Re: [MOSAIC] Fluency and Flow
I am at Hoffstra University this week, studying Miscue. Allan Flurkey has been sharing his research on fluency, in which he actually takes the notion of rate and WPM to paragraph and sentence level, showing that readers modulate their rate--reading some sentences slowly and some more quickly. He likened fluency to a river that flows at different rates depending upon the topography. Readers will slow for emphasis or in response to challenges. That makes such sense to me and when thinking about Tim's comments regarding Martin Luther King's I Have A Dream speech, added a different perspective on fluency. He shared data from both proficient and less proficient readers and while overall rate remains higher with the proficient child (no surprise there, right?), the less proficient child attained very high rates in portions of the text that were less challenging. I suppose I would postulate that these two children were responding to different purposes when adjusting rate, the more able reader perhaps more conscious and more deliberate of the modulations. Both of these children demonstrated comprehenion through unaided retells. More food for thought, don't you think? I know that it has me nodding as I recently administered the DRA2 4-8 to a young reader who was largely fluent to my ear. His phrasing was natural, he was responsive to punctuation and he maintained what seemed to me a very conversational tone. He was reading very much above his grade level and encountered vocuabulary that was unknown to him. He pronounced all of these words correctly, but paused always in reflection in these parts of the text. He is a very reflective young man and luckily for me, one to verbalize his thinking strategies and he was clearly thinking through these words, stretching himself for meaning. These places slowed him down, interferring with the flow but clearly not with the comprehension. His accuracy level was 99% and I ignored the admonition to discontinue the assessment due to his fluency levels. My reasoning at the time was that his rate was acceptable, even strong, by grade/age level expectations. I would now justify that decision differently. His comprehension score was one point from perfect!! Obviously, those places in which he had lost 'fluency' by strict WPM ratings (he scored well on other aspects of the fluency rubric) had served him very well. There are lots of layers to this onion, and the more we know, the more we know!! Lori ___ 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] reading songs
No used book stores in Calgary? I go to flea markets, garage sales, used book stores, thrift stores, etc. and buy up books cheaply. You might also try Scholastic and similar places onlinethey give bulk discounts so you can buy 25 or 30 brand new books for $2 or $3 each Bill - Original Message - From: Waingort Jimenez, Elisa [EMAIL PROTECTED] To: [EMAIL PROTECTED]; Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 30, 2007 12:30 AM Subject: Re: [MOSAIC] reading songs Oooh! I've always wanted to give my entire class a book at the end of each school year but even at $5 a book (the cheapest I can think of) for 20 children, that's quite a bit of money. So, I'll have to look for these specials in the future. Elisa Waingort Calgary, Canada This book--the one with Stinky Stinky Diaper Change--was a 99center from a book order some years ago and the smartest thing I did was buy one for every kid for shared reading. Then I gave it to them at the end of the year. Lori ___ 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.
Re: [MOSAIC] Corrections/assessment/DRA
In a message dated 6/29/2007 8:34:32 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: The idea behind this is that, if they can read at that level, their writing must also be on the same level. Is this true? And please...it drives me crazy when all teachers use the DRA for, is to put kids in leveled books and ability groups. The MOST important part of the DRA is to assess and analyze for the next teaching point. Nancy ** 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.
Re: [MOSAIC] Reading and Listening
- Original Message - There are tons of software that turns text into speech so you can type a story into MS Word and it will read it aloud. So would that then involve reading comprehension or listening comprehension? What is the difference? I've been thinking about that a lot since I've become an audio book fanatic. And movies, where do they fit in? When we watch a movie, are we comprehending a text? Nancy Creech It's all comprehension. Not necessarily text. Our goals as READING Teachers is to teach comprehension, not just the act of reading. Comprehension applies to everything from the morning menu at a the Waffle House to works of art by Pablo Picasso. Also, Text to Text connections include movies, songs, etc. Someone wrote the script, read the teleprompter, penned the lyrics, etc. Even video games can be text if there is a storyline to follow. It had to start with WRITING which I think should be a key component of any READING class, but many schools try to split. I know my school prefers writing in the Language Arts curriculum and NOT in the Reading. Consider the wealth of inference fouind in a 30 second commercial. Isn't that reading? I think we get so wrapped up in the strategies that we forget the main point of readingcomprehension. And beyond with application! (Just saw a vision of Buzz Lightyear saying, To Comprehensionand BEYOND!) Just because you can comprehend a selection, doesn't mean you have to take it wholeheartedly or believe in it. Too many kids who comprehend also accept whatever they read at face value and don't use Critical Thinking to assess their reading. If we read an article about Sasquatch, I don't want them to all believe in Sasquatch, but I do want them to consider the possibilites. Does it exist? How is it related to the Yeti? Why is it called Bigfoot? Should it be on the endangered species list? Is it just swamp gas? To me, that is REAL Reading. When reading a selection starts a fire where you want to know more, or read more, or experience those same feelings all over again Bill ___ 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] Fountas Pinnell Assessments
Has anyone seen the new FP assessment kit? Our reading department is getting it in August and we'll receive a day or so of training. We'll then be switching to all of us (reading specialists) using it for our intervention kids. Our previous assessments became classroom teacher assessments and so we need one that is just for us. I saw others on this listserv talk about the DRA2--are the books the same as the original kits? If not, maybe that will be another way to go. Thanks- Michelle AIS/NY ** 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.
Re: [MOSAIC] reading songs
Another source for cheap books is the Scholastic Instructional Resources catalog. They have bruised books for $1.00 each. I have ordered these for our Birthday Book program. You have no choice of titles, but most of them are popular books that may have a scratch or minor bend on them. The value is certainly there; many times I can't even tell how they are bruised. Oh, by the way, the way to obtain the Scholastic Instructional Resources catalog is to hold a Scholastic Book Fair. Hopefully that won't be a problem or deterrent for any of you. I'm sure you can work with your media coordinator (librarian) to get access to this catalog. All email correspondence to and from this address is subject to North Carolina Public Records Law which may result in monitoring and disclosure to third parties, including law enforcement. From: [EMAIL PROTECTED] on behalf of Bill Roberts Sent: Sat 6/30/2007 7:48 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] reading songs No used book stores in Calgary? I go to flea markets, garage sales, used book stores, thrift stores, etc. and buy up books cheaply. You might also try Scholastic and similar places onlinethey give bulk discounts so you can buy 25 or 30 brand new books for $2 or $3 each Bill - Original Message - From: Waingort Jimenez, Elisa [EMAIL PROTECTED] To: [EMAIL PROTECTED]; Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 30, 2007 12:30 AM Subject: Re: [MOSAIC] reading songs Oooh! I've always wanted to give my entire class a book at the end of each school year but even at $5 a book (the cheapest I can think of) for 20 children, that's quite a bit of money. So, I'll have to look for these specials in the future. Elisa Waingort Calgary, Canada This book--the one with Stinky Stinky Diaper Change--was a 99center from a book order some years ago and the smartest thing I did was buy one for every kid for shared reading. Then I gave it to them at the end of the year. Lori ___ 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.
Re: [MOSAIC] Fluency and Flow
His accuracy level was 99% and I ignored the admonition to discontinue the assessment due to his fluency levels. Lori Isn't 99% acceptable?? I'm confused! AOL now offers free email to everyone. Find out more about what's free from AOL at 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.
Re: [MOSAIC] Fountas Pinnell Assessments
Several weeks ago I went to a presentation by Fountas and Pinnell regarding their new reading assessment. I have used DRA, Rigby, IRI, QRI, and running records to assess my kids for many years. But, the F P kit has some different features that I am anxious to use. It is broken into two kits - K-2 and 3-8. Each kit comes complete with fiction and non-fiction at each level, a user's guide, protocols and recording forms, a protocol and recording form CD, data management CD, a professional development DVD, and a calculator and stopwatch. During the presentation, Gay told us that each book was specifically authored with their(FP) develomental priorities at each level in mind, and that they (F P) reread each text to make sure the skills were presentated in the way they imagined. If they were unhappy with wording or placement of the text, they went back to make sure the changes were made before anything is printed - it's due out in August. There is one component of this kit that I am really excited about - the Continuum for Learning. This resource provides you with a list of all the specific 'criteria' at each level and also what skills the student should be using/learning at this level. I only got to see an overhead of a page from the continuum - they didn't have it printed as of the date of this workshop - but it really looked very detailed and, I think, will help to develop the curriculum for reaching each child at their level. Included in the assessment is a 'comprehension conversation' about each text following the reading, and the protocol allows for understanding of thinking within the text, beyond the text, and about the text. Prompts are provided to help get the discussions moving. There is also an optional writing/drawing prompt if you would like more information on a student. I am planning on using it with my population of kids - basic skills - in September to level each of my students. Gay said that it takes anywhere from 20-45 minutes depending on how detailed you are with each child, i.e. the writing/drawing piece. An average classroom of students would take between 2-3 weeks to complete. Some of the teachers at the workshop seemed concerned with the amount of time needed to assess the entire class, but Irene shared that once you have completed this assessment, you can pretty much create your reading mini-lessons for each child for the balance of the year because you get so much information from it. There was a question/answer portion and I talked about leveling students where they level at one place for fiction and usually drop 1-2 levels in the non-fiction. Irene responded that teachers don't teach children how to read non-fiction enough, and that those students who receive equal support in learning how to read both fiction and non-fiction will be at the same level. Needless to say, that was a 'duh' moment for me. Linda -- Original message -- From: Karen Shook [EMAIL PROTECTED] I have not used the FP assessment kit - but I was at a conference where they gave a little sample pack. It looks similar to the DRA2 - but with a FP flair mainly with differences in comprehension component (which I prefer from what I see in the sample) and the optional assessments, and they have a non-fiction for each level - the DRA2 doesn't start at level A with non-fiction as an option. Along this line though the DRA2 has several books for each level and it looks like only 2 per level - so this might pose a problem. Also, the writing portion seems more managable in the K-2 pack. You can see the examples at this address - they look like the same ones that came in my pack. Just my two cents on what I saw, but take a look. http://www.fountasandpinnellbenchmarkassessment.com/ They have samples from both the K-2 and the 3-8 pack. Karen 1st/MI [EMAIL PROTECTED] wrote: Has anyone seen the new FP assessment kit? Our reading department is getting it in August and we'll receive a day or so of training. We'll then be switching to all of us (reading specialists) using it for our intervention kids. Our previous assessments became classroom teacher assessments and so we need one that is just for us. I saw others on this listserv talk about the DRA2--are the books the same as the original kits? If not, maybe that will be another way to go. Thanks- Michelle AIS/NY ** 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. - Bored stiff? Loosen up... Download and play hundreds of games for free on Yahoo! Games.
[MOSAIC] 10 questions
I am in the process of identifying 10 Course Questions for my sixth grde LA classs. The purpose is this- If I ask my students these questions at the end of the year or even next year, I would hope their responses would be a reflection that I taught them what was most important about life long reading. These should be macro level questions such as How does reading strategically change you as a reader? I would LOVE to hear some questions that you think you might use. There are no right answers here, and the process of creating these questions really aligns your philosophy with curriculum, and I think sets you on the path of truly doing what you want to as a reading teacher. If you only have 1 question I would love to hear it. In that same vein I am working with content area teachers on concept work. We are trying to teach with the less is more idea by identifying concepts in our subject areas. We are STRUGGLING in LA because it appears to be difficult to identify concepts (we have plenty of skills, strategies, and processes) Do any of you have a few concepts you feel are critical to teaching Reading? Ex: STrategies Thanks, Gina _ Need a break? Find your escape route with Live Search Maps. http://maps.live.com/default.aspx?ss=Restaurants~Hotels~Amusement%20Parkcp=33.832922~-117.915659style=rlvl=13tilt=-90dir=0alt=-1000scene=1118863encType=1FORM=MGAC01 ___ 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] traditional vs. progressive teaching
I did much research in this respect expect under the banner of math for my dissertation. Elaine is so right about the appeal of progressive methods if students are given a chance to experience it in action. Yet changing teaching practice is not as easy as it might sound. Within the math literature, the argument is that traditional methods are entrenched because that is what was modeled throughout the majority of our learning years. To break with that model is like trying to learn a new way to chew food. Even if you try it a new way you tend to go back to the one you know best. (Bad metaphor--I know--we don't really need to learn a new way to chew food--I just have a cavity right now so I can only think about teeth). In the US, our math focus (yes, quite researched) is procedural, step-by-step instruction. Certainly there are some that do otherwise, but the overwhelming majority still teach math this way, even in advanced classes. In Japan, math and science instruction has undergone quite a transformation. While essentially it can often look the same from the outside (students at desk, teacher at board), the actual presentation can be revolutionary. It is based on the idea that problem-solving (and math concepts) is the core of math thinking and that students need to participate in that kind of math thinking on a regular (almost half of the time) basis. Review, challenge, differentiation--all can be built right into the math lesson. The other half of lessons are for vocab and practice, with some procedural instruction thrown in there. How did their teachers make this change? One--SLOWLY and with PATIENCE. they did not go through 20 different professional development programs with new curriculum every decade. Quite the reverse. They work in teacher teams on lessons--called lesson study. Together they develop learning goals--including one for the content and one for student learning behavior ( persistance, or questioning, or such). Then they design a lesson--one teacher carries it out while the others take down observations on students--then they meet and revise the lesson and do it again until they feel they achieved the learning results and behaviors they were aiming for. (Maybe 1-2 lessons get revised in a school year!) In Japan, they devote much, if not all, of professional development to this process. Teachers claim (and having experienced a small taste--I agree) that though the process seems slow--they grow exponentially from it. The one lesson influences all future lessons. Plus they learn about other lessons and learnings from their colleagues. TWO, their educational system has supported this type of change. It has meant redesigning textbooks to slow down the learning (their math textbooks are the size of our workbooks), redesigning lesson formats to open them up to inquiry (not really a seven-step thing) and arranging national standards that reflect value-laden goals like: students will appreciate the complexity of living organism and will express curiosity about how living systems interact. (Aren't those rockin' standards? Puts the heart right back into the learning...) THREE, they have found that this method helped traditional-style teachers to truly change, but because young teachers grew up with this sort of instruction--it is quite natural to them and not such a change at all. I find it all quite fascinating and I have come to believe if we do not involve practicing teachers in a more thoughtful, deep form of inquiry in their professional development, all the education classes in preservice training (no matter how good) will be for naught. I teach a math methods course for a local college and as I let those poor students go out into the world, I know all my lessons will not matter a hill-o-beans once they are handed a 300lb. textbook and given a pacing guide that ignores real learning in favor of coverage. Plus, they will then receive countless hours of professional development from either the textbook company (argh) or from some well-meaning consultant that does not realize the teachers need to be thinking not hearing. I wish, I wish, I wishwhat would it take for us to become more patient and thoughtful about educational change? I now hate pendulums. Bonita California, Gr.5 I teach new teachers as well as older newer teachers in our reading methods courses. Here's what I believe. I believe that when we as university instructors present student- centered, interactive methods rather than the more traditional, stand and deliver, transmission approaches, our students find the more progressive methods appealing ___ 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] 10 questions
How about-- What are some purposes for reading? Are there better/worse ways to reach those purposes? How is it different to read for entertainment versus reading for learning? What strategies do you rely on when you get stuck in a text? How do you use them to unstick yourself? Which strategies do you think are most important and why? Give examples of when you might use strategies outside of reading :)Some ideas, Bonita California, Gr. 5 Do any of you have a few concepts you feel are critical to teaching Reading? Ex: STrategies Thanks, Gina ___ 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] 10 questions
How about What is something you read this year that really challenged your thinking? Renee On Jun 30, 2007, at 8:35 AM, Bonita DeAmicis wrote: How about-- What are some purposes for reading? Are there better/worse ways to reach those purposes? How is it different to read for entertainment versus reading for learning? What strategies do you rely on when you get stuck in a text? How do you use them to unstick yourself? Which strategies do you think are most important and why? Give examples of when you might use strategies outside of reading :)Some ideas, Bonita California, Gr. 5 Do any of you have a few concepts you feel are critical to teaching Reading? Ex: STrategies Thanks, Gina ___ 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] 10 questions
For end of year questions to students, I always like something about what would you tell an incoming 6th grade student...? So maybe something like: What are two really important strategies that will help next year's 6th graders to become better readers? Explain to a new 6th grader how these strategies are important to becoming a good reader. Keith Mack [EMAIL PROTECTED] http://www.literacyworkshop.org ___ 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] 10 questions
It may sound kinda silly, but I thought I saw a pattern here. If I was seeing a pattern correctly: Your ST on strategies went with the st in struggling. I would go with RU for rubrics...How can you use the rubric to help you understand what the expectations are? I try to give my kids the rubric (or make it with them) before we do a project so they see the big picture before they start. Kim On 6/30/07, gina nunley [EMAIL PROTECTED] wrote: I am in the process of identifying 10 Course Questions for my sixth grde LA classs. The purpose is this- If I ask my students these questions at the end of the year or even next year, I would hope their responses would be a reflection that I taught them what was most important about life long reading. These should be macro level questions such as How does reading strategically change you as a reader? I would LOVE to hear some questions that you think you might use. There are no right answers here, and the process of creating these questions really aligns your philosophy with curriculum, and I think sets you on the path of truly doing what you want to as a reading teacher. If you only have 1 question I would love to hear it. In that same vein I am working with content area teachers on concept work. We are trying to teach with the less is more idea by identifying concepts in our subject areas. We are STRUGGLING in LA because it appears to be difficult to identify concepts (we have plenty of skills, strategies, and processes) Do any of you have a few concepts you feel are critical to teaching Reading? Ex: STrategies Thanks, Gina _ Need a break? Find your escape route with Live Search Maps. http://maps.live.com/default.aspx?ss=Restaurants~Hotels~Amusement%20Parkcp=33.832922~-117.915659style=rlvl=13tilt=-90dir=0alt=-1000scene=1118863encType=1FORM=MGAC01 ___ 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. -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ 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] conferencing
My weakest part of both my reader's and writer's workshop is my individual conferences with children. I've read lots of books about the subject. I've watched a few. I still feel like when I sit with a child the discussion isn't natural. It's mostly a miniature test. Often I am so bored myself, I get tired sitting there. I can't imagine what the kids think. What do you folks do? Kim -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ 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] 10 questions
How can you show the influence of your reading on your writing, and how can you show the influence of your writing on your reading ? . . . These should be macro level questions such as How does reading strategically change you as a reader? 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 - Sick sense of humor? Visit Yahoo! TV's Comedy with an Edge to see what's on, when. ___ 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] conferencing
How are you initiating the discussion? What kinds of questions are you asking? 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 - Got a little couch potato? Check out fun summer activities for kids. ___ 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] conferencing
I have found Debbie Miller's 2-video set on conferencing to be VERY helpful for Reader's Workshop. You see how she picks up on different purposes for conferencing and they're practical. I also teach a literacy course for teachers and use parts of this video set, and they, too, have commented on how helpful they were. They are at school, but I think it's called, The Joy of Conferencing; if that's not it, it's, The Joy of Conferring. Keep in mind that she teaches in lower el., but her procedures and basic concepts could be extended to grades higher than lower el, I believe. Kim/Michigan On Jun 30, 2007, at 12:26 PM, kimberlee hannan wrote: My weakest part of both my reader's and writer's workshop is my individual conferences with children. I've read lots of books about the subject. I've watched a few. I still feel like when I sit with a child the discussion isn't natural. It's mostly a miniature test. Often I am so bored myself, I get tired sitting there. I can't imagine what the kids think. What do you folks do? Kim -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ 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.
Re: [MOSAIC] conferencing
On Saturday, June 30, 2007, at 09:26 AM, kimberlee hannan wrote: My weakest part of both my reader's and writer's workshop is my individual conferences with children. I've read lots of books about the subject. I've watched a few. I still feel like when I sit with a child the discussion isn't natural. It's mostly a miniature test. Often I am so bored myself, I get tired sitting there. I can't imagine what the kids think. What do you folks do? Kim Hi, Kim-- Maybe this is really obvious, and you've probably read it elsewhere, but I found that for writer's workshop, instead of swooping in and addressing a teaching point that I've noted in their writing, asking the kids to explain what they did and why they did it as in What did you do here. Why did you do such and such puts them in the position where they need to think through what they've done and why they did so the focus is on their own metacognitive processes. I would then, interact by asking questions at appropriate points. That way, I haven't taken control of their thinking and often they would discover on their own. through the dialogue with me, the very point I thought they needed to work on. It makes it less like a test taking, miniature inquisition if as much as possible. they do the discovering and the talking. I have some good article on that including how drawing, conversation and writing all help expand kids' thinking. I think with conferencing, it's important to make a distinction between the goal of having students fix their work (I'm talking writing here) and the greater goal of having them articulate and crystalize their own thinking and make their own discoveries. I too have a really hard time interacting naturally. As Ardie Cole says, there are times when I have to put my fingers over my lips or I'll jump in and identify the problem for them. I can't say I ever got bored in conferences. What happens to me is that I become overwhelmed, moving from student to student and continually shifting gears. One to one interactions with students are SO intense. For me they are exhausting but worth the effort. ___ 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] conferencing
Hi Kim. I have been there myself. Then it occurred to me, although my conferencing is individual, my mini-lesson had purpose. There is always so much you can tell or discuss with readers and writers. By going bck to my mini-lesson it gave me purpose for the day's conferences. It also made me rethink my mini-lessons so that I was meeting the reading/writing needs of my students. It sounds so simple, but it really worked for me. I needed to stay focused. This allowed my conferences to be short, yet effective. It also made the children try to adapt more of what I was saying/demonstrating during my mini-lesson to their own reading and writing. They liked when I noticed they had tried to do what I had modeled. Nancy Hagerty First Grade Y-3 Hardy Elementary 248-573-8650 ext. 3637 [EMAIL PROTECTED] [EMAIL PROTECTED] 06/30/07 12:26 PM My weakest part of both my reader's and writer's workshop is my individual conferences with children. I've read lots of books about the subject. I've watched a few. I still feel like when I sit with a child the discussion isn't natural. It's mostly a miniature test. Often I am so bored myself, I get tired sitting there. I can't imagine what the kids think. What do you folks do? Kim -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ 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.
Re: [MOSAIC] Corrections/assessment/DRA
This is not necessarily true. A student may be reading at a 3rd grade level with solid comprehension, but this same student may be writing at a 1st grade level. Totally different skills are involved in reading and writing, although they are related. Jeanne -- Original message from [EMAIL PROTECTED]: -- In a message dated 6/29/2007 8:34:32 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: The idea behind this is that, if they can read at that level, their writing must also be on the same level. ** 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. ___ 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] 10 questions
I'm not sure if this is along the lines of what you were thinking. I saw Lee Ann Spillane at an inservice last year. She travels with Janet Allen. I thought this was an awesome way to give a reflective, end of the year exam. http://www.laspillane.org/english.html click on Year End Self Reflection. Julie/FL On Jun 30, 2007, at 11:13 AM, gina nunley wrote: I am in the process of identifying 10 Course Questions for my sixth grde LA classs. The purpose is this- If I ask my students these questions at the end of the year or even next year, I would hope their responses would be a reflection that I taught them what was most important about life long reading. These should be macro level questions such as How does reading strategically change you as a reader? I would LOVE to hear some questions that you think you might use. There are no right answers here, and the process of creating these questions really aligns your philosophy with curriculum, and I think sets you on the path of truly doing what you want to as a reading teacher. If you only have 1 question I would love to hear it. In that same vein I am working with content area teachers on concept work. We are trying to teach with the less is more idea by identifying concepts in our subject areas. We are STRUGGLING in LA because it appears to be difficult to identify concepts (we have plenty of skills, strategies, and processes) Do any of you have a few concepts you feel are critical to teaching Reading? Ex: STrategies Thanks, Gina _ Need a break? Find your escape route with Live Search Maps. http://maps.live.com/default.aspx?ss=Restaurants~Hotels~Amusement% 20Parkcp=33.832922~-117.915659style=rlvl=13tilt=-90dir=0alt=-100 0scene=1118863encType=1FORM=MGAC01 ___ 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.
Re: [MOSAIC] Corrections/assessment/DRA
In a message dated 6/30/2007 1:46:33 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: Totally different skills are involved in reading and writing, although they are related. Is this true? Nancy Creech ** 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.
Re: [MOSAIC] songs for reading, phonemic awareness and fluency
I think they are more important than you give them credit for. My husband was born in the US, but his family were all German immigrants. He does not know any nursery rhymes, fairy tales, or traditional children's songs. There are so many nuances of our society that are lost to him. He felt so inadequate when our children were born. Teach these to your children, they are not wasted time! 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 - Yahoo! oneSearch: Finally, mobile search that gives answers, not web links. ___ 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.
