
>> with this
>> myself when testing a child and went ahead and had them do the entire
>> test...to find that their oral reading score was in the instructional  
>> range
>> and the comprehension was low as well. I think it offers us a lot of
>> information about what we need to do to instruct that child. A lot of
>> fluency 'teaching' has not been stressed as much because of the much  
>> needed
>> strategy work being done. But let's face it as Tim Rasinski says, "If
>> students are putting so much energy into trying to read the words -  
>> there's
>> no energy left for comprehension."
>> So I would not pass the child at that level - that becomes  their
>> instructional level and they are independent at the next lower level
>> (assuming they have been tested at that level already.) We are really
>> following it by the book and it has increased the instruction in  
>> fluency in
>> our building.
>> Kelly AB
>>
>>
>> On 5/17/07 5:12 PM, "Lamma55 at aol.com" <Lamma55 at aol.com> wrote:
>>
>>> A question for all of you who use the DRA as part of your assessment
>>> practices.
>>
>>
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>>
>
> -- 
> Lori Jackson
> District Literacy Coach & Mentor
> Todd County School District
> Box 87
> Mission SD  57555
>
> http:www.tcsdk12.org
> ph. 605.856.2211
>
>
> Literacies for All Summer Institute
> "Literate Lives:  A Human Right"
> July 12-15, 2007
> Louisville, Kentucky
>
> http://www.ncte.org/profdev/conv/wlu
>
>
>
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>
"The important thing is not to stop questioning."
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