Re: [MOSAIC] Repeated Readings for Fluency - Question for Elaine and Tim
Elaine, Thanks for your in-depth post! I actually think there are several things going on with this child. First, I do believe he's been taught that reading is an accuracy game, rather than a meaning game, based on what I know of the school system he attends. His accuracy is actually fairly good, though he struggles some with typical multi-syllable words. He self-corrects very little, which means he's not reading for meaning. That's also where I felt the monotone reading came in, in that he's not "making sense" of what he's reading, but jsut covering the words. 2) He doesn't necessarily talk in the same tone that he reads in, but he is obviuosly discouraged and defeated about reading, so there's very little enthusiasm involved in reading for him. 3) I've only worked with him 4 times and have not focused on his writing b/c I was asked to work specifically on reading comprehension. The interesting thing I've found is 4) that he does not appear to visualize when reading at all. It has been a real struggle for him to try visualizing b/c he's so convinced that there's a "right" answer, he's been unwilling to "create" a movie in his head to an unillustrated text. Jsut this past (4th) time did he begin to willingly create the movie in his head. We had to begin very slowly, based on Nanci Bell's work in "Visualizing and Verbalizing": start at the word level, then go to the phrase, then sentence level, gradually expanding what he was asked to visualize. My main question was about his monotone expression and whether that could have any effect on his comprehension in and of itself. Obviously, that's hard to separate from his other difficulties. We have done some echo reading of dialogue (I wanted him to hear a model of expressive reading) and we've also played "trash basketball", with a basket earned for every time he reads a sentence or two with expression. That has greatly helped, but only during trash basketball! He needs multiple repetitions, I believe (we are working at his independent level at this point). Again, thanks for your insightful response. Any other suggesionts would be greatly appreciated! Heather Wall/ 3rd grade/ Georgia NBCT 2005 Literacy: Reading - Language Arts >>What do the rest of you think? I believe to really come up with possible suggestions, we need to know 1) how he speaks-- if he's flat and expressionless in oral language, 2) how he writes (if he uses punctuation in his writing-- if he does, good. You can then use that as a wedge/entree into using it in his reading. If not, then we need to get him to understand why punctuation is more than just something there to complain about when it's skipped, perhaps by using his own writing to demonstrate the importance of punctuation 3) does he understand that reading is about meaning? If not, you need to start there, perhaps by using his own writing. ___ 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] Spider web weaving---Please disregard!!!
OOOps---sent to wrong address!!! --- Olga Reynolds <[EMAIL PROTECTED]> wrote: > Elaine --- > just a quick update on the spiderweb---well how > ideas > evolve in the classroom, > > Used the book Spiders by Gail Gibbons to help > "build" > the web, it's a great tie in!!! > > So far we have the seven strong foundations silks > radiating from the center---you becoming a > readereach silk cord represents "one of the > tools > we carry with us everyday everywhere to help us > learn > (survive)": > they are our nose, mouth, eyes, ears, and hands AND > > our heart and brain. > > As mot has evolved with me and my students---I have > come to realize that SCHEMA is the utmost important > element to develop with young readers---and > everything > else falls into place---inferring, visualizing, > summarizing etcI alway kept falling back to > have > you ever tasted, or seen or remember how that > sounds--- > > So when I teach the concept of schemaI explained > to the children that schema is every touch they > have > madesmooth, hot, wet, dry, hard, prickly(see > the science in this!!!); every taste that has melted > on their tongue---sweet, buttery, sour, bitter, > salty, > hot, cheetoee; > every image reflected in their eyes--sparkly, dull, > reds, yellows, straight, croooked, curvy; every > sound > they have heard--loud, soft, screechy, > drippy-droppy; > every smell that has wafted into ttheir > nose--popcorny, perfumy, orange, lemony, skunky, > manurey---; > then the heart--how they have felt---sad, scared, > unloved, cared about---and the brain--knowledge they > have aquired from someone else, as well as the brain > being always engaged to wonderI have to tell you > that kindergartners and first graders have gotten > this much better that my summer school second > graders, > but then again I only have them for 4 weeks. > > And this sounds like CONNNECTIONSso let's get > back to the web > > a center (the reader) and the seven radiating > cords---the first circular weave was the > wondering--the asking questions-why does it > loook > that way? why does it make that sound? I wonder > how > it feels? > Does it have a smell? Why is she smiling??? It > really became much easier for the students to ask > questions---because now they were connecting their > questions to their schema (and hopefully build to > more > creative curiosity). > > Anyway this is where we are at. My plan is that > next > week we will add the next weave which will probably > be > visualization. > > During the regular year, I plan to spend way more > time > on schema---particularly as it relates to our > "personal bag of tools" and really make the > connections to science--- > > I'll send pics of what we end up with at the end of > next week!!! > > olga > > > > ___ > 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] Spider web weaving---mistakenly sent to wrong group!!!
I mistakenly sent my personal stuff to the group--please disregard! --- Olga Reynolds <[EMAIL PROTECTED]> wrote: > Elaine --- > just a quick update on the spiderweb---well how > ideas > evolve in the classroom, > > Used the book Spiders by Gail Gibbons to help > "build" > the web, it's a great tie in!!! > > So far we have the seven strong foundations silks > radiating from the center---you becoming a > readereach silk cord represents "one of the > tools > we carry with us everyday everywhere to help us > learn > (survive)": > they are our nose, mouth, eyes, ears, and hands AND > > our heart and brain. > > As mot has evolved with me and my students---I have > come to realize that SCHEMA is the utmost important > element to develop with young readers---and > everything > else falls into place---inferring, visualizing, > summarizing etcI alway kept falling back to > have > you ever tasted, or seen or remember how that > sounds--- > > So when I teach the concept of schemaI explained > to the children that schema is every touch they > have > madesmooth, hot, wet, dry, hard, prickly(see > the science in this!!!); every taste that has melted > on their tongue---sweet, buttery, sour, bitter, > salty, > hot, cheetoee; > every image reflected in their eyes--sparkly, dull, > reds, yellows, straight, croooked, curvy; every > sound > they have heard--loud, soft, screechy, > drippy-droppy; > every smell that has wafted into ttheir > nose--popcorny, perfumy, orange, lemony, skunky, > manurey---; > then the heart--how they have felt---sad, scared, > unloved, cared about---and the brain--knowledge they > have aquired from someone else, as well as the brain > being always engaged to wonderI have to tell you > that kindergartners and first graders have gotten > this much better that my summer school second > graders, > but then again I only have them for 4 weeks. > > And this sounds like CONNNECTIONSso let's get > back to the web > > a center (the reader) and the seven radiating > cords---the first circular weave was the > wondering--the asking questions-why does it > loook > that way? why does it make that sound? I wonder > how > it feels? > Does it have a smell? Why is she smiling??? It > really became much easier for the students to ask > questions---because now they were connecting their > questions to their schema (and hopefully build to > more > creative curiosity). > > Anyway this is where we are at. My plan is that > next > week we will add the next weave which will probably > be > visualization. > > During the regular year, I plan to spend way more > time > on schema---particularly as it relates to our > "personal bag of tools" and really make the > connections to science--- > > I'll send pics of what we end up with at the end of > next week!!! > > olga > > > ___ 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] Spider web weaving
Elaine --- just a quick update on the spiderweb---well how ideas evolve in the classroom, Used the book Spiders by Gail Gibbons to help "build" the web, it's a great tie in!!! So far we have the seven strong foundations silks radiating from the center---you becoming a readereach silk cord represents "one of the tools we carry with us everyday everywhere to help us learn (survive)": they are our nose, mouth, eyes, ears, and hands AND our heart and brain. As mot has evolved with me and my students---I have come to realize that SCHEMA is the utmost important element to develop with young readers---and everything else falls into place---inferring, visualizing, summarizing etcI alway kept falling back to have you ever tasted, or seen or remember how that sounds--- So when I teach the concept of schemaI explained to the children that schema is every touch they have madesmooth, hot, wet, dry, hard, prickly(see the science in this!!!); every taste that has melted on their tongue---sweet, buttery, sour, bitter, salty, hot, cheetoee; every image reflected in their eyes--sparkly, dull, reds, yellows, straight, croooked, curvy; every sound they have heard--loud, soft, screechy, drippy-droppy; every smell that has wafted into ttheir nose--popcorny, perfumy, orange, lemony, skunky, manurey---; then the heart--how they have felt---sad, scared, unloved, cared about---and the brain--knowledge they have aquired from someone else, as well as the brain being always engaged to wonderI have to tell you that kindergartners and first graders have gotten this much better that my summer school second graders, but then again I only have them for 4 weeks. And this sounds like CONNNECTIONSso let's get back to the web a center (the reader) and the seven radiating cords---the first circular weave was the wondering--the asking questions-why does it loook that way? why does it make that sound? I wonder how it feels? Does it have a smell? Why is she smiling??? It really became much easier for the students to ask questions---because now they were connecting their questions to their schema (and hopefully build to more creative curiosity). Anyway this is where we are at. My plan is that next week we will add the next weave which will probably be visualization. During the regular year, I plan to spend way more time on schema---particularly as it relates to our "personal bag of tools" and really make the connections to science--- I'll send pics of what we end up with at the end of next week!!! olga ___ 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] (Mosaic) Daily Five
Linda, What, in your opinion, makes this "the most powerful?" How is it different from what you did before? Thanks! Lisa 2/3 IL --- Linda Buice <[EMAIL PROTECTED]> wrote: > Hi, > > I started using the Daily Five last year for > independent reading. I followed it exactly, and it > was the MOST POWERFUL way to do independent reading. > It really works if you are careful to follow it. Be a PS3 game guru. Get your game face on with the latest PS3 news and previews at Yahoo! Games. http://videogames.yahoo.com/platform?platform=120121 ___ 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] Combining comprehension strategies and basals
3. THEN, look at the basal and any other texts to determine where the stories would fit. * Yes, this is similar to what I do. I use the stories and components that fit my yearly plan. An anthology/basal can be a good resource if districts don't mandate every lesson, and teachers have enough knowledge of how to teach reading that they know how to choose the appropriate stories/components. I generally use the stories as part of my shared reading, but even that isn't an absolute. Lisa 2/3 IL Building a website is a piece of cake. Yahoo! Small Business gives you all the tools to get online. http://smallbusiness.yahoo.com/webhosting ___ 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] Repeated Readings for Fluency - Question for Tim
Hi Nancy, Those are authentic situations and yes I would want to encourage those but I think they come naturally out of a desire to read to someone or with someone. Therefore, you'd want to do a good job and you'd pay attention to the way you were reading. Don't you think? That's the kind of reading aloud I'd like to foster in the classroom. But, I think to practice it as an activity for all children...Still wouldn't do that. Elisa Waingort Calgary, Canada I am strongly opposed to having kids practice reading aloud because someday they might have to do it in some class. Elisa, Today I've been trying to think of times in life that people read out loud. Maybe some others could come up with a list. The times I am thinking about are like when my husband or my girls and I read out loud to one another. Like we find something really interesting in a book or newspaper and want to share it. Or what about reading out loud to your children? Wouldn't you want your students to be able to read well out loud to their own children if they have them? I'd be devastated if I couldn't read well to my grandkids. I thought about in church, although I guess that is often done chorally. Can anyone else think of a time when it is necessary to read out loud and it would be a detriment or embarrassment to do it poorly? Nancy ___ 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] 'Cool Salsa' poetry book
I have a copy. A friend gave it to me for a present a few years back. I've never been able to use it in the classroom, though. Elisa Waingort Calgary, Canada In my searching for the books with the cd's of the authors reading their poems, I came across this book that looks fabulous. Cool Salsa: Bilingual Poems on Growing Up Latino in the United States www.amazon.com/Cool-Salsa-Lori-Carlson/dp/customer-reviews/044970436X Poems are in Spanish and English. Anyone know of it? Ginger ___ 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] Repeated Readings for Fluency - Question for Tim
Nancy- believe it or not, I only had one or two kids who complained about reading each day. Of the other 12, most raced to see who could get to the table to be in first group. Unfortunately, DIBELS is considered very important in my district. I personally think the whole program is flawed simply because of the leveling of the passages. This means that I am held accountable for all the benchmarking and progress monitoring that goes with the program. Which in turn means that I do what it takes to help them get to where the district expects them to be. I teach 3rd grade, which to me is an important year. The next year I send them up where they will be expected to read more from text books for information so I try to do as much as I can to get them ready. I agree that it's ridiculous to expect all kids to be at the same level at the same time even if they are the same age. No one develops at the same level as everyone else. That's why I am just as excited about the progress that those kids made who still remained in the lowest level on the assessment as I was about those who made it into the highest level. They made progress and for those particular kids, that was a big accomplishment. Cheryle ** Get a sneak peak of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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 conferences
Donna, welcome to the teaching profession and I wish you the very best of luck---but having said that--luck is really good planning. YOU MUST MAKE THE TIME TO CONFERENCE WITH STUDENTS---you have to plan it. Conferencing is not something you can do on the go without prior planning. You need to determine the why and hows of your conferences and then schedule it into your plans. Happy planning! olga DO not give up your recess time or lunch time to do conferencing!!!It is so tempting to do --- donna martin <[EMAIL PROTECTED]> wrote: how (when) do you find time to do > this with every student? > Thats it, Thank You in advance for your help > Donna > > _ > http://newlivehotmail.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] Repeated Readings for Fluency - Question for Tim
I am thinking we sometimes read outloud to lend credibility to a position or a belief statement. In doing so, failing to read well would simply defeat the purpose. Lori On Thu, 12 Jul 2007 22:50:21 EDT , [EMAIL PROTECTED] sent: > >In a message dated 7/12/2007 6:07:00 PM Eastern Daylight Time, >[EMAIL PROTECTED] writes: > >I am strongly opposed >to having kids practice reading aloud because someday they might have to do >it in some class. > > >Elisa, >Today I've been trying to think of times in life that people read out loud. >Maybe some others could come up with a list. The times I am thinking about >are like when my husband or my girls and I read out loud to one another. Like >we > find something really interesting in a book or newspaper and want to share >it. Or what about reading out loud to your children? Wouldn't you want your >students to be able to read well out loud to their own children if they have >them? I'd be devastated if I couldn't read well to my grandkids. I thought >about in church, although I guess that is often done chorally. Can anyone else > >think of a time when it is necessary to read out loud and it would be a >detriment or embarrassment to do it poorly? > >Nancy > > > > >http://discover.aol.com/memed/aolcom30tour >___ >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] Repeated Readings for Fluency - Question for Tim
In a message dated 7/12/2007 6:07:00 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: I am strongly opposed to having kids practice reading aloud because someday they might have to do it in some class. Elisa, Today I've been trying to think of times in life that people read out loud. Maybe some others could come up with a list. The times I am thinking about are like when my husband or my girls and I read out loud to one another. Like we find something really interesting in a book or newspaper and want to share it. Or what about reading out loud to your children? Wouldn't you want your students to be able to read well out loud to their own children if they have them? I'd be devastated if I couldn't read well to my grandkids. I thought about in church, although I guess that is often done chorally. Can anyone else think of a time when it is necessary to read out loud and it would be a detriment or embarrassment to do it poorly? Nancy ** Get a sneak peak of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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 conferences
Hi, Donna, I am a friend of Nancy's and this is a great question. I know you will get lots of great responses. For me, as a primary teacher, I found that scheduling an early choice reading time combined with running a conference table (which you would find described in On Solid Ground) each day, I was able to find to time to meet with my kids once a week. However, the time isnot enough. I needed to find a way to make sure that I did see every child every week. For me, I created a conference table rotation that was color coded so that I knew that I needed to see four or five specific children on any given day. Now beyond that, I have to say that you need to be flexible in your definition of conferencing. For me, it meant that I tried to get a running record one or two times a month, more often for my strugglers. It also meant, that a conversation about book choice, an invitation to share your reading log or a chance for me to name and notice specific behaviors and strategies that I noticed kids applying independently. For me a conference meant that I had a conversation around a strategy, behavior or simply a book. Some were longer than others. Lori On Thu, 12 Jul 2007 17:38 , donna martin <[EMAIL PROTECTED]> sent: >HI, Im one of the Wayne State students you were warned about. This is my >last class, I do my student teaching this fall. My question is: Reading >conferences with students seem to be a very valuable tool for the teacher >and the student, how (when) do you find time to do this with every student? >Thats it, Thank You in advance for your help > Donna > >_ >http://newlivehotmail.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] Repeated Readings for Fluency - Question for Tim
In a message dated 7/12/2007 7:13:52 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: I took my kids who were in the Stategic and Intensive levels of DIBELS (those who did not meet the minimum number of WPM) and even some of my bilingual students. I recorded the short leveled readers that came with our Scott Foresman reading series at a very slow pace. I would put 4 or 5 students at a round table with the headphones and have them read with the tape twice each day. It took about 20 minutes per group. I did this during our AR time (1 hour). I sat at the table with the kids to make sure they stayed on task while the other kids were reading around the room. This way I was able to meet with all my groups while everyone else was busy. One little boy went from 48 WPM on the first benchmark in August to 112 WPM in May. Several others made great leaps as well. Cheryle, Please don't think I am trying to pick on you or anything, but I had this strange visualization when I read this. I don't know what grade these kids are, but I visualized all these one year olds on treadmills who couldn't walk yet and speeding up the treadmill so many minutes per day until finally in May they were walking ( leaping) at so many steps per minute. Are there kids that are just wired to read later? I hear so many stories of intelligent youngsters who just learned to read later in life. I worry what we are doing to kids. Nancy ** Get a sneak peak of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] emotional response and comprehension
I get the having of emotional responses, but had not linked it to imagery. Lori On Thu, 12 Jul 2007 18:34:46 EDT , [EMAIL PROTECTED] sent: > >Chris brings up a good point! I am looking for ways to bring the >comprehension strategies home to students with autism or on the autistic >spectrum. These >boys I am working with are somewhat limited in receptive and expressive >language. They decode well, read at a good rate, but not fluently because >they >have no expression and only literal comprehension. These kids also have >trouble >with empathizing which is why they can't infer character's motives or >feelings. I plan to try some of Tanny's concrete lessons that use objects and >graphic organizers. Anyone else have anything to share? >Jennifer >Maryland >In a message dated 7/11/2007 9:29:54 P.M. Eastern Daylight Time, >[EMAIL PROTECTED] writes: > >But, I have strong feelings about being able to identify >with the material...have an emotional response...I think it is critical to >making meaning...and certainly to inferring. > >Christine > > > > > > > >http://discover.aol.com/memed/aolcom30tour >___ >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] Poetry Speaks to Children
Yes, that is it! I went to B & N to look. It's about $15 there. N. Giovanni, B. Collins, Elise Paschen listed as editors with X.J. Kennedy. It is really really good. It made me smile to see the cover. The authors will just put in the right tidbit sometimes about their poem. Not all the poems are on the CD though, and kids really wanted to hear some of those! The CD is really easy to navigate. The other one is called A CHILD'S INTRODUCTION TO POETRY: LISTEN WHILE YOU LEARN ABOUT THE MAGIC... Michael Driscoll. I used it for just a couple poems. It's more didactic in how its put together & might appeal more to older learners?? I think there is one more but I don't see it at B &N which makes me question myself. If I discover it later I will share. John Delich mosaic@literacyworkshop.org wrote: > > >Not sure if this is one of the books John D. told us about but it has >authors reading their poems. >Ginger > > > >___ >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. ___ Sent through e-mol. E-mail, Anywhere, Anytime. http://www.e-mol.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] (Mosaic) Daily Five
How about fifth grade? - Original Message - From: "Linda Buice" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Listserv" Sent: Thursday, July 12, 2007 5:35 PM Subject: [MOSAIC] (Mosaic) Daily Five > Hi Cathy, > > I don't have my book here, but I believe the Daily Five is for all levels, > including Kindergarten. > > Stenhouse Publishers say this "The Daily Five is a series of literacy > tasks (reading to self, reading with someone, writing, word work, and > listening to reading) which students complete daily while the teacher > meets with small groups or confers with individuals." > > One of the authors teaches a multi-age K - 2, so it is appropriate for > kindergarten. > > Linda > ___ > 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] Question for Carol
Carol, I would love a copy of this!!! [EMAIL PROTECTED] Thank you ** Get a sneak peak of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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 conferences
How do you schedule reading conferences, guided reading, mini lessons etc? How long is your reading workshop time? Maxine ** Get a sneak peak of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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 conferences
I conference with my students during independent reading time (which is usually 20 minutes). I try to get to 2 or 3 students each day. Good luck with your student teaching! Dollie/5th/GA ___ 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] (Mosaic) Daily Five
Hi Cathy, I don't have my book here, but I believe the Daily Five is for all levels, including Kindergarten. Stenhouse Publishers say this "The Daily Five is a series of literacy tasks (reading to self, reading with someone, writing, word work, and listening to reading) which students complete daily while the teacher meets with small groups or confers with individuals." One of the authors teaches a multi-age K - 2, so it is appropriate for kindergarten. Linda ___ 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] (Mosaic) Daily Five
For what grade levels would you say Daily Five is appropriate? > Hi, > > I started using the Daily Five last year for independent reading. I > followed it exactly, and it was the MOST POWERFUL way to do independent > reading. It really works if you are careful to follow it. It is not just > DEAR time, it builds stamina. In the Mosaic 2, she talks about increasing > the time for independent reading each day. It does build muscle memory > and certainly does work. I could only use the reading portion last year, > but will use writing this year. It is an easy book to follow and now they > have videos that I can't wait to view. Also, there is a web site that > they have that is great. > > Linda > ___ > 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] 'Cool Salsa' poetry book
I have Cool Salsa.It's a nice little paperback book of poems. Gary Soto is very popular with my middle schoolers. I use it for both reading and writing minilessons in my classroom. I used to have a couple of copies, but they kept disappearing. Lise ___ 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] 'Cool Salsa' poetry book
I used it when I taught in the middle school. It is great! It was one of the most popular books. If I remember correctly, the English version is on one side and the spanish version is on the facing page. Carol > In my searching for the books with the cd's of the authors reading their > poems, I came across this book that looks fabulous. > > Cool Salsa: Bilingual Poems on Growing Up Latino in the United States > www.amazon.com/Cool-Salsa-Lori-Carlson/dp/customer-reviews/044970436X > > Poems are in Spanish and English. > Anyone know of it? > Ginger > > > > ___ > 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] Poetry Speaks to Children
Not sure if this is one of the books John D. told us about but it has authors reading their poems. Ginger ___ 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] Repeated Readings for Fluency - Question for Tim
Stephanie, I have also used the Fluent Reader this past year. In New Mexico we have to use DIBELS. Our district has us do it K-3. They gave us palm pilots with the tests on them so we can electronically assess the reading passages the students read. Using information I got from this book and some other research I read, I set up reading groups. I will say that I may not have gone strictly "by the book" on this. I have a listening center that attaches to a tape player with several headphones. I took my kids who were in the Stategic and Intensive levels of DIBELS (those who did not meet the minimum number of WPM) and even some of my bilingual students. I recorded the short leveled readers that came with our Scott Foresman reading series at a very slow pace. I would put 4 or 5 students at a round table with the headphones and have them read with the tape twice each day. It took about 20 minutes per group. I did this during our AR time (1 hour). I sat at the table with the kids to make sure they stayed on task while the other kids were reading around the room. This way I was able to meet with all my groups while everyone else was busy. One little boy went from 48 WPM on the first benchmark in August to 112 WPM in May. Several others made great leaps as well. Of course, I had three who, though they improved a lot, did not even make the minimum for the middle of the year by the end of the year. But they did improve. This year I want to work on improving their comprehension as well as their fluency- to make if more than separate pieces of the puzzle. Cheryle Estala Hobbs, NM ** Get a sneak peak of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] 'Cool Salsa' poetry book
In my searching for the books with the cd's of the authors reading their poems, I came across this book that looks fabulous. Cool Salsa: Bilingual Poems on Growing Up Latino in the United States www.amazon.com/Cool-Salsa-Lori-Carlson/dp/customer-reviews/044970436X Poems are in Spanish and English. Anyone know of it? Ginger ___ 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 conferences
Donna I set up a reading time where all the kids are occupied reading silently for 20-30 minutes. I set up a schedule to see 3-4 students each day and meet with them briefly. In a few weeks time I see all my kids and over a marking period I see all of them a few times. We don't officially do reading workshop in my district, but I do my conferencing during SSR. Jennifer Maryland In a message dated 7/12/2007 6:38:54 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: Reading conferences with students seem to be a very valuable tool for the teacher and the student, how (when) do you find time to do this with every student? Thats it, Thank You in advance for your help ** Get a sneak peak of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] Another mosaic: The reading-writing connection
Dolly, I have to say that we have been very fortunate in our school library. New Mexico voters voted for funding for libraries in the state that included school libraries. Plus our local district has given us chunks of money. We have a really great librarian who asks for teacher input as to what books we want in our library. Our school does use the AR program, so of course she orders the AR quizzes as well (from a different fund), but we now have a huge selection of fiction as well as nonfiction material for our students. It always amazes me that most of my students would rather pick a nonfiction book than a story. We've also been given money in the past by our parent group, but not much in recent years (new group of leaders). ** Get a sneak peak of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] reading conferences
HI, Im one of the Wayne State students you were warned about. This is my last class, I do my student teaching this fall. My question is: Reading conferences with students seem to be a very valuable tool for the teacher and the student, how (when) do you find time to do this with every student? Thats it, Thank You in advance for your help Donna _ http://newlivehotmail.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] emotional response and comprehension
Chris brings up a good point! I am looking for ways to bring the comprehension strategies home to students with autism or on the autistic spectrum. These boys I am working with are somewhat limited in receptive and expressive language. They decode well, read at a good rate, but not fluently because they have no expression and only literal comprehension. These kids also have trouble with empathizing which is why they can't infer character's motives or feelings. I plan to try some of Tanny's concrete lessons that use objects and graphic organizers. Anyone else have anything to share? Jennifer Maryland In a message dated 7/11/2007 9:29:54 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: But, I have strong feelings about being able to identify with the material...have an emotional response...I think it is critical to making meaning...and certainly to inferring. Christine ** Get a sneak peak of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] Repeated Readings for Fluency - Question for Tim
Hi Nancy, This isn't Renee but I just had to jump in on this one. I am not of the mind that we need to "prepare" kids for activities that they may have to do some day in school. Unfortunately, there are things that kids do in school that they never do outside of school. How many book reports, dioramas, etc have you had to do outside of school? I am strongly opposed to having kids practice reading aloud because someday they might have to do it in some class. Did I say that already? Having said that, if one of my students wants to read something aloud to the class they must practice it first and then read it to me before reading it to the class. Laborious reading aloud is very painful for everyone involved and really takes away from the excitement the child may have had in the first place. Also, because reading aloud is a performance some kids just want that center stage and it isn't always a positive experience for anyone in the class. Just my two cents. Elisa Waingort Calgary, Canada But I don't assume that a poor oral reader is a poor silent reader. Renee, I've been thinking and thinking about this, and the importance of oral reading fluency. I agree that meaning is what it is all about, but it has also occurred to me that throughout their education, students are going to encounter times when they have to read out loud. I understand that oral reading is a performance, but I'm wondering if teaching students to read well orally out loud just for performance purposes, might be a life skill that people need. What do you think? Nancy ___ 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] Question for Carol
Could all grades be posted to the group somehow or the links to them if there are some? I'd be interested in seeing these as well, if it is possible. Thanks. Heather On 12-Jul-07, at 4:28 PM, mary hassell wrote: > I would be interested in Grade 2 and 3. And any suggestions you > have for a > split grade. Thanks in advance. Mary > - Original Message - > From: "A.Michele Paci" <[EMAIL PROTECTED]> > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Cc: "Mosaic: A Reading Comprehension Strategies Email Group" > > Sent: Thursday, July 12, 2007 1:47 PM > Subject: Re: [MOSAIC] Question for Carol > > >> If you're willing/able to share, I would love a copy of the kinder >> plan. >> >> Thanks, >> Michele >> "Mosaic: A Reading Comprehension Strategies Email Group" <[ >> mailto:mosaic@literacyworkshop.org [EMAIL PROTECTED]> >> writes: >> >> >> Carol, >> You said: >> "NOTE: our district has participated in a consortium that encourages >> identification of essential and important learning. Once that has >> been identified, use formative and summative assessments to inform >> instruction and determine mastery. >> I have prepared a suggested yearly plan for each grade level which >> does this. Teachers use it in planning, but, in no way, are they >> mandated to follow it to the letter. I prepared them because I had so >> many teachers asking "How do we fit everything in?" " >> >> Could I get a copy of this? >> gaylaintx/kinder >> [ mailto:[EMAIL PROTECTED] [EMAIL PROTECTED] >> >> >> ___ >> Mosaic mailing list >> [ mailto:Mosaic@literacyworkshop.org [EMAIL PROTECTED] >> To unsubscribe or modify your membership please go to >> [ >> http://literacyworkshop.org/mailman/options/ >> mosaic_literacyworkshop.org ]http://literacyworkshop.org/mailman/ >> options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at [ >> http://snipurl.com/MosaicArchive ]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. > ___ 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] Carol's grade level plans
Carol will be sending me the suggested yearly grade level plans she wrote to be added to our TEACHING TOOLS page for us all to access at: http://www.readinglady.com/mosaic/tools/tools.htm I will announce when I have them uploaded. Thank you Carol for sharing with us. Ginger moderator ___ 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] (Mosaic) Daily Five
Hi, I started using the Daily Five last year for independent reading. I followed it exactly, and it was the MOST POWERFUL way to do independent reading. It really works if you are careful to follow it. It is not just DEAR time, it builds stamina. In the Mosaic 2, she talks about increasing the time for independent reading each day. It does build muscle memory and certainly does work. I could only use the reading portion last year, but will use writing this year. It is an easy book to follow and now they have videos that I can't wait to view. Also, there is a web site that they have that is great. Linda ___ 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] (Mosaic) Project based learning
Hi Beverlee, This listserv does not support attachments. You have to do a cut and paste. Elisa Waingort Calgary, Canada yes, it was all sites - I realized the attachment didn't go, so I resent. Please let me know if you still didn't receive To Beverlee Paul, I saw your post and was interested, but there wasn't an attachment. Did you include some sites for Project Based Learning or units? Thanks, Linda ___ 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] Mosaic Digest, Vol 11, Issue 19
In response to Heather @ the child who called words instead of reading. One tool I've used is taping the student as s/he reads. I used it to teach a family how I was coaching the student so that they could work at home. However, I wonder if it would "make clear" to a child what she was doing if she listened to the tape of herself as she was rereading the text. This might lead to some interesting discussions! To the folks who introduced "The PRoject Approach" topic on this listserve: Thank you! I do projects in Social Studies, but am not as thorough as what is on this site. Just as MOT, 2d ed has shown me, this site shows me how much more EXPLICIT I need to be in my teaching. You folks are just a breath of fresh air! Chris > _ http://im.live.com/messenger/im/home/?source=hmtextlinkjuly07 ___ 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] Question for Carol
I would be interested in Grade 2 and 3. And any suggestions you have for a split grade. Thanks in advance. Mary - Original Message - From: "A.Michele Paci" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email Group" Cc: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Thursday, July 12, 2007 1:47 PM Subject: Re: [MOSAIC] Question for Carol > If you're willing/able to share, I would love a copy of the kinder plan. > > Thanks, > Michele > "Mosaic: A Reading Comprehension Strategies Email Group" <[ > mailto:mosaic@literacyworkshop.org [EMAIL PROTECTED]> writes: > > > Carol, > You said: > "NOTE: our district has participated in a consortium that encourages > identification of essential and important learning. Once that has > been identified, use formative and summative assessments to inform > instruction and determine mastery. > I have prepared a suggested yearly plan for each grade level which > does this. Teachers use it in planning, but, in no way, are they > mandated to follow it to the letter. I prepared them because I had so > many teachers asking "How do we fit everything in?" " > > Could I get a copy of this? > gaylaintx/kinder > [ mailto:[EMAIL PROTECTED] [EMAIL PROTECTED] > > > ___ > Mosaic mailing list > [ mailto:Mosaic@literacyworkshop.org [EMAIL PROTECTED] > To unsubscribe or modify your membership please go to > [ > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > ]http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at [ > http://snipurl.com/MosaicArchive ]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] Daily 5 Success Stories?
Please keep this conversation open if you can! I too, would like to hear about it as well! Mary Helen - Original Message - From: <[EMAIL PROTECTED]> To: Sent: Thursday, July 12, 2007 1:03 PM Subject: [MOSAIC] Daily 5 Success Stories? > Hi Everyone, > > After reading through all of the posts these past few days, I purchased > The > Daily 5 and zipped right through it! I loved it and I can't wait to > implement it from the beginning of the year this upcoming school year. I > see it > tying in so neatly to MOT!!! :-) > > Anyway, I was wondering if anyone has successfully used the The Daily 5 in > the classroom and if you'd be willing to share the good, bad, and ugly > with > me??? > > Thank you in advance for your help!! > Ali/FL > 4th Grade > "Imagine the possibilities..." > > > > ** Get a sneak peak of the all-new AOL > at > http://discover.aol.com/memed/aolcom30tour > ___ > 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] Combining comprehension strategies and basals
This is very helpful. Thanks! Zoe On Thursday, July 12, 2007, at 10:07 AM, Carol Carlson wrote: > We use a basal in grades K-3. > Some of the teachers in grades 1 and 2 would like to use the basal > less frequently, but they are in teams and sometimes feel they must > follow the team's curriculum. > Here is what is recommended through team meetings, and any staff > development I can get. > 1. The curriculum is THE STRATEGIES, not the basal. We also have > identified essential benchmarks and they all relate to at least one > of the strategies, often several. The important curriculum is the > remaining strategies and any skills outlined in our state standards. > 2. During yearly planning, determine the order of the strategies. > 3. THEN, look at the basal and any other texts to determine where the > stories would fit. > 4. Regularly use pre assessments to determine student's understanding > of the strategies. > NOTE: our district has participated in a consortium that encourages > identification of essential and important learning. Once that has > been identified, use formative and summative assessments to inform > instruction and determine mastery. > I have prepared a suggested yearly plan for each grade level which > does this. Teachers use it in planning, but, in no way, are they > mandated to follow it to the letter. I prepared them because I had so > many teachers asking "How do we fit everything in?" Also, teachers in > grades 4 through 6 did not have a common text. Now, they all have the > Daybook from Great Source, but it doesn't go into enough depth on the > reading strategies. > Our district also has instructional facilitators in each building to > help teams, model in classrooms, and work with teachers to > differentiate the curriculum. > Hope that helps. > Carol > > On Jul 11, 2007, at 5:42 AM, Zoe Jackson wrote: > >> Although our faculty is familiar with teaching reading comprehension >> through strategies, they are not yet practiced. The administration, >> for >> numerous reasons, ordered McGraw-Hill reading materials for us to >> begin >> using. The money is spent. The books are on the way. Who of you >> have >> found ways to combine strategies and basal texts? We DO have freedom >> in the classroom to make choices in how and what we teach, but of >> course, we will be expected to use the new texts in useful ways. >> Eagerly awaiting your suggestions, >> Zoe >> >> >> ___ >> 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] Question for Carol
I would also like second included. -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Loyd or Gayla King Sent: Thursday, July 12, 2007 12:04 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Question for Carol Kinder and First. - Original Message - From: "Carol Carlson" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Thursday, July 12, 2007 10:43 AM Subject: Re: [MOSAIC] Question for Carol > What grade level? > Carol > On Jul 12, 2007, at 10:18 AM, Loyd or Gayla King wrote: > >> Carol, >> You said: >> "NOTE: our district has participated in a consortium that encourages >> identification of essential and important learning. Once that has >> been identified, use formative and summative assessments to inform >> instruction and determine mastery. >> I have prepared a suggested yearly plan for each grade level which >> does this. Teachers use it in planning, but, in no way, are they >> mandated to follow it to the letter. I prepared them because I had so >> many teachers asking "How do we fit everything in?" " >> >> Could I get a copy of this? >> gaylaintx/kinder >> [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. > > ___ 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] (Mosaic) Project based learning
Our listserv does not accept attachments. Lori On Thu, 12 Jul 2007 08:01 , Beverlee Paul <[EMAIL PROTECTED]> sent: >yes, it was all sites - I realized the attachment didn't go, so I resent. > >Please let me know if you still didn't receive > > > > > >To Beverlee Paul, > > > >I saw your post and was interested, but there wasn't an attachment. Did you > >include some sites for Project Based Learning or units? > > > >Thanks, > >Linda > >___ > >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. > > > >_ > >Don't get caught with egg on your face. Play Chicktionary! > >http://club.live.com/chicktionary.aspx\?icid=chick_hotmailtextlink2 > > > > > ___ 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] Repeated Readings for Fluency - Question for Tim
Nancy, I could buy that! In fact, if we were to adddress oral fluency as an issue to be linked to our speaking and listening standards, you would have me in the palm of your hand. Lori P.S. Where are, my friend? Aren't you making WLU this year? On Thu, 12 Jul 2007 11:48:58 EDT , [EMAIL PROTECTED] sent: > >In a message dated 7/12/2007 10:57:16 AM Eastern Daylight Time, >[EMAIL PROTECTED] writes: > >But I don't assume that a poor oral reader is a poor silent reader. > > > >Renee, >I've been thinking and thinking about this, and the importance of oral >reading fluency. >I agree that meaning is what it is all about, but it has also occurred to me >that throughout their education, students are going to encounter times when >they have to read out loud. I understand that oral reading is a performance, >but I'm wondering if teaching students to read well orally out loud just for >performance purposes, might be a life skill that people need. >What do you think? > >Nancy > > > >http://discover.aol.com/memed/aolcom30tour >___ >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] Daily 5 Success Stories?
Hi Everyone, After reading through all of the posts these past few days, I purchased The Daily 5 and zipped right through it! I loved it and I can't wait to implement it from the beginning of the year this upcoming school year. I see it tying in so neatly to MOT!!! :-) Anyway, I was wondering if anyone has successfully used the The Daily 5 in the classroom and if you'd be willing to share the good, bad, and ugly with me??? Thank you in advance for your help!! Ali/FL 4th Grade "Imagine the possibilities..." ** Get a sneak peak of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] Question for Carol
May I have one for second grade? > Carol, > You said: > "NOTE: our district has participated in a consortium that encourages > identification of essential and important learning. Once that has > been identified, use formative and summative assessments to inform > instruction and determine mastery. > I have prepared a suggested yearly plan for each grade level which > does this. Teachers use it in planning, but, in no way, are they > mandated to follow it to the letter. I prepared them because I had so > many teachers asking "How do we fit everything in?" " > > Could I get a copy of this? > gaylaintx/kinder > [ mailto:[EMAIL PROTECTED] [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] Question for Carol
If you're willing/able to share, I would love a copy of the kinder plan. Thanks, Michele "Mosaic: A Reading Comprehension Strategies Email Group" <[ mailto:mosaic@literacyworkshop.org [EMAIL PROTECTED]> writes: Carol, You said: "NOTE: our district has participated in a consortium that encourages identification of essential and important learning. Once that has been identified, use formative and summative assessments to inform instruction and determine mastery. I have prepared a suggested yearly plan for each grade level which does this. Teachers use it in planning, but, in no way, are they mandated to follow it to the letter. I prepared them because I had so many teachers asking "How do we fit everything in?" " Could I get a copy of this? gaylaintx/kinder [ mailto:[EMAIL PROTECTED] [EMAIL PROTECTED] ___ Mosaic mailing list [ mailto:Mosaic@literacyworkshop.org [EMAIL PROTECTED] To unsubscribe or modify your membership please go to [ http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org ]http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at [ http://snipurl.com/MosaicArchive ]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] Question for Carol
Kinder and First. - Original Message - From: "Carol Carlson" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Thursday, July 12, 2007 10:43 AM Subject: Re: [MOSAIC] Question for Carol > What grade level? > Carol > On Jul 12, 2007, at 10:18 AM, Loyd or Gayla King wrote: > >> Carol, >> You said: >> "NOTE: our district has participated in a consortium that encourages >> identification of essential and important learning. Once that has >> been identified, use formative and summative assessments to inform >> instruction and determine mastery. >> I have prepared a suggested yearly plan for each grade level which >> does this. Teachers use it in planning, but, in no way, are they >> mandated to follow it to the letter. I prepared them because I had so >> many teachers asking "How do we fit everything in?" " >> >> Could I get a copy of this? >> gaylaintx/kinder >> [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. > > ___ 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] Repeated Readings for Fluency - Question for Tim
I absolutely do not disagree with this, Nancy. On Jul 12, 2007, at 8:48 AM, [EMAIL PROTECTED] wrote: > > In a message dated 7/12/2007 10:57:16 AM Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > But I don't assume that a poor oral reader is a poor silent reader. > > > > Renee, > I've been thinking and thinking about this, and the importance of oral > reading fluency. > I agree that meaning is what it is all about, but it has also occurred > to me > that throughout their education, students are going to encounter times > when > they have to read out loud. I understand that oral reading is a > performance, > but I'm wondering if teaching students to read well orally out loud > just for > performance purposes, might be a life skill that people need. > What do you think? > > Nancy "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] Repeated Readings for Fluency - Question for Tim
In a message dated 7/12/2007 10:57:16 AM Eastern Daylight Time, [EMAIL PROTECTED] writes: But I don't assume that a poor oral reader is a poor silent reader. Renee, I've been thinking and thinking about this, and the importance of oral reading fluency. I agree that meaning is what it is all about, but it has also occurred to me that throughout their education, students are going to encounter times when they have to read out loud. I understand that oral reading is a performance, but I'm wondering if teaching students to read well orally out loud just for performance purposes, might be a life skill that people need. What do you think? Nancy ** Get a sneak peak of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] Question for Carol
What grade level? Carol On Jul 12, 2007, at 10:18 AM, Loyd or Gayla King wrote: > Carol, > You said: > "NOTE: our district has participated in a consortium that encourages > identification of essential and important learning. Once that has > been identified, use formative and summative assessments to inform > instruction and determine mastery. > I have prepared a suggested yearly plan for each grade level which > does this. Teachers use it in planning, but, in no way, are they > mandated to follow it to the letter. I prepared them because I had so > many teachers asking "How do we fit everything in?" " > > Could I get a copy of this? > gaylaintx/kinder > [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.
[MOSAIC] Question for Carol
Carol, You said: "NOTE: our district has participated in a consortium that encourages identification of essential and important learning. Once that has been identified, use formative and summative assessments to inform instruction and determine mastery. I have prepared a suggested yearly plan for each grade level which does this. Teachers use it in planning, but, in no way, are they mandated to follow it to the letter. I prepared them because I had so many teachers asking "How do we fit everything in?" " Could I get a copy of this? gaylaintx/kinder [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] Combining comprehension strategies and basals
We use a basal in grades K-3. Some of the teachers in grades 1 and 2 would like to use the basal less frequently, but they are in teams and sometimes feel they must follow the team's curriculum. Here is what is recommended through team meetings, and any staff development I can get. 1. The curriculum is THE STRATEGIES, not the basal. We also have identified essential benchmarks and they all relate to at least one of the strategies, often several. The important curriculum is the remaining strategies and any skills outlined in our state standards. 2. During yearly planning, determine the order of the strategies. 3. THEN, look at the basal and any other texts to determine where the stories would fit. 4. Regularly use pre assessments to determine student's understanding of the strategies. NOTE: our district has participated in a consortium that encourages identification of essential and important learning. Once that has been identified, use formative and summative assessments to inform instruction and determine mastery. I have prepared a suggested yearly plan for each grade level which does this. Teachers use it in planning, but, in no way, are they mandated to follow it to the letter. I prepared them because I had so many teachers asking "How do we fit everything in?" Also, teachers in grades 4 through 6 did not have a common text. Now, they all have the Daybook from Great Source, but it doesn't go into enough depth on the reading strategies. Our district also has instructional facilitators in each building to help teams, model in classrooms, and work with teachers to differentiate the curriculum. Hope that helps. Carol On Jul 11, 2007, at 5:42 AM, Zoe Jackson wrote: > Although our faculty is familiar with teaching reading comprehension > through strategies, they are not yet practiced. The administration, > for > numerous reasons, ordered McGraw-Hill reading materials for us to > begin > using. The money is spent. The books are on the way. Who of you > have > found ways to combine strategies and basal texts? We DO have freedom > in the classroom to make choices in how and what we teach, but of > course, we will be expected to use the new texts in useful ways. > Eagerly awaiting your suggestions, > Zoe > > > ___ > 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] Repeated Readings for Fluency - Question for Tim
On Jul 11, 2007, at 6:32 PM, RASINSKI, TIMOTHY wrote: > Renee: I admire your focus on comprehension. However, if you have a > student who is having difficulty comprehending, how do you determine > the source of the difficulty? > . snip.. > Without knowing the source of the difficulty, instruction to meet the > source of the difficulty is a challenge at best. I never said I don't look for the source of the difficulty. What I said is that I don't use oral reading skills to assess silent reading skills. If a student has a reasonable sense of what he is reading but is not a great oral reader, I do not assume that he/she is not a good silent reader. If a student cannot reasonably discuss what he/she read, then I would have him/her read to me to see what I could find out. But I don't assume that a poor oral reader is a poor silent reader. Here is what I said: > I have never used oral reading skills to assess silent reading. In > fact, I don't "assess" silent reading in the first place. What I assess > is comprehension. If I am required to give students a "score" or > "grade" for fluency or other reading skills/tools, I do it, but not by > choice. > > To me, reading is making meaning. Making meaning is exemplified by how > well a student is able to discuss or write about what he or she has > read. Renee "El fin de toda educacion debe ser seguramente el servicio a otros." ~ Cesar Chavez ___ 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] (Mosaic) Project based learning
yes, it was all sites - I realized the attachment didn't go, so I resent. Please let me know if you still didn't receive To Beverlee Paul, I saw your post and was interested, but there wasn't an attachment. Did you include some sites for Project Based Learning or units? Thanks, Linda ___ 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. _ Don't get caught with egg on your face. Play Chicktionary! http://club.live.com/chicktionary.aspx?icid=chick_hotmailtextlink2 ___ 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] project based learning
Mary Helen, Are you talking about inquiry? "The Project Approach" as it is espoused by Lilian Katz, Sylvia Chard and Judy Helm? It does really tie into Mosaic, because it is a way of learning that stretches children's thinking and encourages them to wonder. Here are some sites you might try. _http://ceep.crc.uiuc.edu/poptopics/project.html_ (http://ceep.crc.uiuc.edu/poptopics/project.html) _http://www.projectapproach.org/_ (http://www.projectapproach.org/) I've been to their institute in Allerton and it is INCREDIBLE! They also have a listserv, but it isn't very active. Nancy ** Get a sneak peak of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] help with spelling
Hi Judy, I would be interested in reading your work [EMAIL PROTECTED] . I am wondering how teachers work with the disconnect between 'fluent readers' at grade level, but who struggle with spelling in their written language. My experience indicates that this is a real problem for many teachers. Some, not all teachers are confused about where to place these students or if they should even be placed in a spelling program. On 7/11/07, Judy <[EMAIL PROTECTED]> wrote: > > Rosa, > > > > I teach second grade and I am also an adjunct instructor at Appalachian > State U.. I have written an article about my spelling program along with > Dr. Darrell Morris, director of the ASU reading clinic. I would be glad > to > email it to you if would like. We presented it at the IRA convention last > year in Chicago. I assess my students at the beginning of the year in > spelling. I then place them into spelling groups. I use a developmental > spelling program that meets their needs through word study activities. > Words Their Way is also a good resource, if you know something about > sorting > words. > > > > Judy > > ___ > 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] Combining comprehension strategies and basals
>You have to be kidding about the cart. I have to provide the "other side" that makes district people do CRAZY things like this. When I was supporting teachers in their classrooms we'd run across a teacher in some schools who had kept every piece of an old basal series for their grade level, and that's what they were using-in the same ways they always did. They LIKED it and they had taught kids to read with it for years. Of course if a child couldn't already read the stories the teacher wanted them tested, too. I am talking a 1980 copyright of Macmillan maybe. JUST THINK how crazy this drives a Language Arts Coordinator under the gun to raise test scores, and trying to balance the use of basal and develop a workshop approach too. What happens? The Language Arts coordinator gives up and mandates programs. Don't get me wrong-I think collecting books from classrooms and sending books home with teachers should be treated the same as Malpractice in the field of medicine. It boils down to a great deal of distrust for teachers in varying degrees at all different levels in our profession, and some of it is warranted. I have been there. john d. ___ Sent through e-mol. E-mail, Anywhere, Anytime. http://www.e-mol.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] Repeated Readings for Fluency - Question for Elaineand Tim
reading with no expression, no stopping for periods, commas, etc. >You know, as Tim has suggested-- how about poetry, Poetry has worked all kinds of wonders for all different kinds of students in my classrooms. As Patricia Cunningham used to say about her word work activities, poetry the way I use it is "multi-level." There are some poems that just refuse to be read without prosody & comprehension. Most recently I've discovered 2 or 3 really good new collections of poetry selected for children with CDs inside the cover. (I left all three at school though.They are hardbound, but I don't know any citations.) In at least one of these collections the poems are read by the poets themselves. I quickly copy the individual poems we use each day for every child. I can remember a couple BROTHER & RABBIT, both by Mary Ann Hoberman; SNEEZE by Maxine Kumin; TRIPS by Nikki Giovanni; WOLF by Billy Collins; and GOOD HOT DOGS by Sandra Cisneros. Some years I've had up to 4-5 boys try to "out-nasty" each other by performing NASTY LITTLE DRAGONSONG-I think it might be by Jack Prelutsky. Sara Holbrook's books on performance poetry really appeal to both boys and girls. Her poems STEAMED and A CHOICE really get a variety of kids wound up. And, there are a few poets that really appeal to 8 -11 year-olds, like James Stevenson, Brod Bagert, and Douglas Florian. I keep it really simple. The poem is at each spot when the kids arrive. They know to read it sometime before reading workshop begins in their Read Around time. To be able to take a turn reading it aloud they know they have to have read it at least twice. When I get to the poem I first ask if anybody wants to clarify any words or ideas. By then at least one student is absolutely beside themselves to be the first to read it aloud. The hard part is cutting off the reading! Every morning is different. I usually don't decide on a poem until before school depending on what's been going on the day before. Some years we do a very low key family performance after several weeks of being immersed in poetry of all kinds. Everyone wants to memorize at least one poem. You have to be patient to see and hear the prosody carry over to the reading of the kids you all are all talking about, but it happens! I highly recommend getting a collection and have the child listen to the poets read their poems, too. John D. ___ Sent through e-mol. E-mail, Anywhere, Anytime. http://www.e-mol.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] (Mosaic) Project based learning
To Beverlee Paul, I saw your post and was interested, but there wasn't an attachment. Did you include some sites for Project Based Learning or units? Thanks, Linda ___ 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] Need Chapter By Chapter Synopses
Ask a high school student.;-) Lori On Thu, 12 Jul 2007 00:57:33 EDT , [EMAIL PROTECTED] sent: >Hi all, > >I like to run novel discussion groups in my sixth grade class. However it >can be hard to keep up with the plot details when dealing with several >different > novels going on simultaneously. Even though I have read most of the books I >offer as choices for kids, I do tend to forget some of the plot points. Can >anyone recommend a web site that teachers use which summarizes young adult >novel plot points chapter by chapter? > > >Thanks in advance! > >Kelly W >6th Grade/CT > > > >http://discover.aol.com/memed/aolcom30tour >___ >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.
