Re: [MOSAIC] Alan's question
Alana, Determining iif a child is comprehending depends on the question you've posed or the response they have initiated. If I am wanting to see how the reader makes his/her own meaning I am after higher level questions such as those that require inferencing -which can be anything from predicting to determining an author's purpose. I agree with Bonita that asking for evidence ofr thinking/comprehension is an integral piece to my understanding of a child'sr comprehension skills and strategies. Not sure if that is what you were truly wondering about. If not don't hesitate to ask some more. Gina _ 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] Students who don't learn to read
In a message dated 7/20/2007 9:31:39 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: Are you meeting the needs of 90% of your students? My district adopted HM last year and we are supposed to be using it with fidelty-meaning we aren't allowed to supplement with any non-HM materials. One program cannot be the answer to everyone's reading needs! I don't believe that I am meeting the needs of many of my students. They read below grade level yet, I am teaching them weekly on materials above their ability. Even some of the lowest level readers are too difficult for many of them to read independently. I get very frustrated teaching reading, sometimes I wish I just teach the other subjects and skip reading. Rosie ** Get a sneak peek 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] Which Mosaic book should I read?
If you need specifics on how to run a reader's workshop or how to teach strategies within the workshop, MOT would not be my first choice. From: MaryEllen Zimmerman [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Friday, July 20, 2007 7:29 PM Subject: [MOSAIC] Which Mosaic book should I read? I will be teaching 7th grade reading this year for the first time after several years in special ed. In the few weeks left before I start back, which of the Mosaic books, the original or the new one, would you suggest I read? I have read Tovani's *I Read It But I*..and I think that *Mosaic of* *Thought* might give me more detailed info. on teaching comprehension strategies within a reading workshop setting. Thanks for your advice. [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] Students who don't learn to read
In a message dated 7/21/2007 8:13:36 AM Eastern Daylight Time, [EMAIL PROTECTED] writes: Wow! I thought we were the only school that heard the word fidelity! Not only that, but we are required to keep the teacher's manual with us at all times. Not only I'm I not meeting the needs of 90% of my students but I feel I'm ZAPPING the joy of reading right out of the students - all of them! Cathleen PS I hate blue dots! (You know, from the teacher's manual that tell you when to stop and talk.) From Jane: That is AWFUL!! Why pay someone with a teaching degree? It sounds like they could hire people who don't even have a diploma as long as they can read the teacher's manual. We have new standards in SC and I have spent many hours this summer revising my curriculum (also incorporating more of the comprehension strategies) and loving every minute of it! I am totally on my own to teach as I want as long as I cover the standards, and there is really no one paying attention that I do that! I really feel for those of you who are not allowed to make the curriculum your own. I feel for your children, too. Through no fault of your own, you are not allowed to meet their needs. Jane in SC :-( ** Get a sneak peek 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] Students who don't learn to read
Our district does that with the Reading First mentality, especially in the primary grades. When the literacy coaches (reading police) come around all in a certain grade level need to be on the same page. At my last school the Reading First folks from the state told the teachers that they should be able to go from room to room and see the same lesson. The teachers are expected to carry the TE around with them and be referring to it. One teacher at my last school came in one morning and the furniture had been rearranged by the lit. coach because she didn't agree with the teacher's philosophy. We, as teachers, are being set up for failure. In my 5th and 6th grades, I got sneaky, keeping two set of lesson plans. I taught the kids the strategies and the importance of reading. I used the text for mini lessons only. I kept the textbooks on the table and taught the kids to pick them up when the admin. came in. I finally had to escape elementary to get rid of that. Ironically, in now in 7th grade, I see the results of that sort of teaching. The kids get have a horrible time reading and comprehending, among many other bad attitudes. We won't even discuss writing. Please remember that it is not your fault that you can't meet the needs of your kids. The politicos that sit in the cushy chairs don't have a clue. We cover their butts. Since there is no trust, they give us the script, just so they can say they did everything they could. It has to be the kids' fault they aren't reading, or the teachers' fault. It certainly can't be the program's fault. Everything you say is true. And yes, any monkey off the street can follow the script. How do we fight this? We keep up the good fight. We get the kids to read and LOVE it. We point out to the parents what works and get them to watch their children. We get on the committees and leadership teams. We go to the board meetings at the district and state level. We get our voices out there. We talk to people. Try to convince them to change their votes. We keep reading and stay on top of the current research. Stay informed. kim On 7/21/07, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote: In a message dated 7/21/2007 8:13:36 AM Eastern Daylight Time, [EMAIL PROTECTED] writes: Wow! I thought we were the only school that heard the word fidelity! Not only that, but we are required to keep the teacher's manual with us at all times. Not only I'm I not meeting the needs of 90% of my students but I feel I'm ZAPPING the joy of reading right out of the students - all of them! Cathleen PS I hate blue dots! (You know, from the teacher's manual that tell you when to stop and talk.) From Jane: That is AWFUL!! Why pay someone with a teaching degree? It sounds like they could hire people who don't even have a diploma as long as they can read the teacher's manual. We have new standards in SC and I have spent many hours this summer revising my curriculum (also incorporating more of the comprehension strategies) and loving every minute of it! I am totally on my own to teach as I want as long as I cover the standards, and there is really no one paying attention that I do that! I really feel for those of you who are not allowed to make the curriculum your own. I feel for your children, too. Through no fault of your own, you are not allowed to meet their needs. Jane in SC :-( ** Get a sneak peek 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. -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, 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] Balanced Literacy
Michelle, Thanks so much for your helpful ideas. Gives me a direction to start the planning. Hope you're having a great summer. Diane On Jul 20, 2007, at 2:43 PM, Michelle TeGrootenhuis wrote: -Original Message from Diane- The Reading teachers have been asked to do an all day presentation on Balanced Literacy for one of our Professional Development days in September. I'm wondering if some of you have some things to share. My coworker and I are feeling quite nervous about this presentation. We would appreciate any help you can give us. - You might consider breakout sessions. Perhaps one would involve viewing and discussing some of Debbie Miller's tapes/DVDs. Another might be sharing of the MOSAIC teaching tools page and other websites and could be done in the computer lab. My favorites are listed at http://www.mrstg.com/teacher_links.htm Whatever you decide to do, I'd be interested in hearing about it. Please let us know what you decide to do, how you do it, and how many educators are involved. Thank you, Michelle TG/IA ___ 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] Students who don't learn to read
On Jul 21, 2007, at 6:24 AM, kimberlee hannan wrote: Our district does that with the Reading First mentality, especially in the primary grades. When the literacy coaches (reading police) come around all in a certain grade level need to be on the same page. At my last school the Reading First folks from the state told the teachers that they should be able to go from room to room and see the same lesson. Anyone who advocates for this does not understand what it means to teach or what it means to learn. This is a philosophy that says that if you deliver a piece of information to a child, the child will get it and you can move on. It has nothing to do with teaching and learning and everything to do with power. The teachers are expected to carry the TE around with them and be referring to it. Sounds like a recipe for Carpel-Tunnel Syndrome to me. One teacher at my last school came in one morning and the furniture had been rearranged by the lit. coach because she didn't agree with the teacher's philosophy. OK. This is just downright rude, wrong, and a breach of academic freedom. Certainly there must be *something* in the contract that gives the teacher some rights? Also, once again, anyone who advocates for this doesn't know much about classroom management. We, as teachers, are being set up for failure. I believe this is deliberate. ... snip Please remember that it is not your fault that you can't meet the needs of your kids. The politicos that sit in the cushy chairs don't have a clue. We cover their butts. .. But it is not just the politicos. It is also principals, curriculum directors, superintendents, and school boards who support this kind of insanity. And it is principals amd curriculum directors who should be screaming the loudest against these practices, rather than buying into them, because they should know better. Should. But apparently don't. How do we fight this? We keep up the good fight... And support each other. Do some research. Don't buy into the numbers game. Don't assume the test is really testing what it says it tests. Etc. Renee I take my work seriously, but it's not the only thing that exists in the world. ~ Viggo Mortensen ___ 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] Students who don't learn to read
In a message dated 7/21/2007 9:24:54 AM Eastern Daylight Time, [EMAIL PROTECTED] writes: Our district does that with the Reading First mentality, especially in the primary grades. When the literacy coaches (reading police) I don't teach in a reading first school, I am the one with fidelty to HM. We also has a literacy coach last year who we referred to as the lesson plan police. She would come in with her little clip board to check your objectives-which had to be written daily some where for the children to read. (strangely enough,when I went to school the teachers didn't write objectives on the board and I wasn't traumatized by it). I got smart about what I wrote for my objectives and made them deliberatley vague and generic so that I didn't have to rewrite them all each week. I specifically asked her one time if my higher level students could read a novel during small group time-even the ones that come with the basal-and she said, Why would you want to do that? My reply, So we could read some authentic literature. She told me that I couldn't do that. UGH!!! We are also not allowed to integrate any other subjects into our literacy block-90 minutes + 30 additional minutes for writing. This leaves very little time for Math, Social Studies, Science and Health. I wonder what teaching was like when teachers got to use their own brains. Rosie ** Get a sneak peek 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] Students who don't learn to read
Kristin, Thanks for this post. So many people don't realize how little the test scores mean, especially the media. We are bombarded with sound bites about underperforming schools and non-proficient students and people just suck it up because it seems to feed some underlying (and sometimes not so underlying) disrespect of teachers, schools, and education in general. They grab on to these numbers and yell, See??? Bad Schools!! Bad Teachers!! Accountability!!! Standards!!! and the average person on the street. and, I'm sorry to say, many teachers. don't even realize where these numbers come from. And they never, ever, ever seem to question the **Almighty Test** which is given a pass even though there are many documented instances in the last several years of mistakes in scoring, mistakes in reporting, etc. And when was the last time you heard anyone in the media state to the public that the test MAKERS do not advocate using test scores to make high-stakes decisions? It's all so disgusting. Renee On Jul 20, 2007, at 6:55 PM, Kristin Kaczmarek wrote: I have to weigh on this one!! The CAT6 is a norm-referenced test, which means that 50% of the students taking it HAVE TO FAIL. The test is designed to do this. Here is a little more info. Can all the children score above average? Politicians often call for all students to score above the national average. This is not possible. NRTs (norm-referenced tests) are constructed so that half the population is below the mid-point or average score. Expecting all students to be above the fiftieth percentile is like expecting all teams in a basketball league to win more than half their games. However, because the tests are used for years and because schools teach to them, there are times when far more than half the students score above average. - http://www.fairtest.org/facts/nratests.html We have to be very careful when talking about tests. Some states like CA use norm-referenced tests, which means you will always have 50% or so fail. While other states use standards-based or criteria-referenced tests which do not force failing. This is the real reason why NCLB is a problem. We are not comparing the same things when we compare states! I urge everyone to read and understand about the test(s) their district or state gives, so that we can truly understand what the scores of our students mean and don't mean!!! Kristin --- Joan Matuga wrote: However, look at these results for the state tests for students in my school: 38% of students in second grade, 51% in third grade, 34% in fourth grade, 44% in fifth grade, and 28% in sixth grade are basic or below basic on the state tests. These % are far, far, far, above the state % for proficient and advanced. The % figures for the state of California for basic and below basic are as follows for Language Arts: Gr2: 53%; Gr3 63%; Gr4: 51%; Gr5: 57%; Gr6: 59%. These % scare me. ___ 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] Students who don't learn to read
At the end of the year, students in grades 2 - 11 in California take tests prepared by the state that are quite comprehensive -- covering all the standards that are expected to be taught in that grade. At second grade, there are 65 questions for reading and 65 for math. Each of the tests are in 3 sections, The figures I provided are % accurate -- they are NOT a ranking. So, technically, every student could get 90% (or 30%). The tests are designed to see how well students have mastered standards that were taught at that grade level (and before). Several years ago, one of our administrators told us that 90% of the kids should get 90% on these tests. (If I could do that, I could fly without wings.) The CAT 6 is norm ranked. The STAR tests are not. Our kids take the STAR test. The students do much better in math on these tests. For example, 82% of the second graders at my school were advanced or proficient on the math tests. This means that they got more than 73% correct on the math state test. In reading, 62% of our students scored above 73% on the tests. There is a 22 point difference between reading and math scores. I think I know why. - Original Message - From: Beverlee Paul Sent: Friday, July 20, 2007 10:58 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Students who don't learn to read Just out of curiosity, what tests are those percentages from? NCLB may be a politically motivated document. However, the reading rates are alarming. _ http://imagine-windowslive.com/hotmail/?locale=en-usocid=TXT_TAGHM_migration_HM_mini_2G_0507 ___ 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] Students who don't learn to read
The students are not taking a norm-referenced test. They are taking the STAR test. The figures I provided are the % of students who scored below 73% on the tests. The students are graded on the % correct. As our district has told us in the past, every student could (one administrator said should) score 90%. - Original Message - From: Kristin Kaczmarek Sent: Friday, July 20, 2007 6:56 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Students who don't learn to read I have to weigh on this one!! The CAT6 is a norm-referenced test, which means that 50% of the students taking it HAVE TO FAIL. The test is designed to do this. Here is a little more info. Can all the children score above average? Politicians often call for all students to score above the national average. This is not possible. NRTs (norm-referenced tests) are constructed so that half the population is below the mid-point or average score. Expecting all students to be above the fiftieth percentile is like expecting all teams in a basketball league to win more than half their games. However, because the tests are used for years and because schools teach to them, there are times when far more than half the students score above average. - http://www.fairtest.org/facts/nratests.html We have to be very careful when talking about tests. Some states like CA use norm-referenced tests, which means you will always have 50% or so fail. While other states use standards-based or criteria-referenced tests which do not force failing. This is the real reason why NCLB is a problem. We are not comparing the same things when we compare states! I urge everyone to read and understand about the test(s) their district or state gives, so that we can truly understand what the scores of our students mean and don't mean!!! Kristin --- Joan Matuga wrote: However, look at these results for the state tests for students in my school: 38% of students in second grade, 51% in third grade, 34% in fourth grade, 44% in fifth grade, and 28% in sixth grade are basic or below basic on the state tests. These % are far, far, far, above the state % for proficient and advanced. The % figures for the state of California for basic and below basic are as follows for Language Arts: Gr2: 53%; Gr3 63%; Gr4: 51%; Gr5: 57%; Gr6: 59%. These % scare me. ___ 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] Ginger/ Strategies That Work
Ginger I also signed up for the strats II book talk and I have not received any emails. Marti (storybits) - Original Message - From: Cindy [EMAIL PROTECTED] To: mosaic mosaic@literacyworkshop.org Sent: Friday, July 20, 2007 9:48 AM Subject: [MOSAIC] Ginger/ Strategies That Work Ginger, I signed up the group reading Strategies That Work. I haven't received any emails at all. Did I miss a step somewhere? Cindy/VA/2nd ___ 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] Students who don't learn to read
Renee, I agree with you that the test scores are given an overblown importance in the media and elsewhere. I responded to Kristin's message about the test. The test CA students take (STAR) is not a norm-referenced test. It is the % the children got correct. So, theoretically, in an all-perfect world, every child could get 100%. (A few grades take the CAT 6 test in addition to the STAR test.) I was only talking about the STAR test. However, there is a problem with reading in our country. The evidence shows up outside the tests in real life situations. I'm not blaming anyone -- certainly not teachers. I think, however, we have to admit there is a problem. We are not meeting the needs of too many children. I'm looking to my own teaching -- not casting stones at anyone else. What can I do to help the students in my class who are not proficient readers? When I looked at the test results for my class, I pretty much agreed with the results. I knew which students were the best readers in my class and they did the best. I knew which students were struggling, and the STAR tests confirmed my data. I don't think that blindly following the HM teachers manual is the answer In fact, I don't think there in any one correct answer. However, I don't want to stick my head in the dirt and ignore the fact that there is a problem. I want to help all my students become successful readers. I also don't want to pat myself on the back as say, Wow, my kids did so much better than most students in the state and district. and just forget about those 6 students who didn't do as well as the other 14. - Original Message - From: Renee Sent: Saturday, July 21, 2007 7:54 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Students who don't learn to read Kristin, Thanks for this post. So many people don't realize how little the test scores mean, especially the media. We are bombarded with sound bites about underperforming schools and non-proficient students and people just suck it up because it seems to feed some underlying (and sometimes not so underlying) disrespect of teachers, schools, and education in general. They grab on to these numbers and yell, See??? Bad Schools!! Bad Teachers!! Accountability!!! Standards!!! and the average person on the street. and, I'm sorry to say, many teachers. don't even realize where these numbers come from. And they never, ever, ever seem to question the **Almighty Test** which is given a pass even though there are many documented instances in the last several years of mistakes in scoring, mistakes in reporting, etc. And when was the last time you heard anyone in the media state to the public that the test MAKERS do not advocate using test scores to make high-stakes decisions? It's all so disgusting. Renee On Jul 20, 2007, at 6:55 PM, Kristin Kaczmarek wrote: I have to weigh on this one!! The CAT6 is a norm-referenced test, which means that 50% of the students taking it HAVE TO FAIL. The test is designed to do this. Here is a little more info. Can all the children score above average? Politicians often call for all students to score above the national average. This is not possible. NRTs (norm-referenced tests) are constructed so that half the population is below the mid-point or average score. Expecting all students to be above the fiftieth percentile is like expecting all teams in a basketball league to win more than half their games. However, because the tests are used for years and because schools teach to them, there are times when far more than half the students score above average. - http://www.fairtest.org/facts/nratests.html We have to be very careful when talking about tests. Some states like CA use norm-referenced tests, which means you will always have 50% or so fail. While other states use standards-based or criteria-referenced tests which do not force failing. This is the real reason why NCLB is a problem. We are not comparing the same things when we compare states! I urge everyone to read and understand about the test(s) their district or state gives, so that we can truly understand what the scores of our students mean and don't mean!!! Kristin --- Joan Matuga wrote: However, look at these results for the state tests for students in my school: 38% of students in second grade, 51% in third grade, 34% in fourth grade, 44% in fifth grade, and 28% in sixth grade are basic or below basic on the state tests. These % are far, far, far, above the state % for proficient and advanced. The % figures for the state of California for basic and below basic are as follows for Language Arts: Gr2: 53%; Gr3 63%; Gr4: 51%; Gr5: 57%; Gr6: 59%. These % scare me. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your
[MOSAIC] What Really Matters . . .
Hey everyone, I just finished rereading Richard Allington's What Really Matters for Struggling Readers, and I have some questions for my expert friends on this list. I'm going to post them separately so the threads don't get too mixed up. (hope that's OK, and that you don't mind helping me improve my understanding.) Thanks, Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - 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.
[MOSAIC] Round Robin Reading
I don't do round robin reading in my class. Never have. However, my new TA, who is wonderful in every other way, is disturbed by this. She feels so strongly about it that whenever she has had to fill in for me (IEP meetings and the like) she makes a point of doing this with my class. It is important for me to win her over without hitting her with a bunch of research and data, and I don't want to involve the school administration (like I said, she is WONDERFUL the BEST TA I've had yet). What would you suggest I do? 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.
Re: [MOSAIC] Students who don't learn to read
In a message dated 7/21/2007 12:44:17 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: However, there is a problem with reading in our country. Here is a response to that from Jerry Bracey. I believe David Berliner has written something with similar findings. This is the link to listen to the disscussion on NPR with Susan Ohanian that Renee referred to. www.wbur.org. Also keep in mind that these scores for the US include ALL children. THE EDUCATION TRUST’S DISINFORMATION CAMPAIGN YOU CAN’T TRUST THE EDUCATION TRUST Gerald W. Bracey There appears to be no level of dishonesty to which the Education Trust will not sink in propagating its agenda which is right now to get No Child Left Behind reauthorized. Thursday, July 19, on “On Point,” an NPR show that comes out of WBUR, the Trust’s Amy Wilkins told host Tom Ashbrook, “Our most affluent kids are getting their lunches eaten by kids in other countries. The system we have has not served our children well. There is no point pouring more federal money into very broken bottles.” I listened to the show again this morning (July 20) and assure you the quote is accurate and that it is not taken out of context. Anyone can find it at www.wbur.org. The statement comes a little after minute 40 in the show. Leave alone for a moment if a bottle can be “very broken,” what do the results of international comparisons actually look like? Here they are for the most recent incarnations of PIRLS (Progress in International Reading Literacy Study) and TIMSS (Trends in International Mathematics and Science Study). I present the results for U. S. schools with fewer than 10% of students in poverty (13% of all U. S. students), 10-25% (17% of all students), 25-50% (28%), 50-75% (22%) and more than 75% (20%), interwoven with the top countries, the international average for all countries and the U. S. overall average. PIRLS Reading US 10% 589 US 10-25% 567 Sweden 562 Netherlands 554 England 553 U. S.25-50% 551 Latvia 545 U. S. overall 542 . . U. S. 50-75 519 . . Int’l avg. (35 countries) 500 U.S 75+ 489 TIMSS Math 4th Grade Singapore 594 Hong Kong 575 US 10% 567 Japan 565 Taiwan 564 Belgium 551 US 10-25% 543 Netherlands 540 Latvia 536 Lithuania 540 U. S. 25-50% 533 . . US overall 518 US 50-75% 500 Int’l avg. (25 Countries) 495 US 75%+ 471 TIMSS Science 4th grade US 10% 579 US 10-25% 567 Singapore 565 US 25-50% 551 Taiwan 551 Japan 543 Hong Kong 542 England 540 US overall 536 . . US 50-75% 519 . Int’l avg. 489 . U. S. 75%+ 480 TIMSS 8th grade results look very similar. Thus, for reading and science, the two categories of US schools with the smallest percentages of students living in poverty score higher than even the highest nation, Sweden in reading, Singapore in science. In math, the top US category would be 3rd in the world. It is only in American schools with 75% of more of their students living in poverty where scores fall below the international average. The TIMSS results are in NCES report NCES 2005-005 from the National Center for Education Statistics, U. S. Department of Education. The PIRLS results are online only at www.nces.ed.gov. Eating our kids’ lunches? ** Get a sneak peek 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] Round Robin Reading
Joy, I am sure you have considered this, but how about setting up a schedule for partner reading. That way, when your TA is filling in, the kids will already be assigned a partner and will know what is expected of them during their reading time. The TA will be able to observe, assist, and monitor the class, as well as see how well the kids do in this environment...everyone will be on task! Jean/NJ ___ 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] Students who don't learn to read
Gerald Bracey and David Berlinner are my heroes!. Anyone who is really interested in educational policy and read a dissemination of the numbers racket should join the EDDRA listserve on Yahoo. I never post, too intimidating so I just lurk. There are a number of very powerful people on that listserve who are worth reading. 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] Students who don't learn to read
I agree. Read Jeff McQuillan and Stephen Krashen. That's enlightening as to why. In a message dated 7/21/2007 12:44:17 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: However, there is a problem with reading in our country. _ http://imagine-windowslive.com/hotmail/?locale=en-usocid=TXT_TAGHM_migration_HM_mini_pcmag_0507 ___ 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] Interventions vs. good instruction
I'm wondering about how to differentiate between good instruction and interventions after rereading Allington. My class this year spans the wide divide. I have several who could probably enroll in college and handle the reading load, and several who can barely read on a first or second grade level. Only a handful of students are in the middle. Let's assume I'm using good scientifically research based instructional practices, and things are going great. Except for little girl A and little boy B. They are improving, but are so far behind from where they should be, for a variety of reasons. What do I do now? I'm supposed to use scientifically research based interventions, but that is what I've been doing in the classroom. Clearly these children need additional help, and I must gather data on how they respond to intervention to take to the Student Support Team for review and reccomendation (following all the federal guidelines that I won't go into here). They can't get additional help from the resource teacher any other way. Does anyone have any ideas? Should I hold a few things back so I can use them for interventions? This may seem obvious to you, but I'm really stuck! Thanks! Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Round Robin Reading
Joy What I tell my students and colleagues is this...when you round robin read, many kids don't read all the text or even follow along. They look for what they will be reading and prepare for that. I ask kids to read the whole text silently because they read the whole text, not just the part they will read aloud. The Matthew Effect described in research comes into play. The good readers actually do follow along and read more while the strugglers and those that are very shy read only what their part will be and therefore get less practice. Also, poor readers tend to be interupted...by both us and other students...we mean well and hate to see them struggle so we tend to jump in and help rather than allow the student to learn to solve their own problems. Having said all this, some kids DO comprehend better when reading orally. Beginning and some struggling readers actually need to read aloud...but I simply have them mumble read the whole text before we do our guided reading lessons. Jennifer Maryland In a message dated 7/21/2007 1:48:11 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: I don't do round robin reading in my class. Never have. However, my new TA, who is wonderful in every other way, is disturbed by this. She feels so strongly about it that whenever she has had to fill in for me (IEP meetings and the like) she makes a point of doing this with my class. It is important for me to win her over without hitting her with a bunch of research and data, and I don't want to involve the school administration (like I said, she is WONDERFUL the BEST TA I've had yet). What would you suggest I do? ** Get a sneak peek 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] Round Robin Reading
I usually tell my student teachers and colleagues that usually if they were to use Round Robin Reading that if one child is reading most times there are 21 who aren't. It's not an efficient strategy. I remember counting paragraphs until it was my turn and then daydreaming until it was my turn. For some kids who have to read out loud, I have them use whisper phones so they can actually hear themselves. Sue ** Get a sneak peek 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] Interventions vs. good instruction
Joy Maybe this will help... Interventions come in three tiers: Tier One- good differentiated classroom instruction...when this is in place consistently, fewer kids need further intervention Tier Two- Higher intensity---maybe extra time, smaller group, reading specialist plug in Tier Three- Very small group, usually pull out, extra time (often tier three is special ed) Maybe what you are doing already IS intervention! Jennifer Maryland In a message dated 7/21/2007 4:15:03 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: I'm supposed to use scientifically research based interventions, but that is what I've been doing in the classroom. Clearly these children need additional help, and I must gather data on how they respond to intervention to take to the Student Support Team for review and recommendation (following all the federal guidelines that I won't go into here). They can't get additional help from the resource teacher any other way. Does anyone have any ideas? Should I hold a few things back so I can use them for interventions? This may seem obvious to you, but I'm really stuck! Thanks! Joy/NC/4 ** Get a sneak peek 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] Alternative to round robin
You are right when you say that some kids need to read orally in order to better comprehend. One way to faciliate this (as opposed to round-robin reading) is to provide students with whisper tubes. I had a parent make them out of pvc pipes - they resemble a telephone. Kids can whisper into the mouthpiece and hear from the other end. This way they do not interfere with other readers and can more easily correct miscues, check fluency, and hear themselves read. Other kids aren't tempted to corrrect the reading because they can't hear it. I also use them during writing workshop to allow students to read their pieces without distracting their classmates. Kathy ___ 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] Interventions . . . responding to Jennifer
Jennifer, That's the rub, if what I'm already doing is intervention, then what do I do differently to document that I've tried something different for identification purposes? Our EC director is very vague about all this, as if it's a secret! Joy Maybe this will help... Interventions come in three tiers: Tier One- good differentiated classroom instruction...when this is in place consistently, fewer kids need further intervention Tier Two- Higher intensity---maybe extra time, smaller group, reading specialist plug in Tier Three- Very small group, usually pull out, extra time (often tier three is special ed) Maybe what you are doing already IS intervention! Jennifer Maryland 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 - Choose the right car based on your needs. Check out Yahoo! Autos new Car Finder tool. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Round Robin Reading
Give her some alternatives to round robin and stand your ground. Perhaps give her No More Round Robin Reading. Lori On 7/21/07 11:47 AM, Joy [EMAIL PROTECTED] wrote: I don't do round robin reading in my class. Never have. However, my new TA, who is wonderful in every other way, is disturbed by this. She feels so strongly about it that whenever she has had to fill in for me (IEP meetings and the like) she makes a point of doing this with my class. It is important for me to win her over without hitting her with a bunch of research and data, and I don't want to involve the school administration (like I said, she is WONDERFUL the BEST TA I've had yet). What would you suggest I do? 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. -- Lori Jackson District Literacy Coach Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute Literate Lives: A Human Right July 12-15, 2007 Louisville, Kentucky http://www.ncte.org/profdev/conv/wlu ___ 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] Students who don't learn to read
Our in district evidence shows that the star is WORTHLESS, plain and simple. I think your teachers are right. Lori On 7/21/07 1:16 PM, Beverlee Paul [EMAIL PROTECTED] wrote: Okay, now I have a serious inquiry. We have managed to stay out of the way of good old AR for many years, but acquired it with our new principal 3 years ago. On a national norm-referenced test (which we no longer give), how would you say the correlation would be between that and the STAR test? The teachers in my school say that the STAR is wildly inaccurate. From your experience (all of you), what would you say about the reliability and validity of the STAR? The students are not taking a norm-referenced test. They are taking the STAR test. The figures I provided are the % of students who scored below 73% on the tests. The students are graded on the % correct. As our district has told us in the past, every student could (one administrator said should) score 90%. _ http://liveearth.msn.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- Lori Jackson District Literacy Coach Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute Literate Lives: A Human Right July 12-15, 2007 Louisville, Kentucky http://www.ncte.org/profdev/conv/wlu ___ 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] Convincing colleagues/was round robin
I appreciate everyone's advice about what to do instead of round robin reading. These are things that have happened in my classroom for the past 6 years. What I'm looking for is advice for teaching my TA (and adult volunteers/substitutes) about the importance of using strategies other than round robin reading for reading instruction. They are all well intentioned, and I don't want them to be turned off, I'm going to need all the help I can get this year! However, I also don't want my kids subjected to or confused by ineffective practices. How do you convince someone that what they are doing is wrong and ineffective without stepping on their toes? I'm still reading this off the archive, so I'm not sure who wrote it, but the advice about having them already set up partner reading is good, but I want to teach her so she will be a more effective member of my classroom. Also, she tutors and needs to know this. 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 - Shape Yahoo! in your own image. Join our Network Research Panel today! ___ 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] Interventions vs. good instruction
In my last year in the classroom, I developed intervention plans for 7 readers. To be honest, it was my offensive move to save them from DIBLES. My plan included 2-3 20 minute tutoring sessions (I had a part time teacher working in my room during lit block), increased guided reading sessions, involvement in an after school program, weekly letters to parents and then individualized activities for each kid. LOTS of work, but got 5 out of 7 to grade level minimums by the end of the year. Lori On 7/21/07 2:14 PM, Joy [EMAIL PROTECTED] wrote: I'm wondering about how to differentiate between good instruction and interventions after rereading Allington. My class this year spans the wide divide. I have several who could probably enroll in college and handle the reading load, and several who can barely read on a first or second grade level. Only a handful of students are in the middle. Let's assume I'm using good scientifically research based instructional practices, and things are going great. Except for little girl A and little boy B. They are improving, but are so far behind from where they should be, for a variety of reasons. What do I do now? I'm supposed to use scientifically research based interventions, but that is what I've been doing in the classroom. Clearly these children need additional help, and I must gather data on how they respond to intervention to take to the Student Support Team for review and reccomendation (following all the federal guidelines that I won't go into here). They can't get additional help from the resource teacher any other way. Does anyone have any ideas? Should I hold a few things back so I can use them for interventions? This may seem obvious to you, but I'm really stuck! Thanks! Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- Lori Jackson District Literacy Coach Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute Literate Lives: A Human Right July 12-15, 2007 Louisville, Kentucky http://www.ncte.org/profdev/conv/wlu ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Round Robin Reading
On 7/21/07 11:47 AM, Joy [EMAIL PROTECTED] wrote: I don't do round robin reading in my class. Never have. However, my new TA, who is wonderful in every other way, is disturbed by this. She feels so strongly about it that whenever she has had to fill in for me (IEP meetings and the like) she makes a point of doing this with my class. It is important for me to win her over without hitting her with a bunch of research and data, and I don't want to involve the school administration (like I said, she is WONDERFUL the BEST TA I've had yet). What would you suggest I do? - You're probably not going to change her mind overnight, and the likelihood of convincing her without sharing research is slim. So, how about having the TA work on choral reading/reader's theater if she feels the need for oral reading while you're occupied? -Michelle TG ___ 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] serendipity RE writers' workshop OT
Hi, Beverlee. I would love a copy of the writing with passion paper you wrote about on the Mosaic list. Martha Hitzel [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] Students who don't learn to read
Kimberly-- Can I add this story to my collection for an article about censureship in the schools? Let me know, Bonita Gr. 5, California kimberlee hannan [EMAIL PROTECTED] wrote: Our district does that with the Reading First mentality, especially in the primary grades. When the literacy coaches (reading police) come around all in a certain grade level need to be on the same page. At my last school the Reading First folks from the state told the teachers that they should be able to go from room to room and see the same lesson. The teachers are expected to carry the TE around with them and be referring to it. One teacher at my last school came in one morning and the furniture had been rearranged by the lit. coach because she didn't agree with the teacher's philosophy. We, as teachers, are being set up for failure. In my 5th and 6th grades, I got sneaky, keeping two set of lesson plans. I taught the kids the strategies and the importance of reading. I used the text for mini lessons only. I kept the textbooks on the table and taught the kids to pick them up when the admin. came in. I finally had to escape elementary to get rid of that. Ironically, in now in 7th grade, I see the results of that sort of teaching. The kids get have a horrible time reading and comprehending, among many other bad attitudes. We won't even discuss writing. Please remember that it is not your fault that you can't meet the needs of your kids. The politicos that sit in the cushy chairs don't have a clue. We cover their butts. Since there is no trust, they give us the script, just so they can say they did everything they could. It has to be the kids' fault they aren't reading, or the teachers' fault. It certainly can't be the program's fault. Everything you say is true. And yes, any monkey off the street can follow the script. How do we fight this? We keep up the good fight. We get the kids to read and LOVE it. We point out to the parents what works and get them to watch their children. We get on the committees and leadership teams. We go to the board meetings at the district and state level. We get our voices out there. We talk to people. Try to convince them to change their votes. We keep reading and stay on top of the current research. Stay informed. kim On 7/21/07, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote: In a message dated 7/21/2007 8:13:36 AM Eastern Daylight Time, [EMAIL PROTECTED] writes: Wow! I thought we were the only school that heard the word fidelity! Not only that, but we are required to keep the teacher's manual with us at all times. Not only I'm I not meeting the needs of 90% of my students but I feel I'm ZAPPING the joy of reading right out of the students - all of them! Cathleen PS I hate blue dots! (You know, from the teacher's manual that tell you when to stop and talk.) From Jane: That is AWFUL!! Why pay someone with a teaching degree? It sounds like they could hire people who don't even have a diploma as long as they can read the teacher's manual. We have new standards in SC and I have spent many hours this summer revising my curriculum (also incorporating more of the comprehension strategies) and loving every minute of it! I am totally on my own to teach as I want as long as I cover the standards, and there is really no one paying attention that I do that! I really feel for those of you who are not allowed to make the curriculum your own. I feel for your children, too. Through no fault of your own, you are not allowed to meet their needs. Jane in SC :-( ** Get a sneak peek 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. -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, 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.
Re: [MOSAIC] Collecting horror stories
Hi All, I put out the call before and only a few caught it. I am collecting any stories you may have (first-hand) of textbook companies or administrators taking books out of your rooms or not allowing the use of any books beyond the texts. If you have stories of such happenings in your school and classroom and you wouldn't mind sharing some info, I would greatly appreciate it. I would like to go public with the info, but would, of course, keep all of you folks anonymous. Thanks, Bonita DeAmicis Gr. 5 California ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Round Robin Reading
Good-bye Round Robin: 25 Effective Oral Reading Strategies by Michael F. Opitz and Timothy Rasinski (Paperback - Nov 3, 1998) Buy new: $15.0053 Used new from $8.40 _ 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] Interventions vs. good instruction
Hi, When I read this part I thought that maybe I should ask this question. My principal tells us that we can only expect to bring a child up ONE GRADE LEVEL! Is this also true for your school? Or are you expected to bring students who are more than one year behind up to grade level? Debbie Let's assume I'm using good scientifically research based instructional practices, and things are going great. Except for little girl A and little boy B. They are improving, but are so far behind from where they should be, for a variety of reasons. What do I do now? - Need a vacation? Get great deals to amazing places on Yahoo! Travel. ___ 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 videos
Our local AEA (Area Education Association) has the videos. They even were kind enough to order the Daily 5 and a couple others after I made the suggestion and they allow us to check them out over the summer if we are willing to pick them up and drop them off at their office ourselves. I don't know--does every state have their own local education associations?? (Seems like I'm just sitting by my computer today!! My son is not feeling well, so I'm inside today, and I'm waiting for an email from family, so I keep checking it whenever I hear the bleep. I really DO have a life outside of the MOT listserv! LOL! My name is Michelle, and I'm not only a teachaholic, but I've been addicted to the MOT listserv for 12 weeks now... Have a great weekend everyone!) -Michelle TG/IA -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Saturday, July 21, 2007 5:45 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] [reading videos I would LOVE to see some of the wonderful videos like Sharon Taberski's or Debbie Miller's but my district isn't able to buy these. I'm wondering if anyone knows of any library or rental system that might have these tapes available. Wouldn't it be great if Stenhouse would rent them like Blockbuster does. They probably make more in rental fees than sales! LOL Kathy in Ct ** Get a sneak peek 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] Students who don't learn to read
Joan Matuga wrote: Each state has their own tests and some states that look proficient on state-administered tests are woefully failing if reading is measured on national tests? NCLB may be a politically motivated document. However, the reading rates are alarming. The problems with the NAEP (national test) levels, and comparing them with state test levels, are summarized well in the article linked below. http://www.weac.org/Resource/2006-07/NAEP.htm Here's an excerpt. -- *The NAEP Standards * For several years Gerald Bracey (Where are the Standards?) has criticized NAEP’s standards by calling attention to the following evidence: * In the Third International Mathematics and Science Study, U.S. students ranked third among all countries participating, yet fewer than one-third of U.S. 4th graders were proficient or advanced on NAEP. * Likewise, on the 2002 reading assessment U.S. 3rd graders finished 2nd in the world, yet only 31% scored proficient or advanced on NAEP Bracey maintains that we should be asking why is it that U.S. elementary level students do so well on international assessments, yet only one-third of them are judged proficient or advanced by NAEP. Bracey is not the only critic. NAEP also has been severely criticized by the National Academy of Sciences, the U.S. Government Accountability Office, and other testing and measurement experts. In particular, the National Academy of Sciences (NAS) says NAEP’s standards are “fundamentally flawed. . . producing unreasonable results.” Further, NAS concludes that the judgment tasks are “ . . . difficult and confusing; raters’ judgments of different item types are internally inconsistent; appropriate validity evidence for the cut scores is lacking; and the process has produced unreasonable results.” The most compelling evidence that something may be wrong with NAEP’s standards comes from the National Assessment Government Board itself. It states on its own Web site that its standards should be used on a “trial basis” with “caution” until the Commissioner of Education Statistics determines that the achievement levels are “reasonable, valid, and informative to the public” (The Status of Achievement Levels). The National Assessment Governing Board was directed by the No Child Left Behind act of 2001 to come up with an alternative. To date, this has not been done (confirmed in an e-mail sent on September 22, 2006, from Susan Loomis, representative of the National Assessment Governing Board, to Russ Allen, WEAC). ___ 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] academic /literacy/reading first coaches etc
In my district in CA, these literacy coaches are fellow teachers OUT of the classroom and they do not have the authority to tell a teacher what to doto do so would be a violation of the contract. It is my understanding that they are there to SUPPORT classroom teachers!!! My experience with them has been that they usually are not READERS!!! not CURIOUS!!!not THINKERSall the very strategies that we are trying to teach our students!!! But fortunately they have been supportive by helping with required assessments, manning centers and providing materials. Additionally they have tried to spread the good ideas I am not being critical of my colleagues just stating that they are that my colleagues not my bosses!!! olga OK. This is just downright rude, wrong, and a breach of academic freedom. Certainly there must be *something* in the contract that gives the teacher some rights? I take my work seriously, but it's not the only thing that exists in the world. ~ Viggo Mortensen ___ 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] Round Robin Reading
I have not done round robin reading for about a million years and I can't imagine doing it as a general practice. However, I am going to go off on a different tangent here than everyone else did. My first question is, How often does your TA need to take your place? Once a week? Once a month? If it's once a month or less, what's the big deal? I don't think an occasional bout of round robin reading is going to damage anyone for life. Some kids might like it. Others might consider it a break. :-) Now, if it's more often, like once a week, then I can see the problem and am wondering what kind of directions you leave her with. She works for you, after all, yes? Do you leave explicit instructions that she doesn't follow, or do you leave her general instructions that leave her room to do what she wants to do? If you leave her explicit directions to follow, and she doesn't do so over and over, then I would say first you talk to her, tell her you need her to do what you ask because YOU are the one who needs to take responsibility for the children's learning, and if she then continues to do what she wants, then you go to the principal. You don't even need to be detailed, just My TA is not following my directions when I need to leave the classroom and it's causing confusion for my students. or some such thing. And I like the idea of a workshop... maybe for all the TAs? Renee On Jul 21, 2007, at 10:47 AM, Joy wrote: I don't do round robin reading in my class. Never have. However, my new TA, who is wonderful in every other way, is disturbed by this. She feels so strongly about it that whenever she has had to fill in for me (IEP meetings and the like) she makes a point of doing this with my class. It is important for me to win her over without hitting her with a bunch of research and data, and I don't want to involve the school administration (like I said, she is WONDERFUL the BEST TA I've had yet). What would you suggest I do? 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. Poor is the pupil who does not surpass his master. ~ Leonardo da Vinci ___ 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] Interventions . . . responding to Jennifer
I am in NC, also. We have team that we go to with students who are struggling. The team is made up of teachers from various grade levels, our principal, the literacy facilitators, and the EC teacher. When I go in with a concern about a student, I tell them what the problem is. Then they ask me what I'm already doing. I tell them all interventions: even ones that I do with all students. Then they give me suggestions of things I can try. Sometimes some of the interventions are things I do just as a teacher. I simply tell them that and they add that to the list of interventions I'm already doing. They are always able to come up with interventions that I have not tried. So I guess my answer to your question is similar to Jennifer's. You may actually be doing interventions in your teaching and that is O.K. If you need other things, that is what the EC teacher and the intervention team are there for, to give you even more ideas! Hope this helps! Angela Hatley Almond Fourth Grade East Albemarle Elementary School ___ 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] Convincing colleagues/was round robin
Maybe have a tutor training session. You could get together with other teachers and invite all of the tutors, volunteers, teacher assistants, and any regular substitutes. You could then model and teach them how you teach, what they can do to help, and the reasons why. The math teacher in fourth grade did this last year to teach everyone how she wanted them to have the students work out word problems and to get everyone to use the same vocabulary. This way, you won't have to single your TA out. Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org writes: What I'm looking for is advice for teaching my TA (and adult volunteers/substitutes) about the importance of using strategies other than round robin reading for reading instruction. They are all well intentioned, and I don't want them to be turned off, I'm going to need all the help I can get this year! However, I also don't want my kids subjected to or confused by ineffective practices. Angela Hatley Almond Fourth Grade East Albemarle Elementary School ___ 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] writing essentials
I read Writing Essentials and loved it! There was also a publisher website that had some of the forms, etc that are in the book. The DVD is also good. It gave an inside look at conferences and lessons. I would strongly recommend it. Wendy/2nd/IA - Original Message - From: [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] To: mosaic@literacyworkshop.orgmailto:mosaic@literacyworkshop.org Sent: Saturday, July 21, 2007 5:05 PM Subject: [MOSAIC] writing essentials Our school is planning on using Writing Essentials for a book club. Does anyone have any experience with this book or feedback on it? Sue ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tourhttp://discover.aol.com/memed/aolcom30tour ___ Mosaic mailing list Mosaic@literacyworkshop.orgmailto:Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.orghttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchivehttp://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] Round Robin Reading
Have you tried simply asking her why she does round robin reading? Sometimes people, at least I think, do things because that is what they've seen others do, not because they have a good reason. This may open up a line of communication for you to enter a conversation with her. Good luck! janelle - Original Message - From: Joy [EMAIL PROTECTED] To: Mosaic mosaic@literacyworkshop.org Sent: Saturday, July 21, 2007 10:47 AM Subject: [MOSAIC] Round Robin Reading I don't do round robin reading in my class. Never have. However, my new TA, who is wonderful in every other way, is disturbed by this. She feels so strongly about it that whenever she has had to fill in for me (IEP meetings and the like) she makes a point of doing this with my class. It is important for me to win her over without hitting her with a bunch of research and data, and I don't want to involve the school administration (like I said, she is WONDERFUL the BEST TA I've had yet). What would you suggest I do? 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. ___ 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] What Really Matters - Joy
Hi, Joy. I am facilitating a book club with a coworker this coming week on this exact book. Did you read the new edition? I'd love to see your thread on it. Michelle 1-2 multiage/IL -Original Message- From: [EMAIL PROTECTED] on behalf of Joy Sent: Sat 7/21/2007 12:38 PM To: Mosaic Cc: Subject: [MOSAIC] What Really Matters . . . Hey everyone, I just finished rereading Richard Allington's What Really Matters for Struggling Readers, and I have some questions for my expert friends on this list. I'm going to post them separately so the threads don't get too mixed up. (hope that's OK, and that you don't mind helping me improve my understanding.) Thanks, Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org 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. ___ 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] Interventions vs. good instruction
In Title 1- when I used to do my annual report- we had to assess the kids using a standardized test. All kids being served in our program were expected to progress MORE than one year- as -they are receiving reading instruction in the regular classroom- (a full year's growth) AND they were receiving additional reading instruction- so we were required to bring every child's reading level up a year plus more. as that is what the supplemental instruction was supposed to be providing - Original Message - From: Debbie Goodis [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, July 22, 2007 8:55 AM Subject: Re: [MOSAIC] Interventions vs. good instruction Hi, When I read this part I thought that maybe I should ask this question. My principal tells us that we can only expect to bring a child up ONE GRADE LEVEL! Is this also true for your school? Or are you expected to bring students who are more than one year behind up to grade level? Debbie Let's assume I'm using good scientifically research based instructional practices, and things are going great. Except for little girl A and little boy B. They are improving, but are so far behind from where they should be, for a variety of reasons. What do I do now? - Need a vacation? Get great deals to amazing places on Yahoo! Travel. ___ 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.
