I believe that one thing that is being neglected is vocabulary, and
what I call word work, such as base words, prefixes, suffixes, etc. My
literacy coach insists that I teach the spelling rule each week, but
doesn't seem to see that word work has equal or greater value. My
students are fourth graders, they should be past phonics by now. I
agree that they need context clues, and structural analysis way more
than they phonics. I just wish I could convince the literacy coach of
that.
Rosie
-----Original Message-----
From: EDWARD JACKSON <lori_jack...@q.com>
To: mosaic@literacyworkshop.org
Sent: Sat, Jan 30, 2010 6:10 pm
Subject: Re: [MOSAIC] help with remediation of reading objectives
Well, I have to say that the lettered points do not cover the objective
(too
geared to fiction when the objective is broader). You may see it
clearly (and I
can clearly see it), but as written, something, somewhere will be
neglected.
But in terms of the first objective, I would think it would also
include the
ability to apply an understanding of the meaning of bases and suffixes
and how
their addition to a word changes meaning. We saw, in my previous
district,
kiddos who could pronounce the word but were not thinking about word
meaning. I
am thinking I would like students to be able to evaluate a passage and
identify
words that are unknown to them. Then I would want them to be able to
apply a
variety of strategies including context clues and structural analysis
to predict
meaning. If this failed, I would want them to be able to identify
those word
that appear critical to understanding and be able to identify next
steps
(dictionary, online resources, etc.).
I don't know, Rosie, is that any closer to what you are looking for?
Lori Jackson M.Ed.Reading Specialist
Broken Bow, NE
EMAILING FOR THE GREATER GOOD
Join me
To: mosaic@literacyworkshop.org
Date: Sat, 30 Jan 2010 16:24:57 -0500
From: rr1...@aol.com
Subject: Re: [MOSAIC] help with remediation of reading objectives
Lori,
I understand the objective but just would like a different approach.
I
am required to teach from a basal and have few outside resources
available through the district.
Rosie
-----Original Message-----
From: EDWARD JACKSON <lori_jack...@q.com>
To: mosaic@literacyworkshop.org
Sent: Sat, Jan 30, 2010 1:09 pm
Subject: Re: [MOSAIC] help with remediation of reading objectives
First thoughts--objective #2 seems broadly written to address
multiple
genres
but all the points to follow revolved around fiction. That doesn't
seem
to be
taking you where you what to go.
Lori Jackson M.Ed.Reading Specialist
Broken Bow, NE
EMAILING FOR THE GREATER GOOD
Join me
> To: mosaic@literacyworkshop.org
> Date: Sat, 30 Jan 2010 10:02:35 -0500
> From: rr1...@aol.com
> Subject: [MOSAIC] help with remediation of reading objectives
>
> This may not be the best place to ask, but I thought I would try...
> I teach fourth grade, this is my first year there, after moving up
from
> 3rd. I am also grade level chair and have just myself and two brand
> new teachers on my grade level.
>
> I have been asked to participate in an intervention block for my
grade
> level.test scores aren't where we would like them to be and we need
to
> make AYP this year or we will have more sanctions.
>
> Here are the objectives that my students are low on...Any
> advice/resources on how to reteach these would be greatly
appreciated.
>
>
> 1. Identify key words and discover their meanings and relationship
> through a variety of strategies. (I take this to be context clues,
> although the language of the objective is not clear, in my opinion).
>
> 2. Respond to fiction, nonfiction, poetry, and drama using
> interpretive, critical and evaluative processes by:
> a. Analyzing the impact of authors' word choice and context
> b. Examining the reasons for characters' action
> c. Identifying and examining characters' motives
> d Considering a situation or problem from different
characters'
> point of view
> e. Analyzing differences among genres
> f. Making inferences and drawing conclusions about
characters,
> events, and themes
>
> 3. Analyze characters, events, and plots within and between
selections
> and cite supporting evidence.
>
> 4. Analyze and integrate information from one or more sources to
> expand understanding of text including graphs, charts and/or maps.
>
>
> I would greatly appreciate any help that could be provided. The
powers
> that be want the teachers to plan for this remediation themselves.
> However...I am trying to understand how that is wise, since they
> planned the first time and the students didn't master the skill.
>
> Rosie
>
>
>
>
>
> _______________________________________________
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> Mosaic@literacyworkshop.org
> 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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To unsubscribe or modify your membership please go to
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Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
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Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
_______________________________________________
Mosaic mailing list
Mosaic@literacyworkshop.org
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
Mosaic@literacyworkshop.org
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.
