In a message dated 9/22/2007 11:46:48 PM Eastern Daylight Time,
[EMAIL PROTECTED] writes:
Would it be helpful for kindergarten??
Thanks,
Susan in Madison
YES! YES! YES! She gives concrete ways to introduce each strategy. Once
you introduce them, you can always refer back to the activi
In a message dated 9/22/2007 9:52:54 PM Eastern Daylight Time, [EMAIL
PROTECTED]
writes:
Having said that, last year at my school we were
presented with a great deal of research that stated that it was essential
that
children in grades k-2 are explicitely taught phonics in a systematic
I never got phonics until I had to teach phonics--even now 20 years later I
have to sound out a word first to get to the isolated sound. That's why I teach
4th. Read in the paper this morning that Bill Gates is really pushing phonics
for early reading programs. What happened to balance?
Carol/R
I cannot discount the role of phonics in the process of learning to read,
but I can certainly discount much of the methodology adopted to teach it. I
think that teachers who encourage much writing in the early grades and are
able to effectively support emergent writers in moving from stretching wo
Have any of you read Sandra Wilde's What's a Schwa Sound Anyway? I found it
very helpful in understanding what is and is NOT useful in the teaching of
phonetics, phonics and spelling. And I have distinct memories of being
moved from the top reading group to the middle reading group in second grade
Absolutely!
We are using her lessons there now, with some small modifications.
Jennifer
In a message dated 9/22/2007 11:46:48 P.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
thanks for the recommendation for
Tanny McGregor's book Comprehension
> Connections motivating!
> Jennifer
>
If you look at the research by Marie Carbo, there are reading styles.
Analytic learners tend to get phonics and learn to read easily using it. It
makes
sense to them. Global learners who need the big picture first have more
difficulty with phonics. I think we have to be careful taking an '
Jennifer (and others), How would you recommend getting started with a
group of colleagues? Where would we begin to learn about this
process? Thanks, Sarah D.
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Jennifer, that makes so much sense.
Carol said: "I never got phonics until I had to teach phonics--even now 20
years later I have to sound out a word first to get to the isolated sound.
That's why I teach 4th. Read in the paper this morning that Bill Gates is
really pushing phonics for early readi
On Sep 23, 2007, at 7:28 AM, Carol wrote:
> I never got phonics until I had to teach phonics--even now 20 years
> later I have to sound out a word first to get to the isolated sound.
> That's why I teach 4th. Read in the paper this morning that Bill Gates
> is really pushing phonics for early
If we stand on the shoulders of the Goodman's and Marie Clay, we cannot
discount three cuing systems. We need to teach our readers how each works,
and allow them to operate on them. This pendulum swing is, IMO, largely
engineered by folks who have little understanding of reading process.
Lori
On Sep 23, 2007, at 9:45 AM, ljackson wrote:
> If we stand on the shoulders of the Goodman's and Marie Clay, we cannot
> discount three cuing systems. We need to teach our readers how each
> works,
> and allow them to operate on them. This pendulum swing is, IMO,
> largely
> engineered by fol
When I was teaching Kindergarten, I followed my sister's advice to do
shared writing every day. I am convinced that this practice, along with
opportunities to write on their own several times a week, was the main
reason my students knew most of their letter sounds, were comfortable
with writing
> In a message dated 9/20/2007 5:42:24 AM Eastern Daylight Time,
> [EMAIL PROTECTED] writes:
>
> By the way, I hate phonics. Could that be because that is not how I was
> taught? Or maybe because I moved ten times in six years and each school
> district
> did something different? Or maybe beca
Lori said she wasn't sure that we needed to teach all the vowel sounds ea or
ee directly, etc.
I agree... I know the idea is you are illuminating the patterns of the reading
code, but my experience has been that it feels to children as though they are
having to learn yet another language.
Okay, Bill
Can you give us some examples of what you think "teaching for visualization"
requires? What do you think are the essential elements of comprehension
instruction needed to ensure kids really get it?
Jennifer
In a message dated 9/23/2007 1:15:39 P.M. Eastern Daylight Time,
[EMAIL P
>
> Okay, Bill
> Can you give us some examples of what you think "teaching for
> visualization"
> requires? What do you think are the essential elements of comprehension
> instruction needed to ensure kids really get it?
> Jennifer
> In a message dated 9/23/2007 1:15:39 P.M. Eastern Daylight T
When kids "get it" is when they are reading on their own.
Well said Bill. But I think what you are saying becomes more understandable
with experience in teaching. I know that I didn't totally get this picture
when I first started teaching. Maybe that's why I don't want to retire-I
just now f
I guess I was too vague in my statement. I dislike the methods that many phonic
programs promote, it just doesn't fit with my philosophy of teaching. I prefer
the Four Blocks Month by Month Phonics, and the Sytematic Sequential Phonics
which was also developed by Cunningham and Hall. I like it b
You're getting at what I'm talking about. It is more important that the student
be able to do the sounds than to know what they are called. If they can read
them, and write them, then what's the big deal?
I also have memories of being moved to a lower group and my mom being called
into a c
Hi Bill,
I think I "get" what you mean. I believe the most important reading lessons I
teach are the ones before I teach strategies or anything else. Those are the
lessons where I teach them about finding reading that rocks for them, where I
teach them to listen to the inner-converation they
I know he dropped out of college when he formed Microsoft, so he has a HS
diploma.
Renee <[EMAIL PROTECTED]> wrote: I have a better question:
What are Bill Gates' education credentials?
Joy/NC/4
[EMAIL PROTECTED]
How children learn is as important as what they learn: proce
That's precisely my point.
I am sick and tired of these yahoos running around acting like they
know all about teaching when they actually know nothing at all.
Gee. do you think they might have a business agenda? Like raising
good little workers who don't think, don't question, and don't
Well said LAURA. And that is why I'm really liking the idea of the Daily 5. I
still lean toward MOT mostly, but I like the skills the book teaches me to
teach the students. The entire long term goal is independence. Like I told my
parents at BTSN, I don't want to teach your kids to read and writ
Not to defend Bill Gates--don't know the man, but I have been on occasion
misquoted in newspapers--once I was quoted as saying that teaching parents to
take away TV will help parents fix the discipline problems of their parolee
children (argh!) A completely out of context connection made by a
l
Just have to comment that I sooo agree with Bonita about getting more
informed reporting on education from the press. Our local Jr. high school has
failed to make AYP (because of a SPED sub group) and the headlines in the
paper
made us sound so terrible I wanted to scream.
Nowhere did
Start here:
_http://lessonresearch.net/_ (http://lessonresearch.net/)
Lots of info and practical resources at this site!
Jennifer
In a message dated 9/23/2007 11:19:50 A.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
Jennifer (and others), How would you recommend getting started with
Bonita
Great metaphor! I can't wait to use this with my kids!
Jennifer
In a message dated 9/23/2007 3:57:30 P.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
This past week I used a drawn out metaphor to show students what I meant. I
said reading is like eating an apple. You can just
Renee said: do you think they might have a business agenda? Like raising
good little workers who don't think, don't question, and don't ask for
more money?
Exactly. Critical thinkers present a risk to the status quo. I want to
support kids who question authority, speak truth to power and think
In South Dakota, that makes him qualified to be a sub and to follow my
lesson plans, not to write them.
Lori
On 9/23/07 1:59 PM, "Joy" <[EMAIL PROTECTED]> wrote:
> I know he dropped out of college when he formed Microsoft, so he has a HS
> diploma.
>
> Renee <[EMAIL PROTECTED]> wrote: I have
Knowing about language from a linguistic point of view helps me understand
why so many children have issues with /j/ and /d/ (they are very close in
terms of where they are voiced...). But how can you tell an emergent reader
to get his mouth ready for the sound as a strategy, when you don't addres
After reading your comment, I've come to the conclusion that it's probably more
important that the teachers know this than the students.
ljackson <[EMAIL PROTECTED]> wrote: Knowing about language from a linguistic
point of view helps me understand
why so many children have issues with /j/ and
amen!!! Bill Whatever it takes until they get it.
Darcy
> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Sun, 23 Sep
> 2007 14:31:05 -0400> Subject: Re: [MOSAIC] teaching for visualization was
> phonics> > > > > >> > Okay, Bill> > Can you give us some examples of what you
I agree--how do we intercede without this knowledge base? And why would we
intercede without a real reason to? Those reasons would include our
observation of need, writing samples that show confusions encording, error
analysis of miscues.
Lori
- Original message -
From: Joy <[EMAIL
I don't know who to give credit tobut I use this metaphor with my 7th
grade students..
Reading is to inhaling, what writing it to exhaling.
Ann S.
Michigan
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>
> I am sick and tired of these yahoos running around acting like they
> know all about teaching when they actually know nothing at all.
Isn't that called Congress?
Bill
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> Bonita
> Great metaphor! I can't wait to use this with my kids!
Remember, I teach middle schoolers. Eating and licking would not be
interpreted properly for their age group
Bill
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> Well said LAURA. And that is why I'm really liking the idea of the Daily
> 5. I still lean toward MOT mostly, but I like the skills the book teaches
> me to teach the students. The entire long term goal is independence. Like
> I told my parents at BTSN, I don't want to teach your kids to r
I think Bill was probably a learner who marched to his own drummer--that's
why he left college. I doubt he wants workers who don't question. As
teachers on this list we need to remember that there are a lot of teachers
out there who don't teach like we do. There are schools that need fixing.
Lau
Amen to that. Phonics is another strategy that many children use and find
very useful. It's not the end all and be all but I have several students that
have had middle/inner ear problems as young children and phonics gives them
clues to help them compensate for what many of us take for gr
But I think what you are saying becomes more understandable
> with experience in teaching. I know that I didn't totally get this
> picture
> when I first started teaching. Maybe that's why I don't want to retire-I
> just now feel that I'm really seeing the big picture and understanding
> wha
On Sep 22, 2007, at 5:01 PM, Laura Cannon wrote:
> I think Bill was probably a learner who marched to his own
> drummer--that's
> why he left college. I doubt he wants workers who don't question. As
> teachers on this list we need to remember that there are a lot of
> teachers
> out there who
On Sep 23, 2007, at 3:57 PM, Bill Roberts wrote:
>
>>
>> I am sick and tired of these yahoos running around acting like they
>> know all about teaching when they actually know nothing at all.
>
> Isn't that called Congress?
ohboy do NOT get me started on Congress..
Renee
"We live in a
Hi Bill,
Can you tell us what middle school is supposed to be about?
Jan
-- Original message --
From: "Bill Roberts" <[EMAIL PROTECTED]>
>
[snip]
> I was a middle
> school trainer for years, and it was great when teachers finally understood
> what middle scho
Lori,
Where in SD are you from? I grew up in Sturgis!
janelle
- Original Message -
From: "ljackson" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
Sent: Sunday, September 23, 2007 3:24 PM
Subject: Re: [MOSAIC] Phonics
> In South Dakota, that makes him
Only when I am in a generous mood...
Chuckling,
Lori
On 9/23/07 4:57 PM, "Bill Roberts" <[EMAIL PROTECTED]> wrote:
>
>
>>
>> I am sick and tired of these yahoos running around acting like they
>> know all about teaching when they actually know nothing at all.
>
>
> Isn't that called Congre
Mission--Rosebud Reservation.
On 9/23/07 5:22 PM, "Janelle" <[EMAIL PROTECTED]> wrote:
> Lori,
> Where in SD are you from? I grew up in Sturgis!
> janelle
> - Original Message -
> From: "ljackson" <[EMAIL PROTECTED]>
> To: "Mosaic: A Reading Comprehension Strategies Email Group"
>
> Sen
> Sounds like you have a stronger class this year.
>
> Laura C
Yeah, things are a lot different now, but even though the classes have
changed, the number of problems have not.. I now have 6th, 7th, and 8th
grade advanced readers. Last year, one of the areas where test scores
dropped at our s
Bill,
You could be describing my husband's reading classes this year. He is
teaching in a district where test score are not of particular concern--most
of these kids test very well. But given the opportunity to apply skills in
the context of real reading, they are floundering. A prime example i
I'm trying to focus quite a bit on the thinking strategies, more so than in the
past, and because I'm being more explicit this year, my fear is that I'm over
thinking and beating it in a bit too much. Here's my latest question:
I an teaching my students about activating and building new schema
I am so laughing right now!
> > Bonita
> > Great metaphor! I can't wait to use this with my kids!
>
> Remember, I teach middle schoolers. Eating and licking would not be
> interpreted properly for their age group
>
> Bill
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The "like" does make it a simile although it is so long and drawn out I forgot
I put a "like" in there. Metaphors tend to go on longer--but you are right--I
compared with like and did not make it an inferred comparison--so it is a
simile.
> On a side note: Ok, now I'm confused. I've been wor
I just had a discussion with a colleague about Lesson Study. Can you tell
me where I can learn more about this?
Thanks,
Leslie
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I am a Literacy Coach in my school and I would appreciate an honest frank
exchange with any of my teachers. I am sure you are flattered to have your
practice shared with others, but if you feel your lesson should be a new and
unique experience in 4th grade, then certainly share that with the
My trainging with Words Their Way gave me new respect for the
reader/writer's need to recognize sound/spelling patterns in words AND how
closely the level of pattern recognition correlates with reading level.
Carol
-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] Behalf
Leslie
Here is a great site... I posted it earlier...
Jennifer
_http://lessonresearch.net/_ (http://lessonresearch.net/)
In a message dated 9/23/2007 7:59:43 P.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
I just had a discussion with a colleague about Lesson Study. Can you tell
Jennifer,
I have tried to access this sight twice now and the message says it is no
longer available at that address.
Debbie
> From: [EMAIL PROTECTED]> Date: Sun, 23 Sep 2007 20:30:01 -0400> To:
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Lesson Study> > > Leslie>
> Here is a great s
It opened for me.
-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Debbie Williams
Sent: Sunday, September 23, 2007 6:34 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Lesson Study
Jennifer,
I have tried to access this
Figured it out click on the address in the parenthesis and it will take you
to study group sight.
@hotmail.com> To: mosaic@literacyworkshop.org> Date: Sun, 23 Sep 2007 19:33:36
-0500> Subject: Re: [MOSAIC] Lesson Study> > Jennifer,> I have tried to access
this sight twice now and th
In a message dated 9/23/2007 8:30:44 P.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
http://lessonresearch.net
Thanks, Jennifer...boy, you're quick!!
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If you look at the research by Marie Carbo for children age seven or so, and
younger, you will not find the same answer alluded to in the post Lori
responded to. What does Marie say about learning styles for children at the
emergent reader stage?? Very important to know. I haven't read anythi
I usually listen more than I talk with this group but I need some help finding
the right book. We are finishing our first poetry unit and I am going to do an
activity from "The Adventures of Dr Alphabet" with autumn leaves and I want to
do a read aloud first. I would like suggestions for a fa
If you haven't read Talking Drawing Writing yet, please do. You will LOVE
it!!> > When I was teaching Kindergarten, I followed my sister's advice to do >
shared writing every day. I am convinced that this practice, along with >
opportunities to write on their own several times a week, was the m
>
>
> Hi Bill,
> Can you tell us what middle school is supposed to be about?
> Jan
>
In short, it's about the kids.
It is supposed to give the kids a buffer between elementary and high school
which allows for the fact that kids go through so many changes (physically,
mentally, and emotionally)
Makes you wonder how on earth these kids will survive life--they will
> be so easy to manipulate. They are unprepared to think, to defend their
> thinking, to ground it in text and experience or to accept that questions
> can have more than one potential answer.
>
I still have 160 days left to c
Except isn't it really an extended metaphor due to its length?
Bill
- Original Message -
From: "Bonita DeAmicis" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
Sent: Sunday, September 23, 2007 7:55 PM
Subject: Re: [MOSAIC] getting it in reading
> The
Thanks, Bill, for your view of a middle school. When you still functioned as a
middle school, how often and for how long did your teams meet?
Are your goals for yourself or for the students? I'm thinking "I'd like to how
a web site," seems more like your goal. "More than 80% of my student
I usually listen more than I talk with this group but I need some help
finding the right book. We are finishing our first poetry unit and I am
going to do an activity from "The Adventures of Dr Alphabet" with autumn
leaves and I want to do a read aloud first. I would like suggestions for a
This year I am trying to tie in more and more of what my students read to their
writing. Over the years I have collected different student samples of essays
because I think it is so important for students to actually see what good
writing looks like. Writing seems like an impossible task for s
>
> Thanks, Bill, for your view of a middle school. When you still functioned
> as a middle school, how often and for how long did your teams meet?
>
> Are your goals for yourself or for the students? I'm thinking "I'd like
> to how a web site," seems more like your goal. "More than 80% of my
What grade level?
I'm using IMAGE GRAMMAR for my middle schoolers since the author uses many
samples from middle schoolers
Bill
- Original Message -
From: "Julie Sosa" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
Sent: Sunday, September 23, 2007
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