What about "Stone Soup" magazine? It is ENTIRELY
creative writing and illustrations from kids 8-14, I
believe. Check it out:
http://www.stonesoup.com/
Lisa
2/3 IL
Moody friends. Drama queens. Your life?
Knowledge is only powerful if it is dynamic.
Lori
Truer words were never spoken!!
_
http://imagine-windowslive.com/hotmail/?locale=en-us&ocid=TXT_TAGHM_migration_HM_mini_pcmag_0507
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I love this! If we are constantly gathering our facts and then reassessing
our data, we are a powerful force to be reckoned with. Knowledge is only
powerful if it is dynamic.
Lori
On 7/17/07 7:20 PM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote:
>
> However...I think we need to understand
By talking with them, honestly, it is that simple. Conversation is a
powerful tool.
Lori
On 7/17/07 4:26 PM, "alana thomas-pypkowski" <[EMAIL PROTECTED]>
wrote:
> Hello,
> my name is alana. i am a student in Nancy creech's class this summer
> semester and she asked me to post my question tod
There's no way I could agree with you more. Bev
However...I think we need to understand that when we make a diagnosis about
the strengths and weaknesses of a student as a reader, we are always making
a
hypothesis. Students who read slowly orally and comprehend poorly, MAY also
have that proble
However...I think we need to understand that when we make a diagnosis about
the strengths and weaknesses of a student as a reader, we are always making a
hypothesis. Students who read slowly orally and comprehend poorly, MAY also
have that problem when they read silently. We can't KNOW for
All these new points RE oral and silent reading comprehension pretty much
affirm my statement about the question -- "Answers will vary." And that's
why I say that the question, "How can we possibly know that?" was indeed a
brilliant question. What we have seen and heard on this listserve in
r
Alana,
You know that they comprehend when you listen to them discuss the books they
are reading. Are they able to hold a discussion with a partner (s) in a book
talk, do they make connections to other books they have read, do they find ways
to respond to books that are deeper than just writing
I think another difference is reading aloud for one's own benefit as opposed to
impressing the class of their peers. When they read for themselves, they are
not as self conscious, just more focused on making meaning of what they are
reading.
Tammy
4th, TX
_
Thank you! That is what I have been thinking. Once a child is comfortable and
capable with reading I don't see this as much. But, with my low/struggling
readers it makes all the difference for them to read it out loud!
Tammy
TX, 4th
__
You know, in a way, by a number of factors. You know because of their interest
and stamina for reading (you can't maintain interest/attention if you have no
idea about meaning). You will also note their ability to talk about their
reading in more than general terms when discussing in book circl
Hello,
my name is alana. i am a student in Nancy creech's class this summer semester
and she asked me to post my question today. so here it is.
As a new teacher how do you know if your students are comprehending what they
are reading as apposed to just mimicking the models you are demonst
How sensible!
Zoe
On Tuesday, July 17, 2007, at 03:09 PM, [EMAIL PROTECTED] wrote:
>
> I think every child is different and that is part of our role as
> teachers.
> We do have auditory learners who may remember more when reading aloud.
> I know
> that if I want to remember a phone number, I
"Mosaic: A Reading Comprehension Strategies Email Group"
on Tuesday, July 17, 2007 at 7:12 AM -0500
wrote:
The QRI-4 manual gives the following ranges of oral reading rates of
students reading at their instructional level:
Level Words Per Minute
Co
I think every child is different and that is part of our role as teachers.
We do have auditory learners who may remember more when reading aloud. I know
that if I want to remember a phone number, I read it aloud over and over
again! Watch your struggling readers when they are reading someth
Don't you think this could be a function of individual learning modality? I
personally am a visual learner, and even my kids tell me to "Write it down,
Mom," if they want me to remember something they've told me, so that I'll
have a visual reference. My daughter, on the other hand, is strongly
- Original Message -
From: "tdbell" <[EMAIL PROTECTED]>
> It seems like they are much more focused when they are reading out loud.
> I think when they are reading silently their minds wander more or they may
> just be fake reading. I know for myself even (and I am a very fluent
> re
Hi Bev,
Well, I sent some info to somebody, but now, of course, I cannot find the email
that I sent so here is some starter info for people who wish to learn more
about Japanese lesson Study.
Stigler and Heibert wrote a book called The Teaching Gap which discusses the
TIMMS international studi
I have seen what you describe as well!!! It really helps some students to
read aloud.
Though I think this oral vs. silent reading dilemma varies from person to
person. I personally comprehend much better when I read silently! I can
remember this even from when I was in school. I would voluntee
Tammy,
What I think is that we really can't know what is going on in a child's
mind. But I can speak for myself:
When I am not fake reading (and yes, I can do that too), I understand
what I am reading silently much more than what I am reading aloud.
That's if all things are equal, of course
Hi,
I have been listening to the conversation about silent vs. oral reading
comprehension. Many of you seem to feel that students understand better when
they read orally and I agree with students that are reading on grade level or
above. However, my struggling readers frequently don't get it a
Here is some further explanation of what I did when administering the DRA2
during the later part of the year. I wanted to make certain first and foremost
that my little kiddos understood what I was asking them to do. Their beginning
of the year attempts told me that they were not understanding
I have just read this book after seeing someone on the list recommend it as
a good book for teaching.
Please give me some ideas using this book with a writing / strategy mini
lesson. I really liked the book and was wondering how I could use it in a K-3
classroom.
*
Asking for all to be on the same page and expecting that teachers will
be doing what is best for their students is contradictory.
Renee
On Jul 16, 2007, at 3:23 PM, ljackson wrote:
> I work in a district with nine schools and I have to say, this will
> not work
> for us. Our children, spre
I would do that too. I made a bunch of stickies with Pass This Out on
them. Slapping them on a pile. It's great the way they pick up the
routine. Also, when I pass back notebooks, I spread them out on the floor.
I put on some music with a beat. It's a fun way to start the morning,
walking arou
Our instructional facilitators make sure to model retelling for first
grade teachers by using the words, the main characters in the story
are, the most important event or the problem. Or they use, first this
happened, then this happened in the middle; then this happened in the
end. They fel
Hi Kim,
I believe that the children's magazine Cricket does publish children's work.
I don't know how to submit, but I know they can.
Linda Buice
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Hi everyone,
A few days back the conversation was about special education and how to help
those kids. I believe Bonita was talking about it.
There is a site that may help. It is Intervention Central. Take a look - we
use it for special needs kids.
http://www.interventioncentral.org/tools.php
The QRI-4 manual has them...I would get them for you but I can't get into my
room right now...they are cleaning!
Jennifer
Maryland
In a message dated 7/17/2007 5:05:31 A.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
Can anyone tell me where I can find the silent reading rates per grad
Where did you find the reader's theater for ELL ???
Pat K
"to be nobody but yourself -- in a world which is doing its best, night
and day, to make you like everybody else -- means to fight the hardest
battle which any human being can fight, and never stop fighting."
e.e. cummings
On Jul 8, 200
Can anyone tell me where I can find the silent reading rates per grade
level
Pat Kimathi
"to be nobody but yourself -- in a world which is doing its best, night
and day, to make you like everybody else -- means to fight the hardest
battle which any human being can fight, and never stop fighting
I would also like further info on this fascinating story. It reminds me of
a movement in France at about the same time as Dewey which was led by a man
named Freinet. I can't remember the correct spelling, though. It was
fascinating because these French teachers banded together to develop what
Elisa,
As I read different ideas from the list serve and in the book, On Solid Ground,
I learned that the students have their own notebooks. They have the
responsibility of using them during reader's workshop. I did this a little last
year. Each child had a Reading Response Notebook and they had
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