I have a student who I worry about comprehension and want to help him. He is a puzzle to me. I am hoping for some alternative strategies and quick assessments to help me provide better classroom instruction and help comprehension in all areas!
Concerns: 1. If you were to have a regular conversation with him, you would think he was quite bright. 2. His word reading is very accurate. His rate is grade level appropriate. He can answer who what when where questions at a very basic level. He cannot tell me more on the correct topic. 3. Recently, I gave him (3rd grade) a mneumonic to remember the order of the planets. When I prompted him to recall the planets and helped him My...mercury, very...V...Ven... and E is eager (his response: I don't know a planet that starts with the letter E! We have gone over this for four weeks now. They all created their own planet movie, we have read our science books, I have read aloud several great books on the Solar System, etc. In addition, following simple directions is hard for him. We use Aimsweb as a fluency screener and he does average. We also give F and P for further instruction/assessment. His comprehension falls at the 50th percentile back to and ind. early second grade. However, his "fluency" puts him at becnhmark or one mark under so he gets not service outside what I do to support him in the room. I have worked diligently to get him to read books at his level and when I am not looking, he picks books at a 5th or 6th grade level. When we talk about it, he insists he can read at that level. Which, I believe in his mind he can. He can read the words on the page so he equates that with reading. I finally have him picking only from the selected basket (I hope :) but when he goes to library his other books end up in there. He was given a screener for speech and he received a score just above the cut off for qualifying. However, he "bombed" following directions" and "word categories and associations". Here is another example, he needed to orally state a verb that starts with the letter e (end of day review game on Friday). His answer: North Star. I know he knows the alphabet, I know he can word call, that response was so off in so many ways, I didn't know what to say. I would appreciate tips and such to help him in the classroom. Also, what can a brain tumor (removed before start kinder) do if it were in the frontal lobe (right???) to his learning? Thanks! On Fri, Apr 20, 2012 at 3:38 PM, [email protected] <[email protected]>wrote: > Q > > Sent from my Verizon Wireless 4G LTE DROID > > -----Original message----- > From: Sunshine Barker <[email protected]> > To: "Mosaic: A Reading Comprehension Strategies Email Group" < > [email protected]> > Sent: Tue, Apr 10, 2012 08:23:38 EDT > Subject: Re: [MOSAIC] Processing Question > > I would do the CORE phonics assessment. You should assess her decoding > words > in isolation along with decoding nonsense words. Is there dyslexia in the > family? I would explore dyslexia as a possibility. > > > -- > Sunshine Barker > Reading Teacher > Hoffmann Lane Elementary > > > > On 4/9/12 1:37 PM, "Megan Dorsay" <[email protected]> wrote: > > Hi everyone, >> I was asked to test a 2nd grader who has been in our District since >> Kindergarten. Her Benchmarking scores (MAP and Aimsweb) red-flagged her >> > for > >> Intervention. The teacher agreed. Fluency and comprehension are low but >> > she is > >> wildly inconsistent day to day. >> She is getting the Horizons Intervention program 4x/week plus an extra >> > dose of > >> guided reading one-on-one 4x/week. She is not making appropriate progress >> according to progress monitoring and the running records, and oral and >> > visual > >> assessments of the teachers. She is totally inconsistent in her >> knowledge. >> > One > >> day, she reads well and answers questions. The next day, she cannot >> > remember > >> the "silent e" rule or the "When two vowels go walking..." or she will >> > have > >> trouble recognizing rhyming words, even when they are placed in a row in >> > front > >> of her. >> The teacher and Interventionist are stumped. (Me too!) >> Does anyone have any thoughts on strategies we could use or any >> > professional > >> books I could buy that would give us strategies to help her simple recall? >> Also, any information on processing issues would be so helpful as well. I >> don't have a huge background in that area. >> Thank you!! >> Megan Dorsay >> District Reading Specialist >> Skokie District 73.5 >> 8000 E. Prairie Rd. >> Skokie, IL 60076 >> McCracken Middle School >> 847-676-8204 >> Middleton Elementary >> 847-676-8035 >> [email protected] >> ______________________________**__________ >> From: >> mosaic-bounces+mdorsay=sd735.**[email protected]<[email protected]> >> [mosaic-bounces+mdorsay=sd735.**[email protected]<[email protected]>] >> On Behalf Of Sally >> Thomas [[email protected]] >> Sent: Sunday, April 08, 2012 8:30 PM >> To: mosaic listserve >> Subject: Re: [MOSAIC] School wide reading. >> >> I HIGHLY recommend the book Day to Day Assessment in the reading >> Workshop; Making informed Instructional Decision in Grades 3 - 6. By >> Sibberson and Szymusiak. Honestly I taught a reading workshop classroom >> > for > >> years grades 5 - 6. Much of my doctoral research had to do with intrinsic >> motivation and also assessment (the good kind ) as integral to intrinsic >> motivation. This book is absolutely excellent in describinb the thinking >> and classroom practices that least to highly engaged and effective >> reading >> > - > >> the independent reading so critical along with some of the other balanced >> literacy needed - to complete the whole!!! Please please please check it >> out. It works for primary and middle school, probably hgih school if you >> have the flexible mindset that can see the underlying assumptions of the >> practices and figure out how to make them work at the different levels. >> >> Sally thomas >> >> >> On 4/8/12 4:42 PM, "Jennifer Olimpieri" <[email protected]> wrote: >> >> Hi. I work in a k-5 school as a reading consultant. We currently have a >>> monthly calendar that kids turn in to get a small prize. At the end of >>> >> the > >> year the get recognized, so on and so forth. However, the program is old >>> >> and > >> not very enticing. The younger ones are usually the ones turning in their >>> calendars but mostly it is ineffective anymore. I would like to >>> >> revitalize a > >> school wide reading program. Does anyone have fresh and exciting ideas >>> >> that > >> is >>> easily recordable but effective? I would live to hear ideas out there. >>> Thanks! >>> ______________________________**_________________ >>> Mosaic mailing list >>> [email protected] >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/**mailman/options/mosaic_** >>> literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org> >>> >>> Search the MOSAIC archives at >>> http://snipurl.com/**MosaicArchive<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<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org> >> >> Search the MOSAIC archives at >> http://snipurl.com/**MosaicArchive<http://snipurl.com/MosaicArchive> >> >> Skokie School District 73 1/2 >> >> The information contained in this e-mail message is intended only for the >> confidential use of the recipient(s) named above. If the reader of this >> message is not the intended recipient, you have received this document in >> error and that any review, dissemination, distribution, or copying of this >> message is strictly prohibited. If you have received this in error, >> > please > >> notify us immediately by e-mail, and delete the original message. >> >> >> ______________________________**_________________ >> Mosaic mailing list >> [email protected] >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/**mailman/options/mosaic_** >> literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org> >> >> Search the MOSAIC archives at >> http://snipurl.com/**MosaicArchive<http://snipurl.com/MosaicArchive> >> >> > > ______________________________**__ > > This e-mail and any attachments may contain legally privileged or > confidential information. 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Thank you for your > cooperation. > > ______________________________**_________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/**mailman/options/mosaic_** > literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org> > > Search the MOSAIC archives at > http://snipurl.com/**MosaicArchive<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<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org> > > Search the MOSAIC archives at > http://snipurl.com/**MosaicArchive<http://snipurl.com/MosaicArchive> > > -- * Miss Zilch's Website<http://www.d70schools.org/%7Ekzilch/MissZilch/Home.html> District 70... 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