[MOSAIC] Re-replies to my fluency v. comprehension/Tim

[Joy]

Hi Tim,
  Welcome! Your comments about fluency are right on with what I do in my classroom. I am not teaching my students to read faster, they are reading faster and with better expression because they are becoming better at comprehension. The strategies I teach them give them real tools to help them become better readers. I hope I made that clear in my earlier post.
   
  I don't remember the training I had focusing on teaching the kids to read faster. (I was trained at a workshop put on by the NC Department of Public Instruction about 3 years ago.) The trainer said to use the benchmarks to influence your instruction, not to do more DIBELS (except you might want to monitor them more frequently than 3 times per year if they are struggling significantly.) They never presented DIBELS as an instructional method. I wonder how it got turned into one?
   
  I'm not sure why I feel I have to defend my use of DIBELS. As I stated earlier, my school has no literacy programs, and very little money to spend on resources. I'm stuck here reinventing the wheel, and DIBELS offered me a free resource that I can use along with running records and anecdotal observation as a way to monitor my student's progress. I'm grateful I had good training, and do not teach at a school where things become misconstrued.



                Joy/NC/4
  jwidmann at rocketmail.com
  How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org
   









       
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