[MOSAIC] middle school reading assessment.

Sun Mar 9 22:10:37 EDT 2008

Leslie and all, I am also turning this over and over again in my  mind and I have decided that a "running record" is definitely of value. The issue for us has been what text to use beyond Z. And, how to develop teachers into skilled assessors of retellings and other critical elements in order to really get a sense of the reader and that reader's progress over time. Acuity, the periodic assessment of McGraw hill, has recently posted high school -level by grade passages and I plan to use some of those in the "running records." I also think it's important to discern a running record that was done with a fictional work or a non fiction piece. Perhaps the challenges of non fiction in terms of non considerate text, an invisible author, and academic vocabulary is worthy of consideration in the middle school classroom. Uh, that may mean that content area teachers should do a "running record" with their students and the text books they are reading..

Maureen Robins
Assistant Principal
JHS 194
mrobins2 at schools.nyc.gov <mailto:mrobins2 at schools.nyc.gov> 

________________________________

From: mosaic-bounces at literacyworkshop.org on behalf of Lespop4 at aol.com
Sent: Sun 3/9/2008 9:56 PM
To: mosaic at literacyworkshop.org
Subject: Re: [MOSAIC] middle school reading assessment.

Do you think, at the middle school level, that it is necessary to do a 
"running record"?  When our admin asks for reading levels every 6 weeks or  so, the
middle school teacher get their backs up.  My feeling is that at  the higher
(R and up, I'm talking Fountas and Pinnell here) readers can read a  passage
silently and then write a written retelling, followed by some  strategy-based
questions.  With upwards of 100 students, it is a huge task  to do a running
record with each child and I don't really think it is necessary  for every
child...maybe just he strugglers.

Leslie

In a message dated 3/9/2008 2:36:41 P.M. Eastern Daylight Time, 
mrshannan6th at gmail.com writes:

You  sound like you need a miscue analysis sort of assessment.  The  Goodman's
are the ones to look at, but there are ooodles of folks that have  written
books about it.  Google it.   It is a lengthy  test.  But you don't use it
with everyone.  You use it with the  kids that you know are struggling, but
are unsure why.

I have found  it irreplaceable when I want to know EXACTLY what a student is
doing when  they read.  No IRI or bubble test will tell me this.  I  know
there are folks against it.  But once I know where a kid is  truly
struggling, I can send them to the strategy to help fix it.   THAT is what
will show up on your numbers test.

Good teaching is  what will raise test scores...
Kim

On Sun, Mar 9, 2008 at 11:09 AM,  gina nunley <gina_nunley at hotmail.com>
wrote:

> I have to  chime in and agree about the need for multi-assessments.  I have
>  had students who scored high on the SRI  (scholastic reading inventory), 
low
> on the state test, and middle of the road on QRI.   I  use a spread sheet
> that has all the data side by side so I can surmise  who really needs a
> closer looking at.
>
> In regards to  Lori's plea for continuing discussion about middle level
> reading  assessment I would be thrilled to do that.
>
> Moderators-   Do we need to do this off this site?
>
> Our campus is trying to  create an RtI model and of course progress
> monitoring is the hurdle  for us.  QRI, STAR, SRI are all just to identify
> reading  levels....they don't give short term "assessment for learning"
>  information.
>
> You know I am on this list because I am a  believer in MOT and strategy
> work.  But I have to be honest...my  attempt at using Ellin's strategy
> interview bombed.  I just  couldn't squeeze it in, and then I had trouble
> using it in a way that  I could bring to campus meetings.
>
>
> What I think is at  the core of the progress monitoring dilemma is coming
> to agreement on  what you want to assess in reading.  That then tells you of
>  course what you will be assessing on a frequent basis.  I have to speak 
the
> language of the campus committee but I am trying to avoid target  goals like
> will build vocabulary....who decides that  list?
>
> I'll stop before I babble.  Again I'd like to have  this ongoing
> conversation.  Should we find another place to do  it?
>
>
>
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-- 
Kim
-------
Kimberlee Hannan
Department Chair, ELA
Sequoia  Middle School
Fresno, California 93702

The best teachers teach from  the heart, not from the book.  ~Author  Unknown

kxhanna at fresno.k12.ca.us
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