Thanks, Jennifer-for this helpful response. Interventions without insight and including the student in the plan is like administering medication in the dark. Donna Petree Exceptional Children's Program Germanton Elementary School Email Disclaimer: Please be advised that the contents of this message and any reply may be subject to disclosure under North Carolina law. This communication is for use by the intended recipient and contains information that may be privileged, confidential, or copyrighted under applicable law. If you are not the intended recipient, you are hereby formally notified that any use, copying, or distribution of this communication, in whole or in part, is strictly prohibited. Please advise the sender immediately by reply e-mail and delete this message and any attachments without retaining a copy. This communication does not constitute consent to the use of sender's contact information for direct marketing purposes or for transfers of data to third parties.
________________________________ From: mosaic-bounces+donna.petree=stokes.k12.nc...@literacyworkshop.org on behalf of Palmer, Jennifer Sent: Wed 3/14/2012 8:13 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] fluency question So, here is a question for you. WHY is his fluency poor? It is time to look for a root cause. Your gut is that he tries too hard and chokes and so that means an emotional component. Have you asked your student? What is he saying about his reading aloud? You've shared reading rate, but there is a lot more to fluency than rate. From your post I am not suspecting decoding issues, phrasing issues or problems with expression, especially since he is comprehending. Usually, decoding, phrasing, expression will affect comprehension. While I agree that it is important to attend to fluency...... if he is comprehending and the root cause for the difficulties seems to be emotional, then your best intervention might be to leave him alone...except to provide a large amount of independent level text that he enjoys reading. That's the best cure for fluency issues that I know of. One last thought... how is his silent reading rate? How does it compare to oral fluency? While silent reading rates are almost always faster than oral reading rates in the intermediate grades, if there is a large discrepancy here it gives further evidence that he is just stressed out and chokes. Try a QRI passage orally, and then another silently and compare rates, comprehension, decoding. Look for a root cause for the problem. Stop throwing interventions at him until you know what it is exactly. Good luck. Jennifer L. Palmer Instructional Facilitator National Board Certified Teacher Magnolia Elementary (home school) 901 Trimble Road Joppa, MD 21085 410-612-1553 Fax 410-612-1576 "In every child a touch of greatness!!' Proud of our Title One School Norrisville Elementary 5302 Norrisville Road White Hall, MD 21161 410-692-7810 Fax 410-692-7812 Where Bright Futures Begin!! ________________________________________ From: [email protected] [[email protected]] on behalf of norma baker [[email protected]] Sent: Wednesday, March 14, 2012 6:36 AM To: [email protected] Subject: [MOSAIC] fluency question Morning, I have a student who has a high average IQ. He tests at "Z" in the a-z assessment, but his fluency (DIBELS) is at 77. In January the fourth grade goal was 105, so he is significantly below that expectation. He has received fluency support with Quick Reads (similar to REad Naturally or Great Leaps), readers' theater and poetry for repeated readings. I personally feel that he tries too hard and so whenever is timed (dare I say that word), he chokes. His fluency is obviously not impacting his ability to comprehend or to access the curriculum in class. He currently has 5 x 25 on his grid for fluency support and we suspect that his mom (lovely person, strong advocate) is going to push for 1-1 support. What else would anyone recommend trying with this student to improve his fluency? Thanks! norma PS I'm not looking for a philosophical discussion about the merits of DIBELS or measuring fluency. I'm aware of "the good, the bad and the ugly". This is the situation I have andI am just trying to seek alternate solutions! Thanks!!!!! An old man once said, "There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living." ____________________________________________________________ 53 Year Old Mom Looks 33 The Stunning Results of Her Wrinkle Trick Has Botox Doctors Worried http://thirdpartyoffers.juno.com/TGL3131/4f6074e85751d274e8c6st05duc _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
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