[MOSAIC] When do comprehension strategies become the reason for reading?
I have been studying and implementing literature discussions using the Instructional Conversation checklist and Linda Dorn's Supporting Text Talk. This has been a move for me in my understanding for literature discussion per Daniels and Reading Excellence/Reading First. It seemed that before student discussed and shared their use of comprehension strategies as oppossed to really digging deeper in the text. Having grown in my understanding of literature discussions per Linda Dorn and Carla Soffos' Teaching for Deeper Comprehension, I would like for others to talk about how their literature discussion look/sound? I really want to think deeply about the dialogue that one should hear if students were talking deeply about the text. And, I wondering when comprehension strategies become the reason for reading and discussing books? Teresa T. __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ___ 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.
Re: [MOSAIC] Technology and Reader's Workshop
Mary, I'm reading "Still Learning to Read: Teaching Students in grades 3-6" by Sibberson and Szymusiak, which is a great read, by the way, and on page 23 she has a sidebar of "Some of our favorite websites for reading". I haven't checked these out yet, but you might want to: www.kidshealth.org/ www.nationalgeographic.com www.sikids.com www.stonesoup.com www.timeforkids.com www.worldkidmag.com www.zoobooks.com Good luck! Heather Wall/ 3rd grade/ Georgia NBCT 2005 Literacy: Reading - Language Arts - Original Message From: LOOSE MARY BETH <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Listserv Sent: Wednesday, December 13, 2006 9:15:44 AM Subject: Re: [MOSAIC] Technology and Reader's Workshop I have a related question for the group...have any of you come across worthwhile websites for interactive reading for middle school students reading way below grade level (at first-third grade levels)? It's hard to find something a little more sophisticated, but yet matches their reading level. Any ideas? Thanks, Mary Loose -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Behalf Of Valinda Kimmel Sent: Monday, December 11, 2006 1:03 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Technology and Reader's Workshop Terri Gorsulowsky, A few weeks ago you asked about technology use with younger students. Take a look at these sites: http://wiki.woodward.edu/hannalee/doku.php?id=hannalee This Hannalee site has some great examples of kids not only consuming information, but creating information to share with others. Pay special attention to the menu on the left. The reader's theatre activities with actual audio pieces of students is impressive. http://tellraven.us/ This site is from a 4th grade classroom weblog. The actual teacher site is: http://borderland.northernattitude.org/2006/12/08/me-a-nominee/ >>> [EMAIL PROTECTED] 12/09/06 08:51AM >>> I am currently using iPods in my classroom. If you can get ahold of some of these through your IT dept., they can be used for fluency. You need to have the mic that attaches and you can then have kids use them to read into. I have them do a pre-reading and then assess themselves with a rubric. Then they practice and use them again to post assess. The last reading is then saved and burnt to cd. The final step (haven't started this yet, is to save them as an mp3 (through iTunes) and post online with a picture of the book so that kids in their classrooms can click on the book and hear it read to them. They are LOVING this If you can't get ahold of iPods, this can be done with a program on the computer or laptop. It is called Audacity (free download, you also need to find lame lib for transferring the product to mp3. An IT person can help you with this if your district provides them.) and is rather easy to use. If you are running Apples, you have a built in mic on the computer. I think you need a plug in mic on a Windows based. These cost about $10.00 at Walmart. I suggest one even for the mac for better sound quality. Another thing I just started this week was in my nonfiction groups is to justify a fact they found in the book. They chose a fact that they want to prove is correct and then they go online or use the World book on the laptop to find the fact. One girl, on her own, made a t-chart and showed how they were the same and how they were different. She then stated that the fact was correct, but needed to have more information to explain it better. This was guided with my help(the tech/searching part), but they LOVED it as well!!! Research is another key part that they can be working on. We often put research in the Sc./SS range, but it is pure reading/writing. Can they be researching something as a task once they are trained? If they are reading a fiction book about, say, an adventure in space, could they, during workshop time support the facts found in the text in a similar style to the nonfiction piece (hum - new book club job!) This may not work for every story, but for some it will!!! Just some thoughts, Julie/2nd/FL On Nov 25, 2006, at 9:29 PM, Terri Gorsulowsky wrote: > Hi, > > I am a second grade reading teacher. How can technology be > used in the reading workshop for teachers and/or students? Any > ideas > I use technology when teaching, but how do we get the students more > involved? > > > > > > Terri Gorsulowsky > > > ___ > 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
Re: [MOSAIC] Tuck Everlasting
Here is a link I saved a couple years ago. This site has a student study guide, with questions, vocab, enrichment: http://www.nt.net/%7Etorino/tuck.html Here is a link to the Scholastic reading guide: http://www.scholastic.com/kids/homework/pdfs/Tuck_Everlasting.pdf Here is something else I saved: *Novel Studies * *Title: *Tuck Everlasting: Social Dilemmas *Author: *District 16 Cooperative Networking Team, Miramichi, N.B. *Subject: *Language Arts *Grade level: *4-8 *Questions: * 1. Throughout the story the Tucks move on. For many reasons our own friends and family members have to move on. Write some reasons why someone you know has moved several times and how these moves have affected family members. 2. The Tuck family agreed to meet every ten years. We often see advertisements in newspapers notifying people of family reunions. Why do we have family get-togethers? Write a paragraph about how your family keeps in touch. 3. Tuck made this statement to Winnie, "That's the way its supposed to be. That's the way it is." Has anyone ever said this to you? Can you think of a time when you would agree with this statement? Disagree? Explain. 4. Reread the conversation Miles had with Winnie about his children on page 84. How might things have changed if Miles had given his children the water to drink? 5. Why did Winnie decide to keep the Tucks' secret? Is it hard to keep a secret? Sometimes keeping a secret can be very important. In your group discuss examples of when it is important to keep secrets. It can also harmful to keep a secret. Discuss with your group examples of when a secret should be told. 6. Various conflicts can make up the plot of the story. A conflict is some problem or struggle that must be overcome. Conflicts can be between people, or between people and some force in nature, such as a storm. People can also conflicts within themselves. Describe two conflicts in chapters 20, 21, and 22, and identify the type of conflict each is. In your group discuss some problem solving strategies and decide how you would overcome these conflicts. 7. Imagine that you had been taken by the Tucks the way Winnie was. What would your reaction have been? How would your family have reacted? Why did Winnie react the way she did? 8. The Tucks discussed the good and bad about their circumstances. List the things they discussed under the appropriate heading and add other good and bad things about which your group can think . 9. These words were very important to Winnie, "Stone walls do not a prison make, nor iron bars a cage." What do this quotation mean to you? In your group think of a scenario in which this quotation could apply to your life or that of someone you know. 10. Why do you think Winnie chose not to drink from the spring? What would you have done and why would you have made this decision? -- When I used this book, one of the things we were focusing on was character traits, so we did acrostic poems with the story character's names. The students could use just words or phrases. We had been keeping a chart of traits for the characters as we read, so they had something to draw from when we did this. This was a "poetry partner" activity. Cynthia On 12/17/06, Joy <[EMAIL PROTECTED]> wrote: > > We are going to begin reading Tuck Everlasting in our fourth grade classes > in January. Does anyone have any reccomendations for resources for this > book? I've gone to the Carol Hurst website, but thought maybe someone on > this listserve may have some additional resources that fit well with Mosaic > strategies. > > I'm going to run this as a class-wide Lit Circle, any ideas or > suggestions would be appreciated. (After doing this book as a class we are > going to run individualized Lit Circles with student chosen literature.) > > Thanks! > > > Joy/NC/4 > [EMAIL PROTECTED] > How children learn is as important as what they learn: process and > content go hand in hand. http://www.responsiveclassroom.org > > > > > > > > > > > __ > Do You Yahoo!? > Tired of spam? Yahoo! Mail has the best spam protection around > http://mail.yahoo.com > ___ > 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.
[MOSAIC] Tuck Everlasting
We are going to begin reading Tuck Everlasting in our fourth grade classes in January. Does anyone have any reccomendations for resources for this book? I've gone to the Carol Hurst website, but thought maybe someone on this listserve may have some additional resources that fit well with Mosaic strategies. I'm going to run this as a class-wide Lit Circle, any ideas or suggestions would be appreciated. (After doing this book as a class we are going to run individualized Lit Circles with student chosen literature.) Thanks! Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ___ 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.
Re: [MOSAIC] Science vocabualry/Marzano
The director at my school has loaned me her copy of Marzano's Vacabulary. I will be going back to school to feed my classroom pets, and will pick it up to begin reading today. I hope to have more information for those interested. Would it be out of place to discuss this on this listserve? Cynthia Reyes <[EMAIL PROTECTED]> wrote: I saw the Tennesse site too. They do have science vocabulary, but it just seemed a little basic, but I don't teach K. I did save the link because it looks like a good site. Here is the link: http://jc-schools.net/tutorials/vocab/ Is the the site you are talking about? On 12/14/06, [EMAIL PROTECTED] wrote: > > I just was at a PD session at they were talking about Marzano's vocabulary > work that he has done for the state of Tenn. This site is awesome. It has > academic language for all the content areas by grade and also has games > and > templates to make games to build vocabulary. > > Sue > > _Academic Vocabulary Games_ > (http://www.jc-schools.net/tutorials/vocab/TN.html) > ___ > 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. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ___ 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.
Re: [MOSAIC] Round robin reading
I dislike kidney tables for a different reason: they make the teacher the center of attention. Anyway, when I was teaching in a multiage primary classroom, I had small groups of children read aloud at a round table. They were all reading different books. I walked around the table and listened to each one. Once they got used to this process, it didn't seem to bother them that everyone was reading something different. They just focused on their own reading. It worked very well. Renee On Dec 15, 2006, at 3:07 PM, Liz Hill wrote: > I just attended a workshop where the presenter said that you send the > children off to a different places in the room to rad aloud, and you > circulate to listen to them read. SHe also said that she has children > read > quietly and the child that she is listening to in a regular voice. > Also she > recommended not using the kidney table because that reflects the childs > voice to the child next to him/her. I plan to try this after the > break. It > makes sense and my kids already like reading all over the floor in > their own > special place, so I figure circulating shouldn't be a problem. > Oh, she did say the same independent readers, but that she stilll likes > listening to them. She said she only takes a minute or two to listen > to each > child from the group. > Hope this helps. Liz > - Original Message - > From: "Carol Carlson" <[EMAIL PROTECTED]> > To: "Mosaic: A Reading Comprehension Strategies Listserv" > > Sent: Friday, December 15, 2006 9:46 AM > Subject: Re: [MOSAIC] Round robin reading > > >> Hi, all, >> I'm turning to all you expert first grade teachers. >> I had primary discussions yesterday with first grade teachers >> regarding round robin reading. Our state guidelines say, oral >> reading, but not round robin reading during guided reading. First >> grade teachers took issue with this, saying they needed to have oral >> reading to listen for decoding strategies. >> I know there is a difference between round robin and oral reading. >> My questions are: >> 1. Is oral reading necessary for emergent readers during guided >> reading ALL THE TIME? >> 2. I emphasized that by the time students are reading for >> comprehension, silent reading is encouraged. Is there a certain level >> whereby students should be reading independently rather than orally? >> 3. How do you balance the need to listen to students for decoding/ >> fluency with scaffolding silent independent reading? >> Thanks for aly help >> >> >>> >>> >>> ___ >>> 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. >> > > > > ___ > 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. > > "We live in a world in which we need to share responsibility. It's easy to say, 'It's not my child, not my community, not my world, not my problem.' Then there are those, who see the need and respond. I consider those people my heroes." ~ Fred Rogers ___ 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.
Re: [MOSAIC] Round robin reading
I just did "The Christmas Carol" as a readers theater with 5th graders and observed that this was an excellent text for practicing visualization. Since the action and visual images were done by the narrator, they were able to easily know what to pay attention to and watch the story unfold in their minds. Marsha ___ 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.
Re: [MOSAIC] Round robin reading
Something else I learned from teaching second grade, and from annectdotes from the first grade teachers at my school, is that children enjoy Readers Theatre. Especially if you have the children practice in small groups first, then present the play to the rest of the class. I think Steck-Vaughn has some nice RT books that have varrying leveled parts. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ___ 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.
