[MOSAIC] NYC Middle School Reading

[ljackson]

An article in the NY Times this morning talks about a substantial rise in
middle school reading scores and attributes those rises to qualified
teachers and a rigorous program.  What, out of curiosity, is the program or
approach?  If anyone out there knows, please share.
-- 
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD  57555
 
http:www.tcsdk12.org
ph. 605.856.2211


Literacies for All Summer Institute
"Literate Lives:  A Human Right"
July 12-15, 2007
Louisville, Kentucky

http://www.ncte.org/profdev/conv/wlu



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Re: [MOSAIC] Re-replies to my fluency v. comprehension/Tim

[Tim Rasinski]

Hi Joy -- sounds like you are using DIBELS in a very thoughtful manner.  We 
use it also in our work with kids --  it can offer some good information on 
how to work with students. The DIBELS scores will improve with good 
solid teaching that is always  focused on making meaning.

tim


At 11:00 AM 5/26/2007 -0700, you wrote:
>Hi Tim,
>   Welcome! Your comments about fluency are right on with what I do in my 
> classroom. I am not teaching my students to read faster, they are reading 
> faster and with better expression because they are becoming better at 
> comprehension. The strategies I teach them give them real tools to help 
> them become better readers. I hope I made that clear in my earlier post.
>
>   I don't remember the training I had focusing on teaching the kids to 
> read faster. (I was trained at a workshop put on by the NC Department of 
> Public Instruction about 3 years ago.) The trainer said to use the 
> benchmarks to influence your instruction, not to do more DIBELS (except 
> you might want to monitor them more frequently than 3 times per year if 
> they are struggling significantly.) They never presented DIBELS as an 
> instructional method. I wonder how it got turned into one?
>
>   I'm not sure why I feel I have to defend my use of DIBELS. As I stated 
> earlier, my school has no literacy programs, and very little money to 
> spend on resources. I'm stuck here reinventing the wheel, and DIBELS 
> offered me a free resource that I can use along with running records and 
> anecdotal observation as a way to monitor my student's progress. I'm 
> grateful I had good training, and do not teach at a school where things 
> become misconstrued.
>
>
>
> 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
>
>
>
>
>
>
>
>
>
>
>
>-
>Pinpoint customers who are looking for what you sell.
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Timothy Rasinski, Ph.D.
Reading and Writing Center
404 White Hall
Kent State University
Kent, OH  44242

email:  [EMAIL PROTECTED]
Phone:  330-672-0649
Cell:  330-962-6251
Fax:  330-672-2025
Informational website:  www.timrasinski.com
Professional Development DVD:  http://www.roadtocomprehension.com/


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Re: [MOSAIC] wAndering minds (addendum to my last post)

[Tim Rasinski]

Bill:  your comment below reminded me about some research that has been 
done on the use of songs lyrics for reading, especially reading 
fluency.  Susan Homan, Marie Biggs and myself have done some interesting 
work in Hillsborough County in Florida where kids were taught lyrics to 
songs (actually singing the songs), 30 minutes, 3 times a week.  In about 
three months times the students make over a year's gain in fluency and 
comprehension.  Gwynned Ash at Texas State reported similar gains with her 
Karaoke Club-- children learning to read by singing songs (repeated 
readings/singings)  of songs on a Karaoke machine.


I remember singing in school all the time; but less evidence of it every 
year nowadays.  That's too bad.  In our reading clinic we sing every 
day.  This summer we will doing a lot of patriotic songs - Grand Old Flag, 
This Land Is Your Land,  God Bless America,   On the day before the 4th 
of July we will gather all our students in our reading clinic outside the 
building around the flagpole and have a patriotic sing-a-long for the last 
30 minutes class.  Great way to end the day and a lot of good reading 
takes place too.


I am attaching a list of websites I have found that are great repositories 
for song lyrics for kids.(Remember "Polly Wolly Doodle All day!"  :)


Happy Memorial Day,
tim



At 05:04 PM 5/26/2007 -0400, you wrote:

>
> I'm reading Do I Really Have to Teach Reading? by Cris Tovani in which she
> says that teens would rather be lazy than stupid.  I asked my students (in
> one class) if they think that's true.  They did.  More disappointment.
> Jan

Here's an idea which won't make them sound stupid:

Have them bring in lyrics to their favorite songs.  Have them read them
aloud to practice fluency and prosody (of course, you have to make sure
lyrics are okay for school).  Then have them explain the song.  See if
students will agree on the interpretations.  Since you probably won't be as
familiar with the songs, they will get to be the teachers.  For example, I
use "So Happy Together" by the Turtles to explain it's about a stalker
("IMAGINE me and you, I do...").  That gets their attention.  I also play
"Mac the Knife" and "Maxwell's Silver Hammer" by the Beatles which are about
serial killers.  It's reading, interpreting, schema, and more!

Bill



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Timothy Rasinski, Ph.D.
Reading and Writing Center
404 White Hall
Kent State University
Kent, OH  44242

email:  [EMAIL PROTECTED]
Phone:  330-672-0649
Cell:  330-962-6251
Fax:  330-672-2025
Informational website:  www.timrasinski.com
Professional Development DVD:  http://www.roadtocomprehension.com/
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Re: [MOSAIC] wAndering minds (addendum to my last post)

[Berzajs1]

Is it possible to give the lyrics website without attaching it?  I cannot
get the attachment to open.  Thanks so much for your input.
Deb


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Re: [MOSAIC] NYC Middle School Reading

[Readinglady1]

 
In a message dated 5/27/2007 8:05:52 A.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

An  article in the NY Times this morning talks about a substantial rise  in
middle school reading scores and attributes those rises to  qualified
teachers and a rigorous program.  What, out of curiosity, is  the program or
approach?  If anyone out there knows, please  share.


Several years ago NYC went to Balanced Literacy as part of a core  
curriculum.  In the elementary schools most NYC school are using the  Teachers 
College 
Reading and Writing Workshop.  We have some schools using  America's Choice and 
schools that were on the list for reconstruction were using  Soar to Success. 
 In the middle school they are using RAMP Up and America's  Choice.  The 
basic structure though is Balanced Literacy.
 
Laura
readinglady.com
 



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Re: [MOSAIC] songs and fluency

[Kukonis]

Just a reply to the concept of singing and fluency.
 
I teach first grade and we begin each day with a morning sing... something  I 
decided was a must after responsive training inservice. In fact, in my  old 
district, morning sing was a school wide affair that began each  day.
 
Now I am not talking about traditional first grade ditties or nursery type  
songs. We sing popular songs of yesteryear and the here and now.
 
Besides the community that it builds, I have found that it really helps  
first graders in a number of ways 
many examples of working with words  are naturally built in.   this was 
eye opening to me when an emergent reader  spelled the word  beautiful in 
September... she just hummed "Oh what a beautiful morning" and  when she came 
to 
beautiful she said she closed her eyes and pictured the  chartof course 
there are all the other working with words strategies  that can be used just as 
well as configuration and visual imagery. 
 
Then there's   all the reading comprehension strategies  connections, mental 
images, determining importance in fact we just finished  inferences and 
are now working on synthesis. The kids are singing "Let the day  begin" by the 
Call  a real happening now type beat..and are doing a  marvelous job of 
inferring and synthesizing how they begin their days.  Conversation has been 
going on for days about attitude, thankfulness,  self-improvement, 
perseverance, 
cooperation we taken it to writing poetry as  well as our own songs... It's 
also a good jumping board for our final unit in  reading workshop: planning 
our lives as strong readers and writers lots of  good stuff.
 
Singing also helps with peer revision; our motto is ... if you we can't  sing 
in front of each other, how could we ever peer edit? This sets such a  
wonderful tone for respect and cooperation, and understanding when kids come  
together to help each other... rather than that "gotcha,I'm smarter than you"  
that  
I've seen happen with younger children. During our research reports  on the 
rain forest, kids would spend their time printing out articles and  cutting 
pictures they found for other kids' reports while searching for their  own info
rmation.
 
Then there's the whole aesthetic stance to text... I love when the kids  pick 
songs for us to sing. They have to tell why they chosen a morning sing and  
how it would help us as community member or reader or writer
 
Finally, another very early benefit for first graders: stamina! Children  are 
not afraid on longer text. In September my early readers often choose books  
that are tad longer in length and say well it is not as long as our text 
in  morning sing.
 
I love morning sing... it sets up my day as well. I just don't plow into  the 
day... more reflective and hopeful... 



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Re: [MOSAIC] wAndering minds (addendum to my last post)

[Tim Rasinski]

Deb:  Sure thing.  Here it is below:

Websites for Finding Songs and Music


Songs for Children


http://judyanddavid.com/cma.html

  http://www.bussongs.com/

  
http://www.theteachersguide.com/ChildrensSongs.htm

http://www.niehs.nih.gov/kids/music.htm

http://www.niehs.nih.gov/kids/music.htm#index

  http://www.head-start.lane.or.us/education/activities/music/index.html



Folk Songs and Songs of America

  http://www.contemplator.com/america/

  http://folklyrics.classic-sf.co.uk/

  http://www.ftmeade.army.mil/songs.html

http://www.scoutsongs.com/categories/patriotic.html



At 09:10 AM 5/27/2007 -0400, you wrote:
>Is it possible to give the lyrics website without attaching it?  I cannot
>get the attachment to open.  Thanks so much for your input.
>Deb
>
>
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Timothy Rasinski, Ph.D.
Reading and Writing Center
404 White Hall
Kent State University
Kent, OH  44242

email:  [EMAIL PROTECTED]
Phone:  330-672-0649
Cell:  330-962-6251
Fax:  330-672-2025
Informational website:  www.timrasinski.com
Professional Development DVD:  http://www.roadtocomprehension.com/
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[MOSAIC] help with spelling and phonics

[Rosa Roper]

Hello,
I am working on planning for the next school year- and I could use some 
help. I am going to have a 2nd grade inclusion classroom- students with 
various disabilities will be included- mostly students with learning 
disabilities- so it is very important to me that I meet everyones needs.
I am planning on using Phonics Lessons for grade 2 from Gay Su Pinnell and 
Irene Fountas for my word work portion of my literacy instruction.


However, I want to really TEACH spelling versus "here are your spelling 
words for the week, and you will have a spelling test on Friday, for 
homework write your words..."

So, I have some ideas but I am not sure the best way to go.

I plan on having a word wall- and teaching from it- 5 words a week- 2nd 
grade sight words and then:


I really like Tim Rasinski's "Making and Writing Words" for grades 2-3, 
which is  making words with a phonics focus, but I also like the idea of 
using word families with poems ( I have Tim's book "Phonics Poetry Teaching 
Word Families").



So this leaves me with "is this too much word work?" I really want to focus 
on reading strategies and have a good balance. What are some suggestions for 
putting it all together??

Any help would be great!


Rosa

_
Make every IM count. Download Messenger and join the i’m Initiative now. 
It’s free. http://im.live.com/messenger/im/home/?source=TAGHM_MAY07



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Re: [MOSAIC] help with spelling and phonics

[Tim Rasinski]

HI Rosa -- you flatter me with your kind comments.  Thank you.

One comment about the word family poems -- the poems contain word families 
-- so it is a great way to teach those important word families -- you are 
right on the money with that insight.   But also, the poems need to 
practiced and performed, so it is a way to develop fluency also at the same 
time.  I like the synergy that word family poems provide.

At 09:44 AM 5/27/2007 -0400, you wrote:
>Hello,
>I am working on planning for the next school year- and I could use some 
>help. I am going to have a 2nd grade inclusion classroom- students with 
>various disabilities will be included- mostly students with learning 
>disabilities- so it is very important to me that I meet everyones needs.
>I am planning on using Phonics Lessons for grade 2 from Gay Su Pinnell and 
>Irene Fountas for my word work portion of my literacy instruction.
>
>However, I want to really TEACH spelling versus "here are your spelling 
>words for the week, and you will have a spelling test on Friday, for 
>homework write your words..."
>So, I have some ideas but I am not sure the best way to go.
>
>I plan on having a word wall- and teaching from it- 5 words a week- 2nd 
>grade sight words and then:
>
>I really like Tim Rasinski's "Making and Writing Words" for grades 2-3, 
>which is  making words with a phonics focus, but I also like the idea of 
>using word families with poems ( I have Tim's book "Phonics Poetry 
>Teaching Word Families").
>
>
>So this leaves me with "is this too much word work?" I really want to 
>focus on reading strategies and have a good balance. What are some 
>suggestions for putting it all together??
>Any help would be great!
>
>
>Rosa
>
>_
>Make every IM count. Download Messenger and join the i'm Initiative now. 
>It's free. http://im.live.com/messenger/im/home/?source=TAGHM_MAY07
>
>
>
>___
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>
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Timothy Rasinski, Ph.D.
Reading and Writing Center
404 White Hall
Kent State University
Kent, OH  44242

email:  [EMAIL PROTECTED]
Phone:  330-672-0649
Cell:  330-962-6251
Fax:  330-672-2025
Informational website:  www.timrasinski.com
Professional Development DVD:  http://www.roadtocomprehension.com/


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[MOSAIC] Reading Fluency

[Lee Brazell]

I was very happy to read Tim Rasinski's comments about Martin Luther King's
speech and oral reading fluency.  I was trying to decide if I should use 6
Minute Solution with my struggling readers who read slowly (a program that
uses repeated reading of same passage to improve fluency).  However, I timed
myself reading one of the passages to get a sense of how many words per
minute expressive, fluent reading takes and realized that I was reading much
slower than the program allowed. I decided not to use it.  I felt it would
be counter productive to teach kids who struggle with comprehension to 'read
it fast'.  Instead I opted for 'reader's theater' and poetry...authentic
reasons to read and reread aloud with expression.


On 5/26/07 10:29 AM, "[EMAIL PROTECTED]"
<[EMAIL PROTECTED]> wrote:

> But let me close with a brief case study I did back in January.  I love the
> work of Dr. Martin Luther King, admire his principals, but also his ability
> to communicate.  I think most people would agree that he is one of the most
> fluent speakers/readers of all time.   Yet, in January I printed out his I
> Have a Dream Speech and listened to his delivery of the speech from
> 1963.On impulse, I decided to subject his reading of the speech to the
> DIBELS oral reading fluency test.   As you might expect he did not do
> well.  I calculated his reading rate at 102 words correct per minute, the
> level of a primary grade student.  It's hard to believe that if his speech
> was a test, it might have landed him in a remedial reading setting.

---
Lee Brazell, Literacy Specialist
Mountain View Middle School
Goffstown, NH  03045





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Re: [MOSAIC] wAndering minds (addendum to my last post)

[ljackson]

Try this one as well:

http://www.kididdles.com/


On 5/27/07 7:40 AM, "Tim Rasinski" <[EMAIL PROTECTED]> wrote:

> Deb:  Sure thing.  Here it is below:
> 
> Websites for Finding Songs and Music
> 
> 
> Songs for Children
> 
> 
> http://judyanddavid.com/cma.html
> 
>   http://www.bussongs.com/
> 
>   
> http://www.theteachersguid
> e.com/ChildrensSongs.htm
> 
> http://www.niehs.nih.gov/kids/music.htm
> 
> http://www.niehs.nih.gov/kids/m
> usic.htm#index
> 
>   http://www.head-start.lane.or.us/education/activities/music/index.html
> 
> 
> 
> Folk Songs and Songs of America
> 
>   http://www.contemplator.com/america/
> 
>   http://folklyrics.classic-sf.co.uk/
> 
>   
> http://www.ftmeade.army.mil/songs.html
> 
> http://www.scoutsongs.com/categories/patriotic.html
> 
> 
> 
> At 09:10 AM 5/27/2007 -0400, you wrote:
>> Is it possible to give the lyrics website without attaching it?  I cannot
>> get the attachment to open.  Thanks so much for your input.
>> Deb
>> 
>> 
>> ___
>> 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.
> 
> Timothy Rasinski, Ph.D.
> Reading and Writing Center
> 404 White Hall
> Kent State University
> Kent, OH  44242
> 
> email:  [EMAIL PROTECTED]
> Phone:  330-672-0649
> Cell:  330-962-6251
> Fax:  330-672-2025
> Informational website:  www.timrasinski.com
> Professional Development DVD:  http://www.roadtocomprehension.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.
> 

-- 
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD  57555
 
http:www.tcsdk12.org
ph. 605.856.2211


Literacies for All Summer Institute
"Literate Lives:  A Human Right"
July 12-15, 2007
Louisville, Kentucky

http://www.ncte.org/profdev/conv/wlu



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Re: [MOSAIC] songs and fluency

[Tim Rasinski]

Very eloquently stated case for more song in the classroom.  Thank you.

Personally, I have a thing for the lyrics of Cole Porter, Ira Gerschwin, 
Irving Berlin, and Hammerstein - the old show tunes.



At 09:36 AM 5/27/2007 -0400, you wrote:
>Just a reply to the concept of singing and fluency.
>
>I teach first grade and we begin each day with a morning sing... something  I
>decided was a must after responsive training inservice. In fact, in my  old
>district, morning sing was a school wide affair that began each  day.
>
>Now I am not talking about traditional first grade ditties or nursery type
>songs. We sing popular songs of yesteryear and the here and now.
>
>Besides the community that it builds, I have found that it really helps
>first graders in a number of ways
>many examples of working with words  are naturally built in.   this was
>eye opening to me when an emergent reader  spelled the word  beautiful in
>September... she just hummed "Oh what a beautiful morning" and  when she 
>came to
>beautiful she said she closed her eyes and pictured the  chartof course
>there are all the other working with words strategies  that can be used 
>just as
>well as configuration and visual imagery.
>
>Then there's   all the reading comprehension strategies  connections, mental
>images, determining importance in fact we just finished  inferences and
>are now working on synthesis. The kids are singing "Let the day  begin" by 
>the
>Call  a real happening now type beat..and are doing a  marvelous job of
>inferring and synthesizing how they begin their days.  Conversation has been
>going on for days about attitude, thankfulness,  self-improvement, 
>perseverance,
>cooperation we taken it to writing poetry as  well as our own songs... 
>It's
>also a good jumping board for our final unit in  reading workshop: planning
>our lives as strong readers and writers lots of  good stuff.
>
>Singing also helps with peer revision; our motto is ... if you we can't  sing
>in front of each other, how could we ever peer edit? This sets such a
>wonderful tone for respect and cooperation, and understanding when kids come
>together to help each other... rather than that "gotcha,I'm smarter than 
>you"  that
>I've seen happen with younger children. During our research reports  on the
>rain forest, kids would spend their time printing out articles and  cutting
>pictures they found for other kids' reports while searching for their  own 
>info
>rmation.
>
>Then there's the whole aesthetic stance to text... I love when the kids  pick
>songs for us to sing. They have to tell why they chosen a morning sing and
>how it would help us as community member or reader or writer
>
>Finally, another very early benefit for first graders: stamina! Children  are
>not afraid on longer text. In September my early readers often choose books
>that are tad longer in length and say well it is not as long as our text
>in  morning sing.
>
>I love morning sing... it sets up my day as well. I just don't plow into  the
>day... more reflective and hopeful...
>
>
>
>** See what's free at http://www.aol.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.

Timothy Rasinski, Ph.D.
Reading and Writing Center
404 White Hall
Kent State University
Kent, OH  44242

email:  [EMAIL PROTECTED]
Phone:  330-672-0649
Cell:  330-962-6251
Fax:  330-672-2025
Informational website:  www.timrasinski.com
Professional Development DVD:  http://www.roadtocomprehension.com/


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Re: [MOSAIC] songs and fluency

[Linda DeGreen]

We, too, begin our morning meeting time singing and reading poetry.  
Each child has a copy for his own Poetry & Song folder. And each  
song/poem is on a big chart stand. We get lots of uses for these as  
Kukonis mentioned. Many minilessons refer back to our songs, lots of  
word work but also including identifying theme. We integrated some  
social studies with several Patriotic songs ( when students chose their  
favorites to sing again and we held a Poetry Cafe for parents to attend  
they overwhelmingly chose songs like America, This Land is Your Land  
and Yankee Doodle).  And like Debbie Miller, I use these songs to  
signal when to come to the carpet for read alouds and minilesson.  
Second graders love to sing!
Linda/2/OH


On Sunday, May 27, 2007, at 08:36 AM, [EMAIL PROTECTED] wrote:

> Just a reply to the concept of singing and fluency.
>
> I teach first grade and we begin each day with a morning sing...  
> something  I
> decided was a must after responsive training inservice. In fact, in my  
>  old
> district, morning sing was a school wide affair that began each  day.
>
> Now I am not talking about traditional first grade ditties or nursery  
> type
> songs. We sing popular songs of yesteryear and the here and now.
>
> Besides the community that it builds, I have found that it really helps
> first graders in a number of ways
> many examples of working with words  are naturally built in.
> this was
> eye opening to me when an emergent reader  spelled the word  beautiful  
> in
> September... she just hummed "Oh what a beautiful morning" and  when  
> she came to
> beautiful she said she closed her eyes and pictured the  chartof  
> course
> there are all the other working with words strategies  that can be  
> used just as
> well as configuration and visual imagery.
>
> Then there's   all the reading comprehension strategies  connections,  
> mental
> images, determining importance in fact we just finished   
> inferences and
> are now working on synthesis. The kids are singing "Let the day   
> begin" by the
> Call  a real happening now type beat..and are doing a  marvelous  
> job of
> inferring and synthesizing how they begin their days.  Conversation  
> has been
> going on for days about attitude, thankfulness,  self-improvement,  
> perseverance,
> cooperation we taken it to writing poetry as  well as our own  
> songs... It's
> also a good jumping board for our final unit in  reading workshop:  
> planning
> our lives as strong readers and writers lots of  good stuff.
>
> Singing also helps with peer revision; our motto is ... if you we  
> can't  sing
> in front of each other, how could we ever peer edit? This sets such a
> wonderful tone for respect and cooperation, and understanding when  
> kids come
> together to help each other... rather than that "gotcha,I'm smarter  
> than you"  that
> I've seen happen with younger children. During our research reports   
> on the
> rain forest, kids would spend their time printing out articles and   
> cutting
> pictures they found for other kids' reports while searching for their   
> own info
> rmation.
>
> Then there's the whole aesthetic stance to text... I love when the  
> kids  pick
> songs for us to sing. They have to tell why they chosen a morning sing  
> and
> how it would help us as community member or reader or writer
>
> Finally, another very early benefit for first graders: stamina!  
> Children  are
> not afraid on longer text. In September my early readers often choose  
> books
> that are tad longer in length and say well it is not as long as  
> our text
> in  morning sing.
>
> I love morning sing... it sets up my day as well. I just don't plow  
> into  the
> day... more reflective and hopeful...
>
>
>
> ** See what's free at  
> http://www.aol.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.
>
>


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Re: [MOSAIC] help with spelling and phonics

[lindafarns]

Rosa - With regard to your concerns about an authentic way to teach children 
spelling, have you ever looked at Words Their Way (the original text, not the 
newly, complete with workbooks, published version) or Word Journeys by Kathy 
Ganske?  I was extremely fortunate to have had Kathy as my graduate professor 
for word study.  At the time, she had not published Word Journeys and we used 
the WTW text.  When I took her course, I was teaching 6th grade and used her 
format with those students.  Since that time, I have become a reading 
specialist and now work with students from kindergarten through fifth grade.  
All of my students have been exposed to her philosophy around spelling, namely 
that it is developmental just as reading is, and that in order to be effective, 
you need to know exactly where your students fall within a spelling stage.  She 
designed a Developmental Spelling Analysis which tells you specifically what 
the strengths and weaknesses of each child are within their level a
s well as how to work with each child (at their level).  Continued instruction 
is geared towards letter patterns and sounds, meaning (vocabulary), recognition 
in authentic text, and transfer into student writing.   Her new book, Words 
Sorts and More provides lessons and materials for planning instuction.   

I have also used Diane Snowballs Spelling K-8 which is another fantastic 
resource that creates active engagement between the teacher and children 
without rote memorization from week to week.  Most of us have already seen that 
an A student in weekly spelling usually falls short with those same words when 
they are unable to transfer them into writing workshop.

This is my 10th year using this format, and I have yet to find any published 
program that even comes close.  Our school adopted Rebecca Sitton before I came 
(6 years ago) and I have never used it with my kids.

If I can be of any further help, please contact me off-line at [EMAIL PROTECTED]

Linda 
-- Original message -- 
From: "Rosa Roper" <[EMAIL PROTECTED]> 

> Hello, 
> I am working on planning for the next school year- and I could use some 
> help. I am going to have a 2nd grade inclusion classroom- students with 
> various disabilities will be included- mostly students with learning 
> disabilities- so it is very important to me that I meet everyones needs. 
> I am planning on using Phonics Lessons for grade 2 from Gay Su Pinnell and 
> Irene Fountas for my word work portion of my literacy instruction. 
> 
> However, I want to really TEACH spelling versus "here are your spelling 
> words for the week, and you will have a spelling test on Friday, for 
> homework write your words..." 
> So, I have some ideas but I am not sure the best way to go. 
> 
> I plan on having a word wall- and teaching from it- 5 words a week- 2nd 
> grade sight words and then: 
> 
> I really like Tim Rasinski's "Making and Writing Words" for grades 2-3, 
> which is making words with a phonics focus, but I also like the idea of 
> using word families with poems ( I have Tim's book "Phonics Poetry Teaching 
> Word Families"). 
> 
> 
> So this leaves me with "is this too much word work?" I really want to focus 
> on reading strategies and have a good balance. What are some suggestions for 
> putting it all together?? 
> Any help would be great! 
> 
> 
> Rosa 
> 
> _ 
> Make every IM count. Download Messenger and join the i’m Initiative now. 
> It’s free. http://im.live.com/messenger/im/home/?source=TAGHM_MAY07 
> 
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Re: [MOSAIC] songs and fluency

[Julie Santello]

http://www.jmeacham.com/calendar.htm#s.p.inserts
These are great songs and poems based on the months of the year. It  
will teach the kids how to spell the months and what goes on each  
month.  They are set to old songs, such as April was a bicycle built  
for two!
Julie



On May 27, 2007, at 10:45 AM, Tim Rasinski wrote:

> Very eloquently stated case for more song in the classroom.  Thank  
> you.
>
> Personally, I have a thing for the lyrics of Cole Porter, Ira  
> Gerschwin,
> Irving Berlin, and Hammerstein - the old show tunes.
>
>
>
> At 09:36 AM 5/27/2007 -0400, you wrote:
>> Just a reply to the concept of singing and fluency.
>>
>> I teach first grade and we begin each day with a morning sing...  
>> something  I
>> decided was a must after responsive training inservice. In fact,  
>> in my  old
>> district, morning sing was a school wide affair that began each  day.
>>
>> Now I am not talking about traditional first grade ditties or  
>> nursery type
>> songs. We sing popular songs of yesteryear and the here and now.
>>
>> Besides the community that it builds, I have found that it really  
>> helps
>> first graders in a number of ways
>> many examples of working with words  are naturally built in.
>> this was
>> eye opening to me when an emergent reader  spelled the word   
>> beautiful in
>> September... she just hummed "Oh what a beautiful morning" and   
>> when she
>> came to
>> beautiful she said she closed her eyes and pictured the   
>> chartof course
>> there are all the other working with words strategies  that can be  
>> used
>> just as
>> well as configuration and visual imagery.
>>
>> Then there's   all the reading comprehension strategies   
>> connections, mental
>> images, determining importance in fact we just finished   
>> inferences and
>> are now working on synthesis. The kids are singing "Let the day   
>> begin" by
>> the
>> Call  a real happening now type beat..and are doing a   
>> marvelous job of
>> inferring and synthesizing how they begin their days.   
>> Conversation has been
>> going on for days about attitude, thankfulness,  self-improvement,
>> perseverance,
>> cooperation we taken it to writing poetry as  well as our own  
>> songs...
>> It's
>> also a good jumping board for our final unit in  reading workshop:  
>> planning
>> our lives as strong readers and writers lots of  good stuff.
>>
>> Singing also helps with peer revision; our motto is ... if you we  
>> can't  sing
>> in front of each other, how could we ever peer edit? This sets such a
>> wonderful tone for respect and cooperation, and understanding when  
>> kids come
>> together to help each other... rather than that "gotcha,I'm  
>> smarter than
>> you"  that
>> I've seen happen with younger children. During our research  
>> reports  on the
>> rain forest, kids would spend their time printing out articles  
>> and  cutting
>> pictures they found for other kids' reports while searching for  
>> their  own
>> info
>> rmation.
>>
>> Then there's the whole aesthetic stance to text... I love when the  
>> kids  pick
>> songs for us to sing. They have to tell why they chosen a morning  
>> sing and
>> how it would help us as community member or reader or writer
>>
>> Finally, another very early benefit for first graders: stamina!  
>> Children  are
>> not afraid on longer text. In September my early readers often  
>> choose books
>> that are tad longer in length and say well it is not as long  
>> as our text
>> in  morning sing.
>>
>> I love morning sing... it sets up my day as well. I just don't  
>> plow into  the
>> day... more reflective and hopeful...
>>
>>
>>
>> ** See what's free at http:// 
>> www.aol.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.
>
> Timothy Rasinski, Ph.D.
> Reading and Writing Center
> 404 White Hall
> Kent State University
> Kent, OH  44242
>
> email:  [EMAIL PROTECTED]
> Phone:  330-672-0649
> Cell:  330-962-6251
> Fax:  330-672-2025
> Informational website:  www.timrasinski.com
> Professional Development DVD:  http://www.roadtocomprehension.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.
>


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[MOSAIC] End of Year Reflection

[ginger/rob]

As many of us are winding down to the finish line, I think it is important 
to reflect on how our comprehension teaching went this year.  Perhaps there 
is something you feel you tackled this year that you would like to share 
with us.  What was challenging?  What was affirming?  How did your kids 
grow?  Consider a look back over the year and just write in with whatever 
comes to your mind.  I find I do my best reflecting when I just start typing 
as I am thinking back.

I'll go first.
This year I taught second grade.  A first for me. What I learned most is 
that I sure had a lot to learn!! It has been a very humbling experience. 
But one that I know has helped to make me more "well rounded" as far as my 
understanding of younger children and literacy instruction.

For me it was hard to find that balance of word work, decoding, and 
comprehension instruction.  Yet I found that my students were so eager to 
learn about the metacognitive process that readers use to make meaning.  We 
did a lot of role playing of what a reader does. So they could "see/hear" 
it.  I believe they know how to self monitor their inner thinking voice 
better now than when the year started.  Now do they all do it?? Ha!  That is 
the hard part for me.  I wish so much for them to be ACTIVE in their reading 
yet so many of them slip back to the passive word caller role.  Even when 
their ability to work out the words has so improved.  I know it will come in 
time.

I did an interactive think aloud with the book, Be Good To Eddie Lee, this 
past week.  I had them write their thinking during the key stopping points. 
Then those who wanted to share their written work, shared back whole group. 
It was so interesting to see/hear the different levels of depth in their 
responses.  It was almost like taking a snapshot of each child for me.  I 
could see the children writing.  They all wrote furiously at each stopping 
point. Yet when they read their "thinking", I was surprised at how many are 
still thinking at the surface level.  But it matches my experience of them 
this whole year.  (I know I am used to fourth graders and the depth they 
take the talk so I believe the promise in them all.)  I do have a large 
group of kids who do go deep and hearing their "thinking" and the touching 
emotional tones was very refreshing and encouraging.

I guess for me teaching in a primary grade (not my strength by the way!) the 
challenge was finding that balance.  The teaching all so relates and builds. 
We did finish the research strand on Physical Science with flying colors. 
Their "All About" books (from Calkins Units of Study) turned out very well- 
impressive actually for 2nd graders.  We shared with two upper grade classes 
and just watching my kids do that was confirming.  We studied biographies in 
a very open way.  Simply reading biographies, noticing our new learnings and 
completing various reporting sheets.  I guess this has been a year of 
building schema if nothing else.  Exposing them to different kinds of 
reading to learn about what is to come in their own learning years.  I guess 
I did a good job of that.

I am going to teach third grade next year.  I won't have my whole class 
again.  (Ever had a group that needs to be moved around?  They need it and 
so do I!)  I am looking forward to continuing my comprehension work with 
those I'll have again and bringing on board the kids new to me.

I am committing to read a lot this summer.  I'll be announcing the Mosaic of 
Thought 2 online book chat soon.  So get your books ordered so you can 
participate!!  I want to read Strategies That Work 2 and also it's been 
recommended I read Teaching for Deep Comprehension by Dorn and Soffos.  I'd 
love to hear what you will be reading this summer.

Please write in.  Reflecting is good for our souls.
Ginger
moderator
grade 2 



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Re: [MOSAIC] songs and fluency

[ljackson]

I like the folk music from the sixties.  My kids knew all the protest songs.
I introduced them during a unit on Civil Rights and the kids loved them, so
they became classroom classics.  My kids also loved parodies and silly songs
like the Albuquerque Turkey song.

Lori


On 5/27/07 8:45 AM, "Tim Rasinski" <[EMAIL PROTECTED]> wrote:

> Very eloquently stated case for more song in the classroom.  Thank you.
> 
> Personally, I have a thing for the lyrics of Cole Porter, Ira Gerschwin,
> Irving Berlin, and Hammerstein - the old show tunes.
> 
> 
> 
> At 09:36 AM 5/27/2007 -0400, you wrote:
>> Just a reply to the concept of singing and fluency.
>> 
>> I teach first grade and we begin each day with a morning sing... something  I
>> decided was a must after responsive training inservice. In fact, in my  old
>> district, morning sing was a school wide affair that began each  day.
>> 
>> Now I am not talking about traditional first grade ditties or nursery type
>> songs. We sing popular songs of yesteryear and the here and now.
>> 
>> Besides the community that it builds, I have found that it really helps
>> first graders in a number of ways
>> many examples of working with words  are naturally built in.   this was
>> eye opening to me when an emergent reader  spelled the word  beautiful in
>> September... she just hummed "Oh what a beautiful morning" and  when she
>> came to
>> beautiful she said she closed her eyes and pictured the  chartof course
>> there are all the other working with words strategies  that can be used
>> just as
>> well as configuration and visual imagery.
>> 
>> Then there's   all the reading comprehension strategies  connections, mental
>> images, determining importance in fact we just finished  inferences and
>> are now working on synthesis. The kids are singing "Let the day  begin" by
>> the
>> Call  a real happening now type beat..and are doing a  marvelous job of
>> inferring and synthesizing how they begin their days.  Conversation has been
>> going on for days about attitude, thankfulness,  self-improvement,
>> perseverance,
>> cooperation we taken it to writing poetry as  well as our own songs...
>> It's
>> also a good jumping board for our final unit in  reading workshop: planning
>> our lives as strong readers and writers lots of  good stuff.
>> 
>> Singing also helps with peer revision; our motto is ... if you we can't  sing
>> in front of each other, how could we ever peer edit? This sets such a
>> wonderful tone for respect and cooperation, and understanding when kids come
>> together to help each other... rather than that "gotcha,I'm smarter than
>> you"  that
>> I've seen happen with younger children. During our research reports  on the
>> rain forest, kids would spend their time printing out articles and  cutting
>> pictures they found for other kids' reports while searching for their  own
>> info
>> rmation.
>> 
>> Then there's the whole aesthetic stance to text... I love when the kids  pick
>> songs for us to sing. They have to tell why they chosen a morning sing and
>> how it would help us as community member or reader or writer
>> 
>> Finally, another very early benefit for first graders: stamina! Children  are
>> not afraid on longer text. In September my early readers often choose books
>> that are tad longer in length and say well it is not as long as our text
>> in  morning sing.
>> 
>> I love morning sing... it sets up my day as well. I just don't plow into  the
>> day... more reflective and hopeful...
>> 
>> 
>> 
>> ** See what's free at http://www.aol.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.
> 
> Timothy Rasinski, Ph.D.
> Reading and Writing Center
> 404 White Hall
> Kent State University
> Kent, OH  44242
> 
> email:  [EMAIL PROTECTED]
> Phone:  330-672-0649
> Cell:  330-962-6251
> Fax:  330-672-2025
> Informational website:  www.timrasinski.com
> Professional Development DVD:  http://www.roadtocomprehension.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.
> 

-- 
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD  57555
 
http:www.tcsdk12.org
ph. 605.856.2211


Literacies for All Summer Institute
"Literate Lives:  A Human Right"
July 12-15, 2007
Louisville, Kentucky

http://www.ncte.org/profdev/conv/wlu



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[MOSAIC] At-Home Practice

[Melanie Bocarro]

Hello!
  I am teaching at a year-round school, so I'm actually getting ready for a
new school year to begin in July.  As I prepare, I wanted to set out a
trajectory for my 1st graders to work on the comprehension strategies at
home as well as at school.  Does anyone have any ideas as to a trajectory
for at-home practice or any guidelines/information to send home to help the
parents with strategy work?  Thank you all again for your help.  I have
immensely enjoyed the group for the 3 months that I have belonged.

Kindest regards,
Melanie



>
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[MOSAIC] Question for Tim about songs

[Joy]

Tim,
  I'm a bit confused. Do the students read the song lyrics as well as sing 
them? Do they read them first, or sing them first? Do you have recordings for 
them to listen to? Would camp songs work? (I'm an old Girl Scout leader.)
   
  I'm not a singer, don't play an instrument, and we don't have a music teacher 
at my school. I find this idea intriguing, and would like to try it with my 
fourth grade students. I think it would be a great way to help them relieve 
some stress in the afternoons after they finish testing. I also think it would 
be something I could incorporate into morning meetings next year. 
   
  Thanks,

Tim Rasinski <[EMAIL PROTECTED]> wrote:
   . . . Susan Homan, Marie Biggs and myself have done some interesting 
work in Hillsborough County in Florida where kids were taught lyrics to 
songs (actually singing the songs), 30 minutes, 3 times a week. 

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
   









   
-
Luggage? GPS? Comic books? 
Check out fitting  gifts for grads at Yahoo! Search.
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Re: [MOSAIC] wAndering minds (addendum to my last post)

[read3]

 Hi, Tim.
Did the attachment 'unattach'?? Thanks.


 


 

-Original Message-
From: Tim Rasinski <[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Email Group 

Sent: Sun, 27 May 2007 9:02 am
Subject: Re: [MOSAIC] wAndering minds (addendum to my last post)









Bill:  your comment below reminded me about some research that has been 
done on the use of songs lyrics for reading, especially reading 
fluency.  Susan Homan, Marie Biggs and myself have done some interesting 
work in Hillsborough County in Florida where kids were taught lyrics to 
songs (actually singing the songs), 30 minutes, 3 times a week.  In about 
three months times the students make over a year's gain in fluency and 
comprehension.  Gwynned Ash at Texas State reported similar gains with her 
Karaoke Club-- children learning to read by singing songs (repeated 
readings/singings)  of songs on a Karaoke machine.?
?

I remember singing in school all the time; but less evidence of it every 
year nowadays.  That's too bad.  In our reading clinic we sing every 
day.  This summer we will doing a lot of patriotic songs - Grand Old Flag, 
This Land Is Your Land,  God Bless America,   On the day before the 4th 
of July we will gather all our students in our reading clinic outside the 
building around the flagpole and have a patriotic sing-a-long for the last 
30 minutes class.  Great way to end the day and a lot of good reading 
takes place too.?
?

I am attaching a list of websites I have found that are great repositories 
for song lyrics for kids.(Remember "Polly Wolly Doodle All day!"  :)?
?

Happy Memorial Day,?

tim?
?

?

At 05:04 PM 5/26/2007 -0400, you wrote:?

> >?

> > I'm reading Do I Really Have to Teach Reading? by Cris Tovani in which she?

> > says that teens would rather be lazy than stupid.  I asked my students (in?

> > one class) if they think that's true.  They did.  More disappointment.?

> > Jan?

>?

>Here's an idea which won't make them sound stupid:?

>?

>Have them bring in lyrics to their favorite songs.  Have them read them?

>aloud to practice fluency and prosody (of course, you have to make sure?

>lyrics are okay for school).  Then have them explain the song.  See if?

>students will agree on the interpretations.  Since you probably won't be as?

>familiar with the songs, they will get to be the teachers.  For example, I?

>use "So Happy Together" by the Turtles to explain it's about a stalker?

>("IMAGINE me and you, I do...").  That gets their attention.  I also play?

>"Mac the Knife" and "Maxwell's Silver Hammer" by the Beatles which are about?

>serial killers.  It's reading, interpreting, schema, and more!?

>?

>Bill?

>?

>?

>?

>___?

>Mosaic mailing list?

>[EMAIL PROTECTED]

>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.?
?

Timothy Rasinski, Ph.D.?

Reading and Writing Center?

404 White Hall?

Kent State University?

Kent, OH  44242?
?

email:  [EMAIL PROTECTED]

Phone:  330-672-0649?

Cell:  330-962-6251?

Fax:  330-672-2025?

Informational website:  www.timrasinski.com?

Professional Development DVD:  http://www.roadtocomprehension.com/?



 





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AOL now offers free email to everyone.  Find out more about what's free from 
AOL at AOL.com.
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Re: [MOSAIC] End of Year Reflection

[CNJPALMER]

The end of the year is a great time to reflect back on how the year went  and 
to think about what comes next! In very few professions do we have the  
opportunity to start fresh each year...what a blessing that is, when you think  
about it.
 
As a reading specialist, I had taught the strategies before in grades  1-5...
This was the year where my new challenge was teaching comprehension  
strategies with Kindergarten students. This year was a great opportunity to 
play  
around with this since we went from a half day program to a full day program  
with 
no new curriculum added...so the teachers had some time to try out some new  
things without being rushed. I had read Starting With Comprehension last 
summer  and shared it with the K team who were very excited and tried lots of 
it  
out.   I was thrilled to walk into a classroom last week to hear a 5  year old 
tell the teacher that she couldn't do the math problem because she  didn't 
have enough 'schema' for it! ;-) 
 
As for my own personal lessons, I had done a series of lessons on  
questioning with one K class. I used the book Grandfather Twilight to  
introduce "I 
wonders". I had them use large sheets of butcher paper to web their  "I 
wonders" 
and was thrilled to hear the conversation and sharing that went on  as they 
wrote and drew their questions. It reinforced for me the importance of  
student-to-student conversation as they learn the strategies. The questions led 
 to 
such great inferences as well...I was unsure of what was developmentally  
appropriate and was pleasantly surprised to see many deep thinkers at this age  
level. The kids often don't have the vocabulary to explain what they are  
thinking, 
yet the thinking seems to be there. The methodology of having the kids  act 
out their thinking really seems to help them demonstrate thinking in a  
developmentally appropriate way. 
 
I will be interested in following these K kids through the grades since  this 
is the first time K has really done anything beyond learning letters and  
sounds...really the only comprehension work done in the curriculum is  
predicting...
 
I will also be sitting with the K team over the summer and we are going to  
do strategy units to go along with the established curriculum. I am thinking,  
now, that with the littlest learners, the idea of teaching one strategy  
thoroughly before introducing another is the way to go. Older learners, I am  
thinking, need to start to see how the strategies work together in an 
integrated  
whole... this is an issue I have been struggling with over the years but I 
think  I may be coming to grips with it personally. I think the less experience 
 
students have with strategies, the more they need the strategy introduced in an 
 isolated way. 
 
My other goal for next year is to implement a study group of the Seven Keys  
to Comprehension with parents. My PTA bought me 20 copies of the book and I  
think we'll do a book group of it! I need to do some more thinking about how to 
 implement it...any ideas out there?
 
Looking forward to seeing other's reflections...
Jennifer
Maryland



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Re: [MOSAIC] Re-replies to my fluency v. comprehension

[bilscntsa]

I have found this conversation so interesting. I was one of the lucky 
participants who saw Tim Rasinski last summer at the Georgia Reading and 
Writing Conference and I was convinced to try some strategies he had presented. 
Before that time I had used Reader's Theater to help with fluency, but after 
hearing him speak I knew I had to be consistent. This year it became 
consistent, and EVERY student made gains in their rate as measured by DIBELS. 
That is enough for me to know I will continue to use it as I did this year. On 
Monday, students came in and found a new script (plays, poems, speeches, etc) 
on their desk and put it into their binder. Their morning work was to practice 
with their group, about 15 minutes each day. On Friday they performed. Yes, 
they increased in ratebut they also improved in fluency. I LOVED to listen 
to them read, they began to see the importance of expression, to pay attention 
to punctuation, to think about the meaning and adjust accordingly. 

I was disheartened when we looked at DIBEL scores and was told that the 
instruction was not effective because students did not meet the benchmark. But 
I still disagree, it was effective. They did make gains in rate, every student, 
and more importantly made the gains I mentioned above. I do believe in this 
strategy and will use it again. 

Also, they loved to perform, they became more confident, and they 
understood fluency's importance. Each time they performed they also made 
comments to the students, pointing out the things they did well, and they 
noticed the gains of specific students. I am saving all the sites listed here 
for next year. I also purchased some of the books from Benchmark with a grant I 
received. I see they have some new ones with speeches and other genres. I am 
hoping to order more. 

So glad to see Tim Rasinski post here, if you have not heard him speak, and 
have the opportunity, GO!

Thanks,

Terry/Fl/2,3 Loop


-Original Message-
From: Tim Rasinski <[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Email Group 

Sent: Sat, 26 May 2007 9:44 am
Subject: [MOSAIC] Re-replies to my fluency v. comprehension




Hello Everyone.This is my first posting, so I hope you will all be 
entle with me.  I was asked to join the conversation inasmuch as I have 
een studying reading fluency for the past 27 years and have written widely 
bout it over  much the same period.  My interested started when I 
ried to understand the struggling readers I worked with who seemed to be 
ighly intelligent, yet had difficulty with reading and understanding what 
hey read.   When I first read about fluency it was an epiphany.
Let me begin by saying that I don't agree with all that has been done with 
luency, particularly over the past ten years or so, in fact I strongly 
isagree with the direction it has generally been going.  Your comments 
argely reflect my own thoughts on the issue.  I do operate under the 
ssumption, however naive it may be, that we are all trying to do what's 
ight for kids.  Even those folks who are doing odd things to reading 
luency honestly believe they are helping children become good readers.
Let me outline specifically my concerns and ideas related to  fluency.
Fluency is related to comprehension, quite strongly in fact.   My own 
esearch has in fact found strong correlations between fluency and 
omprehension all the way through senior high school.   We found we could 
redict high school students' performance on Ohio's High School Graduation 
est (a silent reading comprehension test) with a measure of reading 
luency (see Journal of Adolescent and Adult Literacy, 2005).  We have 
ound similar results in working with older kids in Chicago and 
maha.  Interestingly, however, policy makers are not terribly interested 
n fluency with older students.It's just not issue they say.  I'd like 
or them to see that 9th grader who is reading without any expression or 
nthusiasm, or who reads at 25 words per minute.  Think about it - if an 
verage 9th grader reads at 150 words per minute, what would normally be an 
our reading assignment for an average reading 9th grader now becomes a 6 
our marathon for the student reading at such a slow rate.And, I can 
ell you that we have a lot of kids in middle and high school who like this.

on't get me wrong, I am not advocating teaching kids to read fast for the 
ake of reading fast' but we have to at least consider it.
My  interest is in struggling readers.  I run our reading clinic at Kent 
tate and I believe it is a huge concern for students experiencing severe 
ifficulty in reading.  Mike Pressley and Nell Duke and another colleague 
rote that among students experiencing severe difficulty in reading, 
etween 75-90% of them have difficulties in reading fluency that are a 
ignificant source of their comprehension problems.

 think that fluency is important for comprehension -- it is not 
ecessarily comprehension, but it sets the st