Re: [MOSAIC] kindergarten MOT resource

[ljackson]

You know, you reach a point in the day when somebody should just take the
mouse away from you. ;-)  It is Sue Kempton and here is the information:

The Literate Kindergarten: Where Wonder and Discovery Thrive by Susan L
Kempton 

The publisher is Heinemann and the release date is October 4th.

Lori


On 7/22/07 11:53 PM, "Beverlee Paul" <[EMAIL PROTECTED]> wrote:

> Who publishes the Sue Hendricks book...do you a title yet?  Thanks.
> 
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-- 
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
July 17-20. 2008
Tucson, Arizona




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Re: [MOSAIC] kindergarten MOT resource

[Krista Sadlers]

Comprehension Connections: Bridges to Strategic Reading 

 
by Tanny McGregor (Paperback - Feb 7, 2007)


>
>   


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[MOSAIC] Nursery rhyme site

[Jeanne Hunter]

Hi
I was on a site about a week ago that had nursery rhymes and poems for 
emergent readers.  These had color illustrations and the font was age 
appropriate.
I am hoping to create poetry notebooks.
If anyone knows the name of the site please let me know.
Thanks, Jeanne

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Re: [MOSAIC] Round Robin Reading_partner reading

[j browne]

Just a clarification...when I mentioned partner reading, I was talking about
two kids, that I partner up,  sitting together and reading a section.
Partner reading , in my room,  is completely orchestrated by me. I pick the
partners.  I use DRA levels and match kids up.  If I had 24 kids in my
class, I would list them from highest DRA to lowest, cut my list in half,
and then the person listed number 1 would be partnering with person number
13.  I do this because I want the highest working with the middle student,
and the middle student working with a lower reader.  I find that if two
'higher' readers are together, they tend to be a little bossy, and their
personalities actually work better with a middle reader.  My middle readers
work nicely with a lower reader and seem to be more helpful then bossy.
Hope this makes sense.
Oh, there are days when some partner groups don't work out and I have to
make changes, but on the whole, it seems to work .
Sometimes I do let the kids choose their own partners, but mostly partner
groups in my room are set up by me.
Jean/NJ



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Re: [MOSAIC] Round Robin Reading_partner reading

[Kukonis]

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Re: [MOSAIC] Round Robin Reading_partner reading

[Kukonis]

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Re: [MOSAIC] Interventions vs. good instruction

[CNJPALMER]

 
Agreed!
Jennifer
In a message dated 7/23/2007 12:08:42 A.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

I think  expecting them to make more than one years growth is reasonable. 
Judging the  teacher, school, program alone if they do not, isn't reasonable.  
Debbie







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Re: [MOSAIC] kindergarten MOT resource

[mpolselli]

Hello Kathy,
I have some ideas that might help you and your literacy coach work with your 
young students.
http://literacy-garden.tripod.com
If you use any of my ideas, please email me and let me know how my ideas have 
helped improve or impact comprehension skills in your students literacy 
learning. Thank you,
Michele Polselli NBCT '06
Literacy Coordinator & K Teacher
Portsmouth School Dept.
Portsmouth, RI 02871
[EMAIL PROTECTED]

 [EMAIL PROTECTED] wrote:

=
I need some help...

My literacy coach will be working with the kindergarten and primary team to 
implement MOT strategy instruction this year. I remember from a previous post 
that there is a resource written specifically for Kindergarten (or at least 
primary). Does anyone remember the title so I can refer her to it?
Thank you!
Kathy


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--


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Re: [MOSAIC] Round Robin Reading_partner reading

[Joy]

This is the way Richard Allington suggests partnering students in What Really 
Matters for Struggling Readers.

j browne <[EMAIL PROTECTED]> wrote:   . . . I would list them from highest DRA 
to lowest, cut my list in half,
and then the person listed number 1 would be partnering with person number
13. I do this because I want the highest working with the middle student,
and the middle student working with a lower reader. 


Joy/NC/4
  [EMAIL PROTECTED]
  How children learn is as important as what they learn: process and content go 
hand in hand. http://www.responsiveclassroom.org
   









   
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Re: [MOSAIC] Round Robin Reading/intervention/instruction

[Olga Reynolds]

In my 20 years of teaching I have seen buzzwords come
and go much likethe bees---
often times (mostly always) teachers are told you have
to do this or that and rarely , if ever, are teachers
given the support.  Or better yet, there are
interpretations by administrators, coaches ,and
things stray from the intended instructions.   And
teachers are left to do  their best usually based on
their own philosophy of teaching  (remember that
class).

Round Robin---for example.  If you asked me to
explain, I would not be able to give you a
definition!!!  I don't know what Round Robin reading
is.  I may be doing it and feel completely comfortable
with it!

In my "unrefined" opinion, the most important thing in
instruction is  the howwe must set the "learning"
environment such that a student feels cared about. 
Have you ever been to a spousal social event where
even though you are stranger the host and all make you
feel so comfortableand others where you really
feel unwelcomed???
I think that we must set the tone such that kids are
begging to "learn out of our   hands".  All these
strategies...ie buzzwords...are tools that teachers
should try and see if it works for them
"Research" based strategies must be looked at with
care because there is scant quality educational
research.  I can think of 4 that I place value
on---USC followed a cohert of students from preschool
to hs graduation; Stephan Krashen--the more students
read, the better they get; Jim Trelease, read to kids
and the Chicago Project.  These have been long term
projects/observations.  I should add Barbra Flores and
the work on writing she has done with very young kids.
 
Currently we have lots of "sail in by day and sail out
by night" type research and we need to use our
"passionate and learned"  professional experience to
sift out the junk and keep only the nuggets and then
use it in such a way that it benefits our kids.  

As I reflect on my 20 years of experience little has
changed in th gist of my personal way of
teachingdaily writing , 2-3 read alouds per day;
nurture curiosity and creativity; a garden (with an
array of containers); ---the how it was done will vary
greatly form teacher to teacher because we all bring
something different to the table---isn't this what MOT
is all about---and why aren't we applying it to the
way we teachMOT across the curruculum---really
shout be MOT across our lives or at least across our
teaching.  

I remember discovering MOT--oh my God!! oh my
gosh!!!Wow!!Wow!Wow!! there were people out there that
had the same thread of thinking as mine!!!It was so
validating--- MOT has really helped me refine my
philosophy of teaching because the core of  MOT is
something that has always been there for me.  I have
become a better teacher because  of all you!!!

Yet my students have laggedwhy??? whystudent
make up has changed, adminstrators have changed,
parental participation has changed, demographics have
changed I can't control these but I  know they
affect results.

This past year some of my students grew up to 3 years
and some grew very little---the ones with the daily
exhortations of please make sure your child reads,
does the homework are the ones that had the least
growth---my environment did not overcome their home
culture.  

Back to Round Robin---I probably do it!!!  Am I gonna
stop because someone says that it's bad for
kidswhoever says it probably did their way, with a
group of kids that is different than mine, different
text, different objectives, different parents,
different administrators etc.
So what do I do that comes close to resembling round
robin---determine my objective, decide on text, random
group of kids (max five) explain
objective--expressions, word id.  We all become
teachers--we each take a turn reading some and we
critique/evaluate each other-the good and the bad
(glow and grow)-I read also with mistakes so that I
can be critiqued!!!we all go back to do independent
reading to apply our grows and glows.

Anyway these are just my thoughts on how we activate
our prior knowledge and use our schema to synthesize
our passionate teaching!!!


>  
> >Would this be considered partner reading?
> >
> >Bonita DeAmicis [EMAIL PROTECTED]> wrote: 
> Question for the passionate round robin folks. What
> about when students 
> are in literacy groups and they CHOOSE to read
> together round-robin style? Thoughts on this?
> >
> >:)Bonita
> >
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> >
> >
> >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
> >   
> >
> >
> >
> >
> >
> >

Re: [MOSAIC] Round Robin Reading

[Bonita DeAmicis]

 Debbie Goodis <[EMAIL PROTECTED]> wrote: 
> I think we really put this in perspective when we consider the alternative. 
> What teacher is going to discourage the child from reading out loud in or to 
> a group of peers. We wouldn't do that, right? So, this tells me to let it 
> happen. It's such and incredible moment of interaction and community.
> Debbie

Yes.  That is what I decided when it kept happening in my room when they had 
choice.   I think they liked being on the same page together reading aloud 
because they liked to gasp, laugh, and groan together.  I did have to set some 
ground rules down on the "help" part because some students would have a 
tendency to jump in quickly when a student had any trouble with a word. Still, 
they all continuously chose to read like this.  Only a few reading groups went 
for the silent read around or the select a page to meet up on.  Interestingly, 
when I asked the students about this choice, some said they liked hearing the 
words together, and some said the read around helped them to stay focused 
whereas reading alone did not. When they also chose their own groups, boy 
groups almost every time chose the read around--why do you think that is so?

:)Bonita


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Re: [MOSAIC] What Really Matters - Joy

[Joy]

I'm looking at my book, and comparing it to the one online, and I guess I'm 
reading the first edition, although I think I may have the second edition lying 
around here somewhere. (Lost in the milieu of my obsessive book collection. 
It's probably sitting next to my copy of Elaine's book which I can't locate 
either!) I've been a reading machine this summer! Hopefully, I'll run across it 
as I further organize my classroom.

"Hulke, Michelle" <[EMAIL PROTECTED]> wrote:  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 











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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
   









   
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Re: [MOSAIC] Students who don't learn to read

[lori.labrum]

 From your
> experience (all of you), what would you say about the reliability and
> validity of the STAR?
I have found STAR to be as accurate as any other assessment.  Here's a funny 
incident I had with a parent and STAR.  I had a student (read that 
Trouble-Maker) who's mother came in to school to sit with him one day. 
While in the computer lab he was to take the STAR quiz.  I explained to them 
what the quiz was all about and stressed that he was to do this on his own. 
Of course, she didn't follow the rules and tried to "sneak" him the answers. 
I just let it go because I knew what would happen.  He scored in the grade 6 
level (he is truly a low 2 in third grade).  I showed the parent what books 
he would be reading with this score that he achieved.  Her eyes bugged out 
because she knew he would never be able to read those books.  I tried kindly 
to explain how her "help" actually "hurt" her son.  He took the quiz again 
and scored just where I thought he would.  I always have to chuckle when I 
think of her helping her son.
Lori/Utah/3rd grade 



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Re: [MOSAIC] Nursery rhyme site

[Kay]

I know the site you are referring to Jeanne, but my papers are in school.  I
do need to go up there today to run off a couple of things so I'll post it
later this afternoon.  (Our office staff is already back to work and we go
back officially in two weeks.  Where did the summer go?!)
Kay in AZ

-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Jeanne Hunter
Sent: Monday, July 23, 2007 5:07 AM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Nursery rhyme site

Hi
I was on a site about a week ago that had nursery rhymes and poems for 
emergent readers.  These had color illustrations and the font was age 
appropriate.
I am hoping to create poetry notebooks.
If anyone knows the name of the site please let me know.
Thanks, Jeanne

_
http://imagine-windowslive.com/hotmail/?locale=en-us&ocid=TXT_TAGHM_migratio
n_HM_mini_2G_0507


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Re: [MOSAIC] Nursery rhyme site

[Jeanne Hunter]

I know that Marcia McGowan has illustrated poetry on her site but this one 
had tons of them.
I appreciate your help!
Thanks ,Jeanne


>From: "Kay" <[EMAIL PROTECTED]>
>Reply-To: "Mosaic: A Reading Comprehension Strategies Email 
>Group"
>To: "'Mosaic: A Reading Comprehension Strategies Email 
>Group'"
>Subject: Re: [MOSAIC] Nursery rhyme site
>Date: Mon, 23 Jul 2007 10:14:50 -0700
>
>I know the site you are referring to Jeanne, but my papers are in school.  
>I
>do need to go up there today to run off a couple of things so I'll post it
>later this afternoon.  (Our office staff is already back to work and we go
>back officially in two weeks.  Where did the summer go?!)
>Kay in AZ
>
>-Original Message-
>From: [EMAIL PROTECTED]
>[mailto:[EMAIL PROTECTED] On Behalf Of Jeanne Hunter
>Sent: Monday, July 23, 2007 5:07 AM
>To: mosaic@literacyworkshop.org
>Subject: [MOSAIC] Nursery rhyme site
>
>Hi
>I was on a site about a week ago that had nursery rhymes and poems for
>emergent readers.  These had color illustrations and the font was age
>appropriate.
>I am hoping to create poetry notebooks.
>If anyone knows the name of the site please let me know.
>Thanks, Jeanne
>
>_
>http://imagine-windowslive.com/hotmail/?locale=en-us&ocid=TXT_TAGHM_migratio
>n_HM_mini_2G_0507
>
>
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>
>
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>

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Re: [MOSAIC] Nursery rhyme site

[gohorns1976-school]

Enchanted Learning has something like you described, but you have to be a 
subscriber.
   
  A free site for nursery rhymes that is good is from U.Va.'s school of 
education.  The site is called Webbing into Literacy, and the web address is
   
  www.curry.edschool.virginia.edu/go/wil/home.html
   
   
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Re: [MOSAIC] kindergarten MOT resource

[Mlredcon]

 
In a message dated 7/23/2007 10:43:32 A.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

http://literacy-garden.tripod.com


Hello Michele,
I loved your powerpoint.  Do you find that the analogies fit the  children's 
schema.  Sometimes if they don't have the concept of a hoe, rake  etc, they 
don't make the connection.
Maxine



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Re: [MOSAIC] Different ? related to Interventions vs. goodinstruction

[Mlredcon]

Has anyone seen the book, PreReferral Intervention Manual by Mc  Carney  
Hawthorne Educational Services  573 874 1710
 
EXCELLENT RESOURCE!!



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[MOSAIC] Science books database

[Joy]

Looking for a good fiction book to tie into your science curriculum? Look at 
this database designed by the students at NC State:  
http://www.uncw.edu/smec/gk_fellows/booksearch-start.html
   
   


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
   









   
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Re: [MOSAIC] Standardized reading tests

[Maggie Dillier]

Okay, a question first: if I turned off the email option and just read the
posts online (you guys write a LOT!), can I not respond to posts from the
website? This seems like a weird way to do it - I've posted, below, my
response to Linda and Linda's original post.

I liked Test Talk too, but I was REALLY hoping for some concrete curriculum.
It seems all they share is the first and last lesson in an unit. I would
like more details on the day-to-day components of a test-prep curriculum. So
no, I haven't tried the lessons. I am in need of a framework for ALL of my
reading lessons. (See post that will follow shortly!)

Linda, I'd be eager to hear what you end up doing with their ideas! I need a
mentor in this area. :)

~Maggie


Hi Maggie,

I am reading Test Talk right now, and I think it is great.
I teach third grade and we do a unit test after five stories.
I am going to take 1 day a week and follow their mini-lessons and
see if it helps.  I am not through the whole book, but I do
think they have a lot of good points.  Teaching test taking like
it is a genre and getting kids to really look for the text structure. I
think that because it was a schoolwide movement, they did not
make specific lessons - just general strategy lessons so everyone
in the school could use them.  Did you just read the book or did
you try the lessons and they didn't work?  I am anxious to know because
like I said, I am reading it now.

Thanks,
Linda Buice


-- 
Maggie Dillier

"If you want to build a ship, don't herd people together to collect wood and
don't assign them tasks and work, but rather teach them to long for the
endless immensity of the sea." (Antoine de Saint-Exupery)
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Re: [MOSAIC] Standardized reading tests + reading workshop

[Maggie Dillier]

Kat,
You have given me some FABULOUS ideas for test preparation. I love the idea
of integrating the questions into the normal read-aloud time. So you have
the kids themselves think of a question type (main idea, for example) that
fits with what you just read, and then *they* create the answer choices?
That's a great metacognitive approach. And you are so right that the
important part of test prep is the reviewing and discussing.

More questions: Do you do a formal test prep unit at all? Do you have a list
of the question types (summarizing, inferencing, etc.) and try to make sure
they are all touched upon? I ask because I have a Time for Kids kit with
twelve types of skills and graphic organizers for each one, and I am a
little overwhelmed thinking about teaching all of them formally. I love the
idea of sliding the questions in under the radar, but I would be afraid of
not teaching all the skills fully enough. (I'm a newish newbie!)

Anyone else have input on test prep??
~Maggie
5th/TX


Kat's original response:

Hi,

The best way I've seen  "Test Prep" handled in a reading workshop format is
to make a chart of possible question stems that might be used to test the
skill that you are teaching. (Example for inference: "Why did  do
___?")  The chart should grow slowly as the year goes on.  Spend a
little time (5 min) at the end of read aloud or mini-lessons brainstorming a

question using one of the stems that relates to whatever text and skill you
are on.  Finally, brainstorm possible answers, making sure that the kids
create at least one answer that is tricky or difficult to decide.  You-or
better yet a student- can chart the question and answers using the test
format and leave the tracks of learning hanging where the kids can refer
back to them.

I think doing this a little throughout the year results in learning that is
beneficial to the student and still gives them the specific test taking
skills that they need to do well on the test.  I'm a TX teacher also so I
know there is a lot of pressure to do the reading passages. When you use the

passages to prepare them the only beneficial part is when you review and
discuss what they did and help them see what they should have done.  This
method is more engaging and skips straight to the review and discuss.  As
you go on you could even use some cooperative learning strategies and have
groups of kids create questions for the rest of the class as a game.  It
works for me - I haven't had a student fail yet, and I get the kids that are

well below grade level at the beginning of the year.

Kat
3rd/TX


-- 
Maggie Dillier

"If you want to build a ship, don't herd people together to collect wood and
don't assign them tasks and work, but rather teach them to long for the
endless immensity of the sea." (Antoine de Saint-Exupery)
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Re: [MOSAIC] Different ? related to Interventions vs. goodinstruction

[Bonita DeAmicis]

 [EMAIL PROTECTED] wrote: 
> Has anyone seen the book, PreReferral Intervention Manual by Mc  Carney  
> Hawthorne Educational Services  573 874 1710
>  
> EXCELLENT RESOURCE!!

Please tell us more about this resource:)
Bonita

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[MOSAIC] The BIG question - expert advice needed!

[Maggie Dillier]

Alright, friends, here goes: I need help with my entire reading curriculum.
I have asked for help with various details, but when it comes down to it, I
really need an outline to plug those details into. I just finished my first
year of teaching, and I can't bear to let down another group of kids when it
come to reading. (Exaggerating; I think I'm an excellent teacher, but I hate
those areas of weakness!) My school and district are VERY
traditionally-oriented (book reports out the yang), so I feel isolated and
need some help from teachers I actually admire!

Please help. (By the way, I have read all the professional books you are
going to recommend. I can't seem to integrate all their
ideas satisfactorily.) Some of the issues I struggle with are:

   1. *Teaching strategies (making connections, visualizing, etc.) versus
   text structures (setting, character, etc.) versus genre*. Do you teach
   all strategies early in the year and then literary elements later, or do you
   mingle both? (Clarification: I can see the year being arranged like
   this: "fiction, nonfiction, poetry, test prep..." or like this: "making
   connections, questioning, visualizing, inferring...")
   2. *Integrating test preparation for the big reading test*. See
   previous posts. Do I teach a whole unit on test-taking, with test passages
   and the whole deal, or do I teach the type of questions that will be asked
   (compare and contrast, author's purpose, cause and effect) in another
   context (i.e., guided reading)?
   3. *Aligning reading with writing topics*. When I'm teaching
   nonfiction in writing, should I do nonfiction in reading at the same time?
   4. *Guided reading*. WHAT texts do you teach? Do you reinforce
   whatever you taught in a minilesson, or is it a different focus entirely?
   5. *Content-area reading*. Probably some of you don't teach all
   subjects, but I do, and I wonder if I should teach reading the science
   textbook in science or in reading. Is content-area reading a unit you teach?
   Should I do it as part of guided reading instead of whole-class?

Okay, that is it for now. I TOLD you it was the big question. For ease of
responding, I have numbered each issue and you can jot some ideas for that
number only when you reply! I am relying on your expertise, everyone! Thanks
in advance.

~Maggie
5th/TX

-- 
Maggie Dillier

"If you want to build a ship, don't herd people together to collect wood and
don't assign them tasks and work, but rather teach them to long for the
endless immensity of the sea." (Antoine de Saint-Exupery)
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Re: [MOSAIC] The BIG question - expert advice needed!

[Joy]

Maggie,
  If you are looking for a way to organize all you do, I would suggest looking 
at the Four Blocks Framework.
   
  You divide your literacy time into four sections that you teach everyday:
  Guided Reading
  Working with Words
  Self-Selected Reading
  Writing Workshop
   
  Here are 2 websites that will give you information on how to tie it together:
   
  http://www.k111.k12.il.us/lafayette/fourblocks/
  http://www.debfourblocks.com/
   
  Also, you might consider doing literacy workstations. We are currently 
discussing Practice with Purpose by Debbie Diller here: Click to join 
PracticeWithPurpose-BookTalk 
   
  If you want more info on Four Blocks, email me off list and I'll try to 
answer your questions.


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
   









   
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Re: [MOSAIC] Students who don't learn to read

[Julie Santello]

I'm not sure if anyone has brought this up yet because I am behind in  
reading posts, but does your state have a state specifications that  
are released?  I read an interesting article in The American Educator  
that points out that most states benchmarks are not correlated to the  
test specifications that they give the test makers.  I have looked at  
ours (FL) when I was teaching intermediate and they are VERY eye  
opening.  Were our benchmark may read something like "Students will  
learn how affixes work", the state specifications may say "In 3rd  
grade students will be able to use the prefixes un, re, and pre..."   
I highly recommend checking into this, because if I remember  
correctly that only about 3% of states correlate their benchmarks and  
test specifications.
Julie


On Jul 20, 2007, at 9:31 PM, Joan Matuga wrote:

> My California district sent all teachers to a one week seminar put  
> out by Professional Development Reading Institutes this summer.  It  
> is sponsored by Reading Lions Center/Sacramento County Office of  
> Education.  The purpose of the training was to show us how to  
> correctly implement HM.
>
> I use the MOT strategies and have read (and tried to implement)  
> many of the professional books discussed in this group.  Many/most  
> teachers in my school use these strategies too.  I think I am a  
> good teacher; the staff at my school is excellent.  My school is  
> one of the highest rated schools in the state .  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.  I'm sure they scare the state  
> education officials too.  Our district was concerned too and this  
> is the reason all teachers are being paid to attend these  
> trainings.  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?
>
> There are far too many children in our schools who are not  
> "reading"; they are just word-calling.  We can't put all the blame  
> on basals because many teachers are not using basals.  I'm not so  
> sure we can blame the test either;  the test does test the  
> standards.Most teachers work extremely hard and are trying to  
> do their best to teach.  Some teachers use too many worksheets.   
> Some parents are not supportive.
>
> Middle school and high school teachers, college professors, and  
> employers are all commenting on the fact that there is a problem  
> with the reading, writing, and math of their students/employees.
>
> Poverty, EL students, etc. are among the reasons for the low  
> scores.  There are many other factors too.  However, we have to  
> accept the fact that these are our students.  We have to teach  
> them.  We can't afford to have these students drop out or muddle  
> through school somehow.
>
> NCLB may be a politically motivated document.  However, the reading  
> rates are alarming.
>
> Are you meeting the needs of 90% of your students?
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> mosaic_literacyworkshop.org.
>
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>


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Re: [MOSAIC] [OT] 5th grade word study

[Kerry Lewis]

For 5th grade word study, try the Words Their Way teacher resource.

Kerry/5th


>
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Re: [MOSAIC] Students who don't learn to read

[Debbie Goodis]

Our district just did an amazing thing. I have to give kudos to our curriculum 
specialists (some newly placed in their positions I think) because they had 
no problems putting this all together. They had representatives from every 
grade level come during the summer and create curriculum maps that directly 
correlate to our benchmark tests, which are given three times a year. So now, 
our pacing matches our tests. (These benchmarks are specifically to GUIDE our 
instruction, not for grades and most teachers love them. After we give a test 
we get a specific breakdown of how our students did and on exactly what we need 
to back up and teach again.) We were so excited to be doing this. We had all 
the say; when the test would be given, what chapters would be covered, what 
standards the book covered adequately and what ones weren't addressed enough, 
and 1st grade talked to 2nd grade and 2nd grade to 3rd to see what was crucial 
to master, what could wait, etc. We even went back and picked the questions we 
wanted to see on the test. I can't tell you how great it was to have a hand in 
the decision making and to be treated like the
 professionals we are. We will even present these maps to the entire district 
at the beginning of this year. I can't wait for the teachers to see them. Next, 
we will do it for language arts.
Debbie


Julie Santello <[EMAIL PROTECTED]> wrote: I'm not sure if anyone has brought 
this up yet because I am behind in  
reading posts, but does your state have a state specifications that  
are released?  I read an interesting article in The American Educator  
that points out that most states benchmarks are not correlated to the  
test specifications that they give the test makers.  I have looked at  
ours (FL) when I was teaching intermediate and they are VERY eye  
opening.  Were our benchmark may read something like "Students will  
learn how affixes work", the state specifications may say "In 3rd  
grade students will be able to use the prefixes un, re, and pre..."   
I highly recommend checking into this, because if I remember  
correctly that only about 3% of states correlate their benchmarks and  
test specifications.
Julie



   
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Re: [MOSAIC] kindergarten MOT resource

[mpolselli]

 [EMAIL PROTECTED] wrote:

=

In a message dated 7/23/2007 10:43:32 A.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:

http://literacy-garden.tripod.com


Hello Michele,
I loved your powerpoint. Do you find that the analogies fit the children's
schema. Sometimes if they don't have the concept of a hoe, rake etc, they
don't make the connection.
Maxine



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Hello,
Before I taught them the whole song, we grew plants and then put them outside 
into a real garden right outside the classroom door. They were able to use all 
the tools in the real garden.
--
Michele Polselli NBCT '06
Literacy Coordinator & K Teacher
Portsmouth School Dept.
Portsmouth, RI 02871
[EMAIL PROTECTED]

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Re: [MOSAIC] What Really Matters - Joy

[Hulke, Michelle]

The first edition has a blue cover and the new edition has purple on the cover. 
Having read both editions it seems they are quite similar except in the new 
edition Allington talks about NCLB and in general he seems to elaborate 
more...which may be due to newer research being available. 
 
Looking forward to the thread, Joy. Where there specific questions/thoughts you 
wanted us all to discuss?Our district book club did chapters 1 and 2 today. 
 
I cannot recommend this book highly enough! 
Michelle
1/2 - IL

-Original Message- 
From: [EMAIL PROTECTED] on behalf of Joy 
Sent: Mon 7/23/2007 10:12 AM 
To: Mosaic: A Reading Comprehension Strategies Email Group 
Cc: 
Subject: Re: [MOSAIC] What Really Matters - Joy



I'm looking at my book, and comparing it to the one online, and I guess 
I'm reading the first edition, although I think I may have the second edition 
lying around here somewhere. (Lost in the milieu of my obsessive book 
collection. It's probably sitting next to my copy of Elaine's book which I 
can't locate either!) I've been a reading machine this summer! Hopefully, I'll 
run across it as I further organize my classroom.

"Hulke, Michelle" <[EMAIL PROTECTED]> wrote:  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 
 











-
Yahoo! oneSearch: Finally, mobile search that gives answers, not web 
links.
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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 
 
  









  
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Re: [MOSAIC] What Really Matters - Joy

[Joy]

I'm reading the first edition. 
   
  Well, I've asked a couple of the questions I had already. One was about 
round-robin reading, the other addresses interventions vs. good teaching. If 
you go to the archives, you can read them there. Everyone that responded helped 
me tremendously, but if you have any suggestions, that would be great.
   
  Someone suggested I was making some of this too hard. While that may be true, 
I'm struggling with specifics, since the guidelines I'm getting seem so vague 
to me. We don't have a reading program, no basal, etc. We don't give grades, 
and we don't give tests (other than the Iowa test and the NC End of Grade test. 
I don't have access to the QRI or DRA.
   
  I'm wondering then, what I can use to document student progress (or lack of 
progress). In the past I've used the dastardly DIBELS, and running records. I 
recently purchased Tim Rasinski's 3 minute fluency book, and that looks good. 
   
  I guess I'm at the opposite end of the spectrum from most teachers, but I 
still have to document students to get help for them. (At our school, only 
students with IEPs can get extra help from our resource teacher.)
   
  Like I said, there have been some fabulous ideas, but I'm always open to more!
"Hulke, Michelle" <[EMAIL PROTECTED]> wrote:
  The first edition has a blue cover and the new edition has purple on the 
cover. Having read both editions it seems they are quite similar except in the 
new edition Allington talks about NCLB and in general he seems to elaborate 
more...which may be due to newer research being available. 

Looking forward to the thread, Joy. Where there specific questions/thoughts you 
wanted us all to discuss?Our district book club did chapters 1 and 2 today. 

I cannot recommend this book highly enough! 
Michelle
1/2 - IL

-Original Message- 
From: [EMAIL PROTECTED] on behalf of Joy 
Sent: Mon 7/23/2007 10:12 AM 
To: Mosaic: A Reading Comprehension Strategies Email Group 
Cc: 
Subject: Re: [MOSAIC] What Really Matters - Joy



I'm looking at my book, and comparing it to the one online, and I guess I'm 
reading the first edition, although I think I may have the second edition lying 
around here somewhere. (Lost in the milieu of my obsessive book collection. 
It's probably sitting next to my copy of Elaine's book which I can't locate 
either!) I've been a reading machine this summer! Hopefully, I'll run across it 
as I further organize my classroom.

"Hulke, Michelle" wrote: 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 











-
Yahoo! oneSearch: Finally, mobile search that gives answers, not web links.
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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 











-
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lay it on us.
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Joy/NC/4
  [EMAIL PROTECTED]
  How children learn is as important as what they le

Re: [MOSAIC] What Really Matters - Joy

[Debbie Goodis]

Wow, I almost envy you...It sounds like you can do whatever you want. Why don't 
you follow some of the philosophies of MOT and Lucy Calkins (writing and 
reading) and others that we've talked about.  I know that seems too broad, but 
for reading you could use trade books to teach the strategies. I think someone 
on this list gave this link out,

http://www.devstu.org/making_meaning/videos/index.shtml

which has it all organized for you. I've even downloaded the book lists for 
myself. It even has assessments built in. It looks like a great place to start. 

Joy <[EMAIL PROTECTED]> wrote: I'm reading the first edition. 
   
  Well, I've asked a couple of the questions I had already. One was about 
round-robin reading, the other addresses interventions vs. good teaching. If 
you go to the archives, you can read them there. Everyone that responded helped 
me tremendously, but if you have any suggestions, that would be great.
   
  Someone suggested I was making some of this too hard. While that may be true, 
I'm struggling with specifics, since the guidelines I'm getting seem so vague 
to me. We don't have a reading program, no basal, etc. We don't give grades, 
and we don't give tests (other than the Iowa test and the NC End of Grade test. 
I don't have access to the QRI or DRA.
   
  I'm wondering then, what I can use to document student progress (or lack of 
progress). In the past I've used the dastardly DIBELS, and running records. I 
recently purchased Tim Rasinski's 3 minute fluency book, and that looks good. 
   
  I guess I'm at the opposite end of the spectrum from most teachers, but I 
still have to document students to get help for them. (At our school, only 
students with IEPs can get extra help from our resource teacher.)
   
  Like I said, there have been some fabulous ideas, but I'm always open to more!
"Hulke, Michelle"  wrote:
  The first edition has a blue cover and the new edition has purple on the 
cover. Having read both editions it seems they are quite similar except in the 
new edition Allington talks about NCLB and in general he seems to elaborate 
more...which may be due to newer research being available. 

Looking forward to the thread, Joy. Where there specific questions/thoughts you 
wanted us all to discuss?Our district book club did chapters 1 and 2 today. 

I cannot recommend this book highly enough! 
Michelle
1/2 - IL

-Original Message- 
From: [EMAIL PROTECTED] on behalf of Joy 
Sent: Mon 7/23/2007 10:12 AM 
To: Mosaic: A Reading Comprehension Strategies Email Group 
Cc: 
Subject: Re: [MOSAIC] What Really Matters - Joy



I'm looking at my book, and comparing it to the one online, and I guess I'm 
reading the first edition, although I think I may have the second edition lying 
around here somewhere. (Lost in the milieu of my obsessive book collection. 
It's probably sitting next to my copy of Elaine's book which I can't locate 
either!) I've been a reading machine this summer! Hopefully, I'll run across it 
as I further organize my classroom.

"Hulke, Michelle" wrote: 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 
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Re: [MOSAIC] Students who don't learn to read

[Joan Matuga]

I think there is an excellent match between the CA standards and the state 
tests.  In the released versions of the tests, as a matter of fact, they 
correlate ever question to the standard.

- Original Message -
From: Julie Santello
Sent: Monday, July 23, 2007 2:14 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Students who don't learn to read

I'm not sure if anyone has brought this up yet because I am behind in   
reading posts, but does your state have a state specifications that   
are released?  I read an interesting article in The American Educator   
that points out that most states benchmarks are not correlated to the   
test specifications that they give the test makers.  I have looked at   
ours (FL) when I was teaching intermediate and they are VERY eye   
opening.  Were our benchmark may read something like "Students will   
learn how affixes work", the state specifications may say "In 3rd   
grade students will be able to use the prefixes un, re, and pre..."
I highly recommend checking into this, because if I remember   
correctly that only about 3% of states correlate their benchmarks and   
test specifications.
Julie


On Jul 20, 2007, at 9:31 PM, Joan Matuga wrote:

> My California district sent all teachers to a one week seminar put   
> out by Professional Development Reading Institutes this summer.  It   
> is sponsored by Reading Lions Center/Sacramento County Office of   
> Education.  The purpose of the training was to show us how to   
> correctly implement HM.
>
> I use the MOT strategies and have read (and tried to implement)   
> many of the professional books discussed in this group.  Many/most   
> teachers in my school use these strategies too.  I think I am a   
> good teacher; the staff at my school is excellent.  My school is   
> one of the highest rated schools in the state .  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.  I'm sure they scare the state   
> education officials too.  Our district was concerned too and this   
> is the reason all teachers are being paid to attend these   
> trainings.  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?
>
> There are far too many children in our schools who are not   
> "reading"; they are just word-calling.  We can't put all the blame   
> on basals because many teachers are not using basals.  I'm not so   
> sure we can blame the test either;  the test does test the   
> standards.Most teachers work extremely hard and are trying to   
> do their best to teach.  Some teachers use too many worksheets.
> Some parents are not supportive.
>
> Middle school and high school teachers, college professors, and   
> employers are all commenting on the fact that there is a problem   
> with the reading, writing, and math of their students/employees.
>
> Poverty, EL students, etc. are among the reasons for the low   
> scores.  There are many other factors too.  However, we have to   
> accept the fact that these are our students.  We have to teach   
> them.  We can't afford to have these students drop out or muddle   
> through school somehow.
>
> NCLB may be a politically motivated document.  However, the reading   
> rates are alarming.
>
> Are you meeting the needs of 90% of your students?
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>


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[MOSAIC] Heinemann Workshop

[write]

Ellin Keene is giving a workshop "Tapping the Power of Thinking" this fall.  I 
looked on the Heinemann web site, and I cannot figure out if there is college 
credit or clock hours available for the workshop.  Does anyone know?
Jan

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Re: [MOSAIC] Round Robin Reading

[Lisa Szyska]

  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?

**

This is my question as well.  None of my TA's (good,
bad or goofy) have been allowed to make this type of
instructional decision.  The last one who undermined
my lesson plans in such a way...well, she's not
working in my room any more.  (for other reasons as
well)  

Maybe your TA needs to learn some authentic ways to
get kids to read aloud during guided reading.  Things
like "Find a place you made a connection.  Get ready
to read that part aloud for us." Also, I sometimes
move from kid to kid at the reading table and ask them
to whisper read some of what they are reading to me if
I want a quick oral fluency check.  Round robin
reading is not very effective, and really I would be
surprised if it ever has been.  Why is she so
passionate about round robin reading?  Have you asked
her?

Lisa
2/3 IL


   

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