Advice on Assessment and Differentiation

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Remedial Reading Chatboard

Advice on Assessment and Differentiation

by TucsonTeacher

Jun 13, 2009

I am teaching remedial reading to middle school. I would like to see more progress this year. Class size is 15-22. Any ideas on best assessments to use and how I can differentiate for kids who have different reading needs? Thanks!

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TucsonTeacher Thanks, Carolyn. That sounds good, but I don't have access to the program materials. I will keep it in mind if I ever get the chance to purchase stuff though.I have heard other people like it too. I use Reader's theater to practice fluency. Don't they ever complain about having to reread the same thing? Or does the fact that they have the goal of c...See MoreThanks, Carolyn. That sounds good, but I don't have access to the program materials. I will keep it in mind if I ever get the chance to purchase stuff though.I have heard other people like it too. I use Reader's theater to practice fluency. Don't they ever complain about having to reread the same thing? Or does the fact that they have the goal of competing against their last best time take care of that objection?

On 6/13/09, Carolyn wrote: > On 6/13/09, TucsonTeacher wrote: >> I am teaching remedial reading to middle school. I would >> like to see more progress this year. Class size is 15-22. >> Any ideas on best assessments to use and how I can >> differentiate for kids who have different reading needs? >> Thanks! > > My favorite assessment is from the program "Read Naturally." > The only thing was that because our school did not have all > the materials, I adapted the program to suit the needs of my > classroom. > > I understand about the different needs of the different > students but unfortunately the State tests do not care if our > students are reading at a 3rd grade level and they are in 6th > grade, the test is on their grade level so the first thing I > do is tell the students we are going to start with passages > at their grade level. I explain that it is going to be hard > and they may not read as many words as they usually do but in > the end it will help. > > The next step is getting everyone to help each other. This is > where I differentiate my readers. I group pairs according to > who can help the other the most. I will put my lowest reader > with my highest because the highest will help the lowest to > succeed. I will tell you that in my classroom the students > know that if they make fun of each other they will have > consequences. You have to make sure they all understand that > they are in remedial reading because they all have something > that is blocking them from the enjoyment of reading and from > each other they will learn to overcome the obstacle. > > The next part is their "cold read." They read to me for one > minute and I record their score. While I am testing, the > students are using various strategies to answer the questions > from the story WITHOUT reading the story. This helps them to > utilize context clues and look at the wording of the > questions. > > On the second day (usually two days later...I like Monday and > Wednesday...Monday because they are coming off the weekend > and Wednesday because they are at their best)we listen to the > passage being read to them on CD. The students are told to > listen the first time and look at their words that they had > trouble with on their "cold read" (I usually highlight the > words they miss while they are doing their "cold read." The > second time they hear the story is for the content so that > they can answer the questions on the back (they put their > second answer next to the 1st or you can have them use 2 > different color inks) and the third time I want them to > listen for enjoyment, to learn about the passage as it is > designed...to teach them something they did not know. > > After they hear the story then they practice with their > partners (usually each will read to each partner three > times). This is the fun part for them because now they > actually read to each other and they give constructive > criticism to each other. I love wathcing them help each other > with the words and watching them get excited when they each > reach their goal. After that I start calling them up for > their "hot read." the "hot read" is the time when the student > reads for one minute and they have to get 20-30 words more > than they read on their "cold read." You may want to adjust > the number for your very low readers but to be honest they > may get discouraged if they think you are giving them leeway > (this happened to me and the student told me they wanted the > same as everyone else). > > This whole process may take time at first to get it going but > in about 2-3 weeks the students will be excited for this > because it is them controlling the atmosphere. The kids are > in control of the outcome. Your part is only to have them > read to you. I did this for my observation and got high marks > and the kids were so proud of themselves. > > I know this was long, but I hope it helps...Remember in > remdial classes you may not always get everything you need so > improvision is your best friend!!!! > > GOOD LUCK!!! I love it and I hope you will too! > Carolyn

Jun 14, 2009

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Carolyn On 6/14/09, TucsonTeacher wrote: > Thanks, Carolyn. That sounds good, but I don't have access to the > program materials. I will keep it in mind if I ever get the > chance to purchase stuff though.I have heard other people like it > too. I use Reader's theater to practice fluency. Don't they ever > complain about having to reread the...See More

Jun 14, 2009

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Richie I found a good article on how to differentiate fluency instruction, using Read Naturally or other materials at [link removed]

Jun 15, 2009

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TucsonTeacher Thanks, Richie, that was interesting.

I got excited when the Teaching Reading Strategies people claimed to be less expensive than Read Naturally, but it's not true. You might get more, but the cost is more too. I like the sound of it though.

On 6/15/09, Richie wrote: > I found a good article on how to differentiate fluency in...See More

Jun 17, 2009

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good luck On 6/13/09, TucsonTeacher wrote: > I am teaching remedial reading to middle school. I would > like to see more progress this year. Class size is 15-22. > Any ideas on best assessments to use and how I can > differentiate for kids who have different reading needs? > Thanks!

I've come to believe it has little to do with the 'p...See More