Hi all-
I just left the IRA Exhibitor Hall with my newly purchased Primary
Comprehension Toolkit. I have heard some wonderful things about the
toolkit being used in the upper elementary. So far, I am the only one in
my school implementing the strategies based on Harvey and Goudvis ( I
know, I can
Hi all-
Does anyone have a sample schedule they use that incorporates both a Daily
Five model and Readers Workshop Model using comprehension strategy
instruction?
I would like to see how the two is integrated. If you can share, it would
be most appreciated.
Christina
Jane,
I work in a charter school and we too have moved from the basal readers
into a more literature based reading instruction. In order to assess, we
perform guided reading groups and determine whether a child is on, above,
or below level through the use of running records. We also administer the
No wonder children have problems with letter reversals until grade three.
>From the moment they were born they were taught object permanence. An
apple is an apple whether facing left or right, up or down. A lamp is a
lamp whether on a table or on the floor. Oh, but wait, now we're telling
them a "b
Cami,
This will be the second week launching readers workshop in my 2nd grade
classroom. In addition to modeling procedures to the students, it is
equally as important to establish that reading is important and
meaningful. Here are some ideas of mini lessons you can do . . .
-"Reading is. . . " Ha
Laura,
Here are a list of titles I have used in launching my readers workshop.
Reading Makes You Feel Good Todd Parr
- create anchor chart "Reading is. . . "
Peter Rabbit Beatrix Potter
-what does a good listener look/sound like?
The Best Place to Read
-finding "book nooks" in our classroom
Hi fellow reading enthusiasts,
I was recently awarded an amazing opportunity by my coordinator: the
chance to present the comprehension strategies to our k-5 team in hopes of
adopting them across the grade levels. I am extremely excited about this
as I have been pushing for a reading coach positi
Kendra,
That is some great advice. That was my concern as well. I didnt want to
"lecture" as I've been to plenty of trainings at my own school where even
myself just sat there doodling in my planner because I didnt want to be
lectured to. Thanks for your help!
___
Thank you to you all for your great advice concerning my upcoming
presentation. However, I have yet another question. I decided that in
order to pump up some of our team members, I would like to facilitate a
reading group prior to the presentation so that when the time comes they
will have some mo
Gina,
I found the same true in my classroom. After insisting they code T-S, T-T,
T-W, it dawned on me that my kids were focusing more on whether they were
"coding" correctly than on their actual connections. Instead, I introduced
it to them and allowed them to come up with their own unique ways to
Rose,
I, too, am a second grade teacher and to be honest; the best way I have
found to assess my children in the use of their strategies is through
simple conversation through readers conferences and taking anecdotal
notes. There is a strategy rubric available that you can use to assess
formally f
Deb,
Last year I did my Readers Workshop in the afternoon due to scheduling
conflicts and it was brutal. I was able to get it changed and was able to
do it first thing in the morning. WHAT A DIFFERENCE!
This year I'm forced to do it in the afternoon because of scheduling and I
am dying! I would p
Deb,
Last year I did my Readers Workshop in the afternoon due to scheduling
conflicts and it was brutal. I was able to get it changed and was able to
do it first thing in the morning. WHAT A DIFFERENCE!
This year I'm forced to do it in the afternoon because of scheduling and I
am dying! I would p
Deb,
Last year I did my Readers Workshop in the afternoon due to scheduling
conflicts and it was brutal. I was able to get it changed and was able to
do it first thing in the morning. WHAT A DIFFERENCE!
This year I'm forced to do it in the afternoon because of scheduling and I
am dying! I would p
I agree with Sue. For nonfiction, I would dfinately integrate the features
of nonfiction text and its importance in comprehension.
> For nonfiction, I might concentrate on activating schema, questioning and
> determining importance especially for the upper grades.
> Sue
>
>
>
> **
I agree with Sue. For nonfiction, I would dfinately integrate the features
of nonfiction text and its importance in comprehension.
> For nonfiction, I might concentrate on activating schema, questioning and
> determining importance especially for the upper grades.
> Sue
>
>
>
> **
I agree with Sue. For nonfiction, I would dfinately integrate the features
of nonfiction text and its importance in comprehension.
> For nonfiction, I might concentrate on activating schema, questioning and
> determining importance especially for the upper grades.
> Sue
>
>
>
> **
I agree with Sue. For nonfiction, I would dfinately integrate the features
of nonfiction text and its importance in comprehension.
> For nonfiction, I might concentrate on activating schema, questioning and
> determining importance especially for the upper grades.
> Sue
>
>
>
> **
I, too, struggled with the difference between an inference and prediction.
However, the more I researched, I see the difference. Especially in
listening to children. Inference is when a reader takes ones own
experience and background knowledge to "infer" meaning. A prediction is
"guessing" based on
I, too, struggled with the difference between an inference and prediction.
However, the more I researched, I see the difference. Especially in
listening to children. Inference is when a reader takes ones own
experience and background knowledge to "infer" meaning. A prediction is
"guessing" based on
Our 2nd grade team has adopted Words Their Way as part of our curriculum.
What do you need information on?
> I would be interested in hearing from anyone who is currently using this
> program.?
>
> Email and AIM finally tog
Hi all,
I'm trying to help out a colleague of mine who has to do a timeline based
on significant "happenings" or in reading education. Does anyone have
anything they can share?
I hope I explained that sufficiently.
Christina
___
Mosaic mailing list
M
Good morning all,
A colleague of mine and I are thinking of starting a reading camp this
summer for our school. I was interested in knowing if any of you have done
this sort of thing and could share some ideas (structure, cost, etc). Any
ideas are welcomed!
Christina
___
Does anyone have a book study guide for Mosaic of Thought the second
edition that they can share? Or a link to one? Thanks!
Christina
___
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Tami and other smartboard users,
Go to www.prometheanplanet.com for a wide array of resources including
premade flip charts and others.
Your teaching will be ENTIRELY different now with the use of a smart
board. It is incredible and absolutely engaging for everyone.
Christina
__
I just took a DRA II training yesterday afternoon. The kits are broken up
in K-3 which goes up to level 40 and the other kit 4-8.
> I'm not sure if the new DRA2 has levels 40-60, but the old one did. 40 is
> fourth grade, 50-fifth grade, etc.
> janelle
>
> -- Original message
Hi everyone,
My administrator decided in the beginning of the year that it was okay for
us to forgo our purchased basal series (Open Court) and only use
literature in our readers workshop (woo hoo!!). Flash forward to now and
we are told that we must use them, whether it be for phonics, literature
I teach 2nd grade. How are you incorporating it?
> We use Open Court and I've been trying to incorporate it with strategy
> instruction but what grade do you teach??
>
> Tracy
>
> On Fri, 22 Feb 2008 16:58:13 -0800, <[EMAIL PROTECTED]> wrote:
>
>> Hi everyone,
>>
>> My administrator decided in th
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