I have only been in AR for 2 1/2 years, so I'm not sure where ELLA originated.
The training if provided by the Arkansas Dept of Education. Many of our
resources are by Linda Dorn (Apprenticeship in Literacy, Shaping Literate
Minds, Teaching for Deep Comprehension, Scaffolding Young Writers). She is
with the University of Arkansas at Little Rock and has worked very closely with
Marie Clay to establish Early Literacy Instruction and a Comprehensive Coaching
Model. I've done some of my training with Linda, as well as Carla Soffas.
I've also had some coach training with Ken Stamatis who does Literacy Lab thru
Harding University.
I have had some amazing PD, including going thru the Reading Recovery
training! This summer we spent a couple of days with Richard Allington and
Carol Tomlinson. The Rogers Lit Coaches also had a "snow day" with Shane
Templeton!
Kelli
[EMAIL PROTECTED] wrote:
I was a CELL (California Early Literacy Learning ) Literacy Coordinator. I
know they branched out to other states. Are you affiliated with CELL (which is
now called the Comprehensive Lit. Learning, I believe.) ? Who are your trainers?
Carol
-------------- Original message ----------------------
From: RICHARD THEXTON
> Currently I'm a literacy coach in a K-5 building. Previously, I taught
> Reading
> Recovery. I also teach a program called Early Literacy Learning for Arkansas
> (ELLA) to K-1 teachers in our district. It's a great, 2 year professional
> development opportunity for teachers that focuses on the Comprehensive
> Literacy
> Model. My classroom experiences range from Pre-school, K, 1st and 3rd.
>
> Felicia Barra wrote: Kelli,
>
> I'm just curious. What grade do you teach?
> ----- Original Message -----
> From: "RICHARD THEXTON"
> To: "Mosaic: A Reading Comprehension Strategies Listserv"
>
> Sent: Sunday, September 17, 2006 3:05 PM
> Subject: Re: [MOSAIC] reflections-grading
>
>
> As with any strategy, I like to start with a read aloud where I think
> outloud about my thinking. I always read the book ahead of time and mark a
> few spot where I will "make a mistake." As good readers, we don't naturally
> "make mistakes", so I have to mark those spots to remind myself:) As with
> any explicit instruction, I always explain to students what I am going to be
> teaching them thru my think aloud 1st. Another thing that I do that I read
> about in Reading with Meaning is to explain to children that when I"m
> reading to them I will hold the book up, but when they see me lay the book
> on my lap, they will know I am thinking outloud about my thinking.
> Listening to that "little me"! As I make mistakes, I, first of all, NOTICE
> that that did not sound right, or make sense, or when I really look at that,
> it doesn't look right. (I love the clunk or chunk!) Then I think outloud
> about what I could try to "fix it up"
> I have cut and pasted the section from The Reading Lady about the explicit
> instruction for "Fix Up Strategies" This was what I actually used for my
> 1st Monitoring Comprehension lesson.
> · Read a chosen text.
> · Explain "Fix-Up strategies" (When I don't understand what I
> read, I do certain things to make sure that I understand before I continue
> reading.)
> · On a chart with Fix-Up Strategies at top, record what you do to
> monitor and repair comprehension during think alouds while reading various
> texts. (For example: notice when understanding is lost, stop and go back to
> clarify thinking, reread to enhance understanding, read ahead to clarify
> meaning, identify and talk about what is confusing about the text, recognize
> that all questions about a text have value, sound it out, speak to another
> reader, read the text aloud, go slow.)
> · Read and stop for 2-3 think alouds. ("While I reading
> ___________________, I realized that I didn't understand_________________so
> I used the Fix-Up strategy _________________to help me understand.
> · Explain that the purpose of Fix-Up strategies is to monitor and
> repair comprehension while listening to and reading text.
> · Send students off to Independent Reading and remind them to use
> Fix-Up strategies.
>
> The thing that I do differently, especially if we are reading a story out
> of a basal, is to send off those who can read the story independently with a
> buddy. The other students who are below grade level, or English Language
> Learners, I keep with me and continue to read the passage aloud, letting
> them "monitor" my mistakes and help decide what I might try to fix it up.
> After we have read part of the passage, we always come back together
> discuss the story itself and then discuss how we applied the strategy.
> During familiar reading time, when students are practicing reading at
> their indepedent reading level, I always remind them to apply the strategy
> we've been learning. They "hold onto their thinking" by placing post-it's
> where they monitored, or record their monitoring in the reading response
> journal. Of course, I have modeled this MANY times prior to sending them
> off to do it on their own.
> Hope this is helpful!
> Kelli Thexton
>
>
>
>
> jepilyn matthis wrote:
> Talk a little more about how you teach monitoring. I would love to hear
> your ideas.
>
> ----- Original Message -----
> From: "RICHARD THEXTON"
> To: "Mosaic: A Reading Comprehension Strategies Listserv"
>
> Sent: Sunday, September 17, 2006 9:56 AM
> Subject: Re: [MOSAIC] reflections-grading
>
>
> >I always like to start with Monitoring. If kids don't grasp what they are
> >reading, then the rest of the strategies really won't help. I have way too
> >many kids that read something that makes absolutely NO sense and just keep
> >right on going! 1st and foremost I want them to learn to listen to what it
> >is they are reading and make sure what they just read makes sense! I want
> >them to notice when it doesn't make sense or sound right or look right!
> >THEN we can move on to deeper understanding.
> >
> > Susan Walters wrote: Veronica in texas. When you
> > say you are starting at the beginning do you
> > mean with connections???
> > I am 3rd grade and am starting the 3rd week of school. My kids seem to
> > have
> > a good grasp of story elements and
> > summary. I was going to begin connections this week. Explicitly showing my
> > thinking and working through texts together. I was beginning with the pain
> > and the great one or my rotten redheaded older brother. We have been
> > talking about the "inner voice" but many of my kids have not heard of the
> > strategies. We are focusing how it helps us understand>
> > ----- Original Message -----
> > From:
> > To:
> > Sent: Sunday, September 17, 2006 7:41 AM
> > Subject: Re: [MOSAIC] reflections-grading
> >
> >
> >> Jepi,
> >> I saw the same thing for the past 2 years with my daughter. She took AP
> >> English her 9th and 10th grade year and had a very difficult time. Her
> >> teacher
> >> expected her to read the text and analyze it...it was very difficult for
> >> her and
> >> she didn't do as well as she wanted. She has ALWAYS been an "A" student
> >> in
> >> advanced classes...but, when she hit high school...well, let's say she
> >> had
> >> to
> >> work. My asst principal said to me yesterday, that a 2nd grade teacher
> >> said
> >> that she had never had a group of kids which could read and think through
> >> their reading like the first grade group we sent them this year. I went
> >> to 3rd
> >> this year and my class cannot think through their text. I am starting
> >> from the
> >> beginning. But, now I realize the pay off for he children.
> >> Veronica in Texas
> >> _______________________________________________
> >> Mosaic mailing list
> >> Mosaic@literacyworkshop.org
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> >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> >>
> >
> >
> >
> > _______________________________________________
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> >
> >
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>
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