Progress Monitoring for Comp.--need opinions - ProTeacher Community




Home Join Now Search My Favorites
Help


      Intervention & Title I Services

Progress Monitoring for Comp.--need opinions

>

Reply
 
Thread Tools
TeacherKari's Avatar
TeacherKari TeacherKari is offline
 
Joined: Jul 2007
Posts: 57
Junior Member

TeacherKari
 
TeacherKari's Avatar
 
Joined: Jul 2007
Posts: 57
Junior Member
Progress Monitoring for Comp.--need opinions
Old 11-26-2010, 01:41 PM
 
Clip to ScrapBook #1

I am working on some progress monitoring with some of my Title 1 students.
One of my colleagues, recommended using probes with 10 questions. She said
she has her kids read the story and then she asks the questions--like how you
typically complete an IRI. I am really questioning this method.

I complete the QRI+4 for my Title kids, 3 times a year, and follow the "traditional method". But for progress monitoring, I want to find out
if they are looking back in the text for answers or rereading--using the strategies
that we teach them to use. I don't want them to feel like they have to "memorize" the
text before I give them a probe. So, what do you think about allowing kids to have to
text in front of them and complete the comprehension questions by themselves?

Where in the real world are we expected to read something ONCE, and then supposed to
really understand it? Really? I reread constantly.

Thanks for sharing!


TeacherKari is offline   Reply With Quote

mawl mawl is offline
 
Joined: Oct 2007
Posts: 14
New Member

mawl
 
Joined: Oct 2007
Posts: 14
New Member
Progress Monitoring for Comprehension
Old 11-26-2010, 05:21 PM
 
Clip to ScrapBook #2

Kari,
I am a reading specialist, so I will answer according to what I learned in my coursework for my Masters in Reading Education.

Some teachers do want their students to be able to retain information that they have read and answer questions without looking back at the text. However, you are correct. As mature readers, we do refer back to the text or our resources if we are unsure of answers or want to double check information. I personally have difficulty with expecting students to read something through once, taking the text away, and then asking them questions. At times, this seems to be more of a test of memory rather than comprehension. I know some may have an issue with this. I am not certain if you were planning to have students write their answers or if they are to respond orally. In my work with struggling readers, I have discovered that when my students have to write responses, they will provide less detail than if they answer orally. Struggling readers generally also have difficulty with writing and spelling. It may take more time, however I would suggest that you do this individually rather than having students read silently and write out their answers in a group. Otherwise, this will simply turn into a reading activity with accompanying worksheet to complete. You might also want to progress monitor for those specific strategies/skills that you've been concentrating on to make the process shorter. If you are already using the QRI three times a year, you are already doing a pretty extensive assessment. Progress monitoring should not be as substantial. If it is too difficult or too time-taking, you'll likely not do it as often. Go with your gut and do what works best for both you and your students!
mawl is offline   Reply With Quote
GreenSub GreenSub is offline
 
Joined: May 2008
Posts: 139
Full Member

GreenSub
 
Joined: May 2008
Posts: 139
Full Member

Old 12-01-2010, 07:05 AM
 
Clip to ScrapBook #3

I am also having trouble expecting my students to read something and then remember minute details. However, if they are reading at level, they should at least have an idea what the story was about. I almost feel as though I need to create questions based on understanding the whole story or interpreting rather than, "What color were the girls shoes". Typically those questions play very little into whether or not the student understands the story.

I like reading a-z for their quick comprehension checks (although with my kids they usually take most of my half hour time slot), because they only ask 2-3 text-based questions and the rest are summarizing and interpreting. However, if the student has more than 2 wrong, they are at frustration level. I usually take into account if they missed only text-based questions or interpreting and summarizing. These are only unofficial tests for our school, so I can interpret the data more freely, but they won't really work for progress monitoring since there are only 2 books per level. You would think with all the research out there and the funding we could find something that really works, but I have yet to find it. There is something about every comprehension check that I feel is a problem. If you find something that really works, let me know.
GreenSub is offline   Reply With Quote
dallasdeb dallasdeb is offline
 
Joined: Aug 2008
Posts: 57
Junior Member

dallasdeb
 
Joined: Aug 2008
Posts: 57
Junior Member
probe with retells and prompts if needed
Old 12-06-2010, 07:02 PM
 
Clip to ScrapBook #4

We are struggling with progress monitoring for comprehension, too. What we've landed on is passages from easycbm.com. The student reads it orally, and we score them on accuracy and secretly see how many wcpm also. Then we ask them to retell. we've already figured the important things were are looking for in the text (characters, setting, problem, important events) We prompt if necessary, but since it is a short text, we don't usually let them look back. Retelling is a power standard for us, so we work on it a lot. then we just check off the things they can tell us. We hope for about 80% of the items.
It's not perfect, but at least it's more than just wcpm.
We do sometimes prompt for an inference, too. this early in the year, most of our students are doing well to get the sequence of literal, but we do try for inferences and sometimes evaluative thinking.

Last edited by dallasdeb; 12-06-2010 at 07:04 PM.. Reason: clarify
dallasdeb is offline   Reply With Quote
LaVerne LaVerne is offline
 
Joined: Apr 2006
Posts: 719
Senior Member

LaVerne
 
Joined: Apr 2006
Posts: 719
Senior Member
Great question
Old 12-21-2010, 02:39 PM
 
Clip to ScrapBook #5

This has been an issue for me as well, and I am alone in my district with my level of students, so I have no one to bounce ideas off of.

I read with interest the easyCBM user because when I tried it last year, my students in 5th grade thought the passages were way too long to read. Perhaps I need to look at it again...

Lately, just to keep track of their progress, I have found some passages that have about 3 paragraphs and 4 multiple choice questions. The paragraphs highlight various skills and strategies like determining importance and author's purpose. I try to use the same skills/strategy that the classroom teacher is working on that week. It gives me something to see if the students are looking back, rereading,etc. I feel the passages are pretty well written and the questions are better than straight detail ....sorry I can't remember which company right off the top of my head.

I will keep checking this post. I am looking for something more 'official' than this but it at least gives me some hard core data to work with.


LaVerne is offline   Reply With Quote
Susan/IN's Avatar
Susan/IN Susan/IN is offline
 
Joined: Sep 2005
Posts: 296
Full Member

Susan/IN
 
Susan/IN's Avatar
 
Joined: Sep 2005
Posts: 296
Full Member

Old 12-22-2010, 04:50 AM
 
Clip to ScrapBook #6

I like to use the "Somebody Wanted But So" model along with a retell that includes all the story elements. The SWBS is a good way to summarize, then I ask my students to add details that include the rest of the story elements. I created a DIBELS format sheet (drawing a line through number of words uttered during retell), then added a check off at the bottom: used character names, told setting, discussed problem, told how problem was solved. I am also considering doing a one day reading/next day writing where the same format above is used, only in journal format. If you do this on a regular basis, much like running records, you will be able to monior progress and see where weaknesses persist.
Susan/IN is offline   Reply With Quote
pidges pidges is offline
 
Joined: Sep 2008
Posts: 50
Junior Member

pidges
 
Joined: Sep 2008
Posts: 50
Junior Member
I find that
Old 01-05-2011, 02:25 PM
 
Clip to ScrapBook #7

fluency is really the best measure for comprehension. Research shows that fluency is the most accurate indicator of comprehension. Both DIBELS and EasyCBM have excellent fluency measures. DIBELS Next and EasyCBM also have vocabulary and comprehension measures as well.
pidges is offline   Reply With Quote
gotabook gotabook is offline
 
Joined: Mar 2010
Posts: 6
New Member

gotabook
 
Joined: Mar 2010
Posts: 6
New Member
Pidge's message
Old 01-14-2011, 08:13 AM
 
Clip to ScrapBook #8

We use Diebels in our district and I do not like how it measures comprehension. Only by the number of words retold. How does Diebels II measure comprehension?
gotabook is offline   Reply With Quote
msgage msgage is offline
 
Joined: Nov 2009
Posts: 9
New Member

msgage
 
Joined: Nov 2009
Posts: 9
New Member
passages? easycbm?
Old 01-22-2011, 08:13 PM
 
Clip to ScrapBook #9

I agree that easycbm passages are too long. Another poster mentioned that they have vocabulary progress monitoring as well, but I don't see that. I see where they piloted them as well as shorter passages Oct-Nov but nothing is posted that I can see.

I have been using Aimsweb's maze passages for comprehension PM. It is running text, so the comprehension appears to be a solid reflection of what most students can do. However, it doesn't PM higher level skills like inference. Nor does it reflect what one of my 4th grade students is working on - understanding long sentences with complex phrases and concepts. DibelsNext daze passages are the same idea, but I like Aimsweb's layout better.

I'd like to find PM pieces for those higher-level thinking skills/strategy use. The only thing I can think of at this time is using edhelper worksheets for teaching and then additional ones for PM. Can you share the resource for your 3 paragraph w/MC questions?

Thanks.
msgage is offline   Reply With Quote
LaVerne LaVerne is offline
 
Joined: Apr 2006
Posts: 719
Senior Member

LaVerne
 
Joined: Apr 2006
Posts: 719
Senior Member
Sorry I am late
Old 04-06-2011, 09:02 AM
 
Clip to ScrapBook #10

...with this response. Evan-Moor Daily Reading Comprehension. The skills are listed at the top of the page for easy referencing and the answers are a, b, c, d for easy correcting. I pair the pages together with vocabulary work and it makes a good weekly, quick assessment.

Thanks!


LaVerne is offline   Reply With Quote
msgage msgage is offline
 
Joined: Nov 2009
Posts: 9
New Member

msgage
 
Joined: Nov 2009
Posts: 9
New Member
re: vocab
Old 04-10-2011, 06:06 AM
 
Clip to ScrapBook #11

Dibels through grade 3 has Word Use Fluency. Dibels Next (based on Sopris Learning publisher info) has it in an experimental stage. I wonder why they didn't carry it over from Dibels. Not enough research perhaps?
msgage is offline   Reply With Quote
msgage msgage is offline
 
Joined: Nov 2009
Posts: 9
New Member

msgage
 
Joined: Nov 2009
Posts: 9
New Member
evan-moor - thanks
Old 04-23-2011, 03:54 PM
 
Clip to ScrapBook #12

I should have said thanks with my other posting. I think I meant to get to E-M and look at the resource first and still haven't gotten around to it. :O
msgage is offline   Reply With Quote

Join the conversation! Post as a guest or become a member today. New members welcome!

Reply

 

>
Intervention & Title I Services
Thread Tools




Sign Up Now

Sign Up FREE | ProTeacher Help | BusyBoard

All times are GMT -8. The time now is 03:33 PM.

Copyright © 2019 ProTeacher®
For individual use only. Do not copy, reproduce or transmit.
source: www.proteacher.net