[MOSAIC] MOT in London
Is there anyone in London who teaches the MOT strategies? I would welcome off list contact. Jan ___ 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] Accelerated Reading
I am, and will remain, a staunch opponent of AR. If I moved to another school and they adopted AR, I would be looking for another teaching position. 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 - Moody friends. Drama queens. Your life? Nope! - their life, your story. Play Sims Stories at Yahoo! Games. ___ 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] Accelerated Reading
Detroit public schools announced that they will no longer fund AR purchases or programming as their in house research shows that AR has had no impact on reading scores. This from a long time Detroit teacher thrilled to finally put AR in the can. Lori On 9/3/07 3:47 AM, "Joy" <[EMAIL PROTECTED]> wrote: > I am, and will remain, a staunch opponent of AR. If I moved to another school > and they adopted AR, I would be looking for another teaching position. > > > > 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 > > > > > > > > > > > > - > Moody friends. Drama queens. Your life? Nope! - their life, your story. > Play Sims Stories at Yahoo! Games. > ___ > 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 July 17-20. 2008 Tucson, Arizona ___ 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] literature circles
I use this web page to inform parents - it could be adapted http://www.literaturecircles.com/article1.htm Julie On Sep 3, 2007, at 1:33 AM, Denise Murray wrote: > The 2nd grade staff at my school will be implementing literature > circles > for the first time this year. I am wondering if someone has an > informational letter for parents that they would be willing to share. > We would like us to give parents some form of explanation at our > Parent > Welcome night this week to help them understand the research and > benefits of Literature circles. > > We would really appreciate your help. > > Thank you, > Denise > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/ > mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Fw: Tanny's Book
I love using the ideas in her book. I taught 2nd last year and moved to 3rd this year. I have 9 of my former students and 16 new students. We have completed the lessons on schema. They have been a great review for my former students and my new students are getting a hands on introduction. We did the reading salad and vein diagram. The thought Bubble was great! I involved some of my former students in the class to demonstrate my thinking as I read. They did an excellent job and I got a good idea of what they thought and what their thinking was. I put a stick at each spot I want wanted to stop and think and they used their own words at each spot. Lint roller- I demonstrated my thinking with the roller and then divided my class into small groups with a lint roller in each group. The student then made their own schema strips and rolled away. They got to know each other a little better and have a concrete way to show their schema. They then took the schema sheet home and explained it to their parents. One Minute- I used Cedar Point (an amusement park most of my students visit each summer) and Tudela ( a city in Spain I visited) WOW! was that powerful. The class shouted ideas at me for Cedar Point and were silent at Tudela except for trying to sound out the word. We now have a great visual for schema at home and at school. To continue with schema next week we will use Read, Write, Think from STW with Stellaluna and begin looking at nonfiction conventions. I am enjoying trying the new ideas and I look forward to the classes reactions each day. Thank you Tanny for a wonderful resource. Joanne/Ohio/3rd ___ 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] Accelerated Reading
Hi Lori and Joy, Would you mind emailing me off this list and sharing why you feel this way about AR? I'm very interested in hearing more. Thanks. Marg [EMAIL PROTECTED] -Original Message- From: [EMAIL PROTECTED] on behalf of ljackson Sent: Mon 9/3/2007 7:25 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Accelerated Reading Detroit public schools announced that they will no longer fund AR purchases or programming as their in house research shows that AR has had no impact on reading scores. This from a long time Detroit teacher thrilled to finally put AR in the can. Lori On 9/3/07 3:47 AM, "Joy" <[EMAIL PROTECTED]> wrote: > I am, and will remain, a staunch opponent of AR. If I moved to another school > and they adopted AR, I would be looking for another teaching position. > > > > 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 > > > > > > > > > > > > - > Moody friends. Drama queens. Your life? Nope! - their life, your story. > Play Sims Stories at Yahoo! Games. > ___ > 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 July 17-20. 2008 Tucson, Arizona ___ 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] Accelerated Reader
Thank you Bev, for that zucchini metaphor. I love it. I was a little surprised therefore, when you went on to say that you use AR. I don't know if anyone else missed the last part of your posting: "Let me compare and contrast some different methods of using AR." There was nothing after that - would you mind resending that? When I went back to work last Monday, I had no idea I'd be spending so much time researching AR.I guess it's similar to beginning the new year with a classroom of new personalities. You can have all the ideas and plans you want, but in the end, you respond to their needs. Marg -Original Message- From: [EMAIL PROTECTED] on behalf of Beverlee Paul Sent: Mon 9/3/2007 12:25 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Accelerated Reader This post makes me think of zucchini stories, which always start with, "Do you know why small towners lock their cars only in August?" followed by "So noone gifts them with more zucchini." At this time of year, there are always recipes passed around for "brownies with zucchini" "zucchini banana bread," etc., always accompanied by the disclaimer that "you can't even taste the zucchini." Well, what I've always wondered was--if zucchini is used only as something that adds nothing to its dish, why use zucchini at all? What's wrong with just brownies or plain banana bread?? This post pretty much follows the zucchini theory, I think. If you are "teaching reading strategies, using lit circles, doing mini-lessons, reading aloud, and implementing readers' workshop," why in the world would you need AR? Your dish stands alone I realize that I'm taking a chance on jumping into the discussion on a hot button issue like AR. I have very mixed feelings about the program, but I do continue to use it in my classroom. I'll try to explain why I think it has value. To me, AR serves as a record-keeping and management program - no more, no less. I would not classify my use of the program as assessment because the test questions aren't the greatest and they definitely don't inspire anyone to think deeply about their reading. If someone used AR as their entire reading program, they would be doing themselves and their children a great disservice. However, if you are teaching reading strategies, using Literature Circles, doing reading-minilessons, reading aloud, and/or implementing a reading workshop, I think AR can have its place. I've heard horror stories about the way some schools implement AR, and I would fight to the bitter end against some of the things I've been told about. Let me compare and contrast some different methods of using AR: _ Gear up for Halo® 3 with free downloads and an exclusive offer. http://gethalo3gear.com?ocid=SeptemberWLHalo3_MSNHMTxt_1 ___ 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] Fw: Tanny's Book
What is the title of Tannys book? - Original Message - From: "Joanne Stano" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Listserv" Sent: Monday, September 03, 2007 6:55 AM Subject: [MOSAIC] Fw: Tanny's Book > > > > > I love using the ideas in her book. I taught 2nd last year and moved to > 3rd this year. I have 9 of my former students and 16 new students. We > have completed the lessons on schema. They have been a great review for > my former students and my new students are getting a hands on > introduction. > > We did the reading salad and vein diagram. > > The thought Bubble was great! I involved some of my former students in > the class to demonstrate my thinking as I read. They did an excellent job > and I got a good idea of what they thought and what their thinking was. I > put a stick at each spot I want wanted to stop and think and they used > their own words at each spot. > > Lint roller- I demonstrated my thinking with the roller and then divided > my class into small groups with a lint roller in each group. The student > then made their own schema strips and rolled away. They got to know each > other a little better and have a concrete way to show their schema. They > then took the schema sheet home and explained it to their parents. > > One Minute- I used Cedar Point (an amusement park most of my students > visit each summer) and Tudela ( a city in Spain I visited) WOW! was that > powerful. The class shouted ideas at me for Cedar Point and were silent > at Tudela except for trying to sound out the word. We now have a great > visual for schema at home and at school. > > To continue with schema next week we will use Read, Write, Think from STW > with Stellaluna and begin looking at nonfiction conventions. > > I am enjoying trying the new ideas and I look forward to the classes > reactions each day. Thank you Tanny for a wonderful resource. > > Joanne/Ohio/3rd > ___ > 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] Accelerated Reading
In a message dated 9/3/2007 10:21:23 AM Eastern Daylight Time, [EMAIL PROTECTED] writes: > I am, and will remain, a staunch opponent of AR. If I moved to another school > and they adopted AR, I would be looking for another teaching position. Joy, I totally agree with you, but it is expected that my students will make their AR goals each month. We used to deduct one percentage point from their reading grade if they didn't make their goal, but we are no longer allowed to do that. 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] Accelerated Reader
I think part of Laura's message was at the end of Bev's message. I, too loved the zucchini reference. Here are some more things to think about: http://www.trelease-on-reading.com/whatsnu_ar.html This alone will keep you busy! Just for fun: http://www.alfiekohn.org/images/parody2.gif Go here http://www.alfiekohn.org/articles_subject.htm#null then scroll down and look for the following article titles and click on them Newt Gingrich's Reading Plan A Closer Look at Reading Incentive Programs If you really want the low down, read Elaine Garan's book: Smart Answers to Tough Questions. She's assembled all the research you'll need. 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 - Be a better Heartthrob. Get better relationship answers from someone who knows. Yahoo! Answers - Check it out. ___ 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] Accelerated Reading
I'm sorry you are in that situation. I once was too. On top of that, our library didn't have enough books to support the program, making it even harder for students to achieve their goals. Students had to read books of no interest to them, and we all know what happens when you remove student interest from reading. So, although I don't have any textbooks, etc. I feel I am blessed to be out of the AR trap. [EMAIL PROTECTED] wrote: Joy, I totally agree with you, but it is expected that my students will make their AR goals each month. We used to deduct one percentage point from their reading grade if they didn't make their goal, but we are no longer allowed to do that. Rosie 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 - Park yourself in front of a world of choices in alternative vehicles. Visit the Yahoo! Auto Green Center. ___ 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] Accelerated Reading
On 9/2/07, Marg Epp <[EMAIL PROTECTED]> wrote: > > it tests kids on very literal comprehension, but it doesn't teach kids > about how to think about their reading which is something we are working on. > > Is there anyone out there who uses AR in a way that supports "Mosaic of > Thought" thinking? (I warn you, it has to be a VERY good argument to > convince me). Here's what Renaissance Learning says about literal comprehension and higher-order thinking questions. http://research.renlearn.com/research/pdfs/39.pdf [Q]uestions focusing on "higher-order" thinking skills are prone to bias, more so than questions focusing on literal comprehension. Higher-order thinking skills may reflect students' backgrounds rather than their achievement. As noted by Popham (1999), questions intending to measure higher-order thinking might measure what students already know instead of what they learn in class. Additionally, ACT (2006) discovered that literal and inferential understanding did not differentially affect average percent correct on the ACT. In fact, the relationship between these two comprehension categories and average percent correct was nearly identical. Thus, the assessment of literal understanding is closely tied to inferential comprehension or "higher-order" thinking and would provide just as much information as assessments on higher-order skills. Popham, J. (1999). Why standardized tests don't measure educational quality. Educational Leadership, 56(6), 8-15. ACT, Inc. (2006). Reading between the lines:What the ACT reveals about college readiness in reading. Iowa City, IA: Author. ___ 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] Accelerated Reading
ljackson <[EMAIL PROTECTED]> wrote: > Detroit public schools announced that they will no longer fund AR purchases > or programming as their in house research shows that AR has had no impact on > reading scores. This from a long time Detroit teacher thrilled to finally > put AR in the can. > > Lori That is interesting. I was surprised to hear that the What Works Clearinghouse did not throw AR into the can, too. They could show some scientifically based results in at least a few areas that support the use of AR, BUT they did not list it on their "scientifically proven programs" list because not enough areas were proven in an adequate manner. I am sure part of that has to do with implementation--as has been discussed here. In fact, much of which is being touted through Reading First interestingly did not pass the "scientifically-proven" test. When will our leaders realize much more money must be given to educational research if they want to use "scientifically-proven" as a requirement. Otherwise, given no research dollars, teacher-administrator-parent experience and knowledge will have to suffice (and I have no qualms with that). I, on the other hand, found AR in my classroom to be a poor alternative to quality reading conferences with children, so I stopped spending any time on it and used the program setup and review time to do things I deemed better. I can usually tell pretty quickly if a child is not actually reading a book, or reading something that they do not actually understand. My favorite example is the boy who was reading the detective book Encyclopedia Brown and thought he was reading about an encyclopedia. Don't others find this to be true? Aren't reading conferences better than some multiple choice quiz for determining what is happening with a reader? I suppose if AR gives the teacher another source of documentation without putting heavy emphasis on grades or rewards--then it is fine. I am happy not to be required to use it. My time is better spent elsewhere--as is the time of my students. :)Bonita ___ 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] Accelerated Reading
> I totally agree with your statement - any program can be ineffective if > there is an ineffective teacher or leader. Here's a great article addressing that: http://books.heinemann.com/ArdithCole.aspx Bill ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Accelerated Reading
Basically, I feel this is saying it is tough to teach and assess higher level thinking skills and I can't see that as a argument for supporting use of a program that does not. No surprise, either, that the research cited by Renaissance supports their program. Stephen Krashen has much to say about AR and cites plenty of research to suggest it is just not valid. Lori On 9/3/07 11:32 AM, "Diane Strickland" <[EMAIL PROTECTED]> wrote: > On 9/2/07, Marg Epp <[EMAIL PROTECTED]> wrote: >> >> it tests kids on very literal comprehension, but it doesn't teach kids >> about how to think about their reading which is something we are working on. >> >> > > Is there anyone out there who uses AR in a way that supports "Mosaic of >> Thought" thinking? (I warn you, it has to be a VERY good argument to >> convince me). > > > Here's what Renaissance Learning says about literal comprehension and > higher-order thinking questions. > > http://research.renlearn.com/research/pdfs/39.pdf > > [Q]uestions focusing on "higher-order" thinking skills are prone to bias, > more so than questions focusing on literal comprehension. Higher-order > thinking skills may reflect students' backgrounds rather than their > achievement. As noted by Popham (1999), questions intending to measure > higher-order thinking might > measure what students already know instead of what they learn in class. > Additionally, ACT (2006) discovered that literal and inferential > understanding did not differentially affect average percent correct on the > ACT. In fact, the relationship between these two comprehension categories > and average percent correct was nearly identical. Thus, the assessment of > literal understanding is closely tied to inferential comprehension or > "higher-order" thinking and would provide just as much information as > assessments on higher-order skills. > > Popham, J. (1999). Why standardized tests don't measure educational quality. > Educational Leadership, 56(6), 8-15. > > ACT, Inc. (2006). Reading between the lines:What the ACT reveals about > college readiness in reading. Iowa City, IA: Author. > ___ > 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 July 17-20. 2008 Tucson, Arizona ___ 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] Accelerated Reader
Bev: Poor editing on my part. The next paragraph is Marg's. The rest is mine. No, I am indeed in the "never have, never will" camp. According to motivation theory I read, AR is not a neutral; it is very much a negative. Quick, very easy, relatively "cheap," but dangerous. And I don't think its damages can be undone. You can't unbreak this egg. Marg: When I went back to work last Monday, I had no idea I'd be spending so much time researching AR.I guess it's similar to beginning the new year with a classroom of new personalities. You can have all the ideas and plans you want, but in the end, you respond to their needs. Marg Bev: This post makes me think of zucchini stories, which always start with, "Do you know why small towners lock their cars only in August?" followed by "So noone gifts them with more zucchini." At this time of year, there are always recipes passed around for "brownies with zucchini" "zucchini banana bread," etc., always accompanied by the disclaimer that "you can't even taste the zucchini." Well, what I've always wondered was--if zucchini is used only as something that adds nothing to its dish, why use zucchini at all? What's wrong with just brownies or plain banana bread?? This post pretty much follows the zucchini theory, I think. If you are "teaching reading strategies, using lit circles, doing mini-lessons, reading aloud, and implementing readers' workshop," why in the world would you need AR? Your dish stands alone _ Test your celebrity IQ. Play Red Carpet Reveal and earn great prizes! http://club.live.com/red_carpet_reveal.aspx?icid=redcarpet_hotmailtextlink2 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Accelerated Reading
I really like the article by Ardith Cole. 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 - Fussy? Opinionated? Impossible to please? Perfect. Join Yahoo!'s user panel and lay it on us. ___ 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] Accelerated Reading
Scholastic has some data they'd be willing to share as well, I'm sure. Original Message Follows From: ljackson <[EMAIL PROTECTED]> Reply-To: "Mosaic: A Reading Comprehension Strategies Email Group" To: "Mosaic: A Reading Comprehension Strategies Email Group" Subject: Re: [MOSAIC] Accelerated Reading Date: Mon, 03 Sep 2007 13:23:31 -0600 Basically, I feel this is saying it is tough to teach and assess higher level thinking skills and I can't see that as a argument for supporting use of a program that does not. No surprise, either, that the research cited by Renaissance supports their program. Stephen Krashen has much to say about AR and cites plenty of research to suggest it is just not valid. Lori On 9/3/07 11:32 AM, "Diane Strickland" <[EMAIL PROTECTED]> wrote: > On 9/2/07, Marg Epp <[EMAIL PROTECTED]> wrote: >> >> it tests kids on very literal comprehension, but it doesn't teach kids >> about how to think about their reading which is something we are working on. >> >> > > Is there anyone out there who uses AR in a way that supports "Mosaic of >> Thought" thinking? (I warn you, it has to be a VERY good argument to >> convince me). > > > Here's what Renaissance Learning says about literal comprehension and > higher-order thinking questions. > > http://research.renlearn.com/research/pdfs/39.pdf > > [Q]uestions focusing on "higher-order" thinking skills are prone to bias, > more so than questions focusing on literal comprehension. Higher-order > thinking skills may reflect students' backgrounds rather than their > achievement. As noted by Popham (1999), questions intending to measure > higher-order thinking might > measure what students already know instead of what they learn in class. > Additionally, ACT (2006) discovered that literal and inferential > understanding did not differentially affect average percent correct on the > ACT. In fact, the relationship between these two comprehension categories > and average percent correct was nearly identical. Thus, the assessment of > literal understanding is closely tied to inferential comprehension or > "higher-order" thinking and would provide just as much information as > assessments on higher-order skills. > > Popham, J. (1999). Why standardized tests don't measure educational quality. > Educational Leadership, 56(6), 8-15. > > ACT, Inc. (2006). Reading between the lines:What the ACT reveals about > college readiness in reading. Iowa City, IA: Author. > ___ > 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 July 17-20. 2008 Tucson, Arizona ___ 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. _ Gear up for Halo® 3 with free downloads and an exclusive offer. http://gethalo3gear.com?ocid=SeptemberWLHalo3_MSNHMTxt_1 ___ 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] Accelerated Reading
Thanks for the article; it's a keeper. However, unaddressed in the article is the belief that ALL reading programs, etc. can be used effectively IF the teacher is caring, etceteras. Unfortunately, I believe some reading programs (used with FIDELITY, of course) are mutually exclusive to establishing positive relationships. There are some programs that just plain make it impossible to treat a student with respect. Love, maybe, on the part of the teachers, but can the child get it in the environment set up by some reading programs? > I totally agree with your statement - any program can be ineffective if > there is an ineffective teacher or leader. Here's a great article addressing that: http://books.heinemann.com/ArdithCole.aspx Bill ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Can you find the hidden words? Take a break and play Seekadoo! http://club.live.com/seekadoo.aspx?icid=seek_hotmailtextlink1 ___ 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] Accelerated Reader/trapped?
The folks I feel for are those trapped in a school/system where they are forced to use it. So what to do in that instance? I've said that I'd leave. Not always the easiest thing to do. So, in the meantime, the mortgage has to be paid, families have to eat. What do you do until you can find another position, or what do you do if you are in the "perfect" position, other than being stuck with AR? This is where knowing your administration and their limits comes in handy. I'm not suggesting that anyone be insubbordinate, but you have to know your work environment. Do you have a good open relationship with your administrator? How much fidelity do you have to show to the program? How closely are your grades going to be scrutinized? (At my old school AR results were viewable by the principal as were our computerized gradebooks.) Are you able to close the door and teach, or are the AR nazis going to be at your door? Will you have to train your kids to pull out AR books everytime someone comes to the door? Can you do Lit Circles and have everyone take the test on that book? Can your students keep reading response journals? Granted, this makes your job a bit more challenging, but if you're like me, you'll want to do what's best for your students. If that means double dipping, then that's what I'd 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 - Got a little couch potato? Check out fun summer activities for kids. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] AR and Smart Answers to Tough Questions
Smart Answers to Tough Questions: The section with the research on AR is from p 59 to 67. It also cites the NRP report and what it says about the AR research or lack of it. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Luggage? GPS? Comic books? Check out fitting gifts for grads at Yahoo! Search. ___ 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] Accelerated Reading
I agree that this article doesn't give an argument supporting the use of the program. The original poster brought up the use of literal level questions. I think the independent research they cite to defend their use of literal-level questions is very interesting (and not just as related to AR). Krashen seems to criticize AR mainly because their is little research to support its use--not because it has been _proven_ to be ineffective or harmful. - He says, "Despite the popularity of AR, we must conclude that there is no real evidence supporting it, no real evidence that the additional tests and rewards add anything to the power of simply supplying access to high quality and interesting reading material and providing time for children to read them. This survey thus comes to the same conclusions as a previous review (McQuillan, 1997). This is not to say that I have proven that AR is ineffective. I have only concluded that data supporting it does not exist. Although McLoyd's results suggests that rewards actually inhibit reading, we must withhold judgment until additional controlled studies confirm this. What we can conclude, however, is that the enthusiasm for AR is not supported by research. Before purchasing AR, and submitting students to tests, a more prudent policy might be to ensure that high-interest reading material is easily available to students, and that students have time to read and a place to read." Accelerated Reader: Does it Work? If So, Why? Stephen Krashen School Libraries in Canada, Volume 22 Number 2, 2002 My school uses AR but doesn't have a system in which the students trade points for trinkets or prizes of any kind. It is used by teachers to track students' reading. Students are recognized for reaching their reading goals and certain point levels. I wonder if recognition has the same effect on students as giving a prize. ???... On 9/3/07, ljackson <[EMAIL PROTECTED]> wrote: > > Basically, I feel this is saying it is tough to teach and assess higher > level thinking skills and I can't see that as a argument for supporting > use > of a program that does not. No surprise, either, that the research cited > by > Renaissance supports their program. Stephen Krashen has much to say about > AR and cites plenty of research to suggest it is just not valid. > > Lori > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Accelerated Reader/Elaine's response
OK, I've been talking to Elaine off list. Here are some of the things she has to say about AR: Ohohohohoh- AR is the anti Mosaic of Thought. It not just supports but perpetrates low level thinking. Such low level thinking actually becomes a habit of mind after a while. It also trains kids to think that reading is such a horrific burden that it needs to be rewarded. I have a masters student who did a research project on AR and the attitudes of the kids was pretty heartbreaking. Anyway-- I'm convinced no one will be convinced by any arguments if they love AR. Nor will they be convinced if they hate AR. BUT-- what I can say with certainty is that there is no independent research to support AR. Given the research imperative under which teachers are required to operate today, there is no evidence that AR actually does anything but bribe kids to read. If that's the goal rather than higher level thinking and life long love of reading, then AR works. After she heard about the research about higher level thinking skills, she wrote: . . . there is a little testing analogy that you've probably heard. There was a man looking for his car keys under a street lamp. His wife said, "But you lost them in the alley so why are you looking for them here?" He answered, "Because the light's better." That makes just as much sense as that quote from the "research"--- Look, one thing they need to get straight is the difference between independent, unbiased research and research done by those who have a vested interest in the outcome as with Renaissance. Einstein said and he was a really smart guy--- Not everything that can be tested counts and not everything that counts can be tested. . . . there is no independent research to support it!!! PERIOD She wishes she could post herself, but it's so crazy at this time of year for her. If you are looking for the research to refute AR then look in her book, Smart Answers to Tough 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 - Fussy? Opinionated? Impossible to please? Perfect. Join Yahoo!'s user panel and lay it on us. ___ 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] Accelerated Reader/Elaine's response
I think what I dislike the most is that it sends the message that the purpose of reading is to take a test! UGH!!! 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.
[MOSAIC] AR and Reading Workshop
Hi! I just remembered that I have something on my website (www.lauracandler.com) that might be of interest to those of you who are using a reading workshop approach and who include AR as a part of your workshop. If you scroll down on the home page of my site, you'll see the Literary Lessons section. Go to that page and click on Reading Workshop. This page explains how I used to do reading workshop until my district mandated strict adherence to our new basal reader (let's not even go THERE!). Anyway, there's a Reading Rubric I developed that I used in conjunction with AR and my Home Reading Log. The Reading Rubric helped me take the emphasis off points and actually required students to do a certain amount of non-AR reading. I also describe an action research study that I did that year for graduate school which showed that my students made excellent gains in just 2 months using this approach. Laura Candler Fayetteville, NC Visit Teaching Resources at www.lauracandler.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] Accelerated Reader/trapped?
Joy, While I do understand your feelings, I must say I'd rather have the AR police at my door than HM police, or the OC police, or the Reading First police. In my experience with it, AR does expect the kids to read for long uninterrupted periods of time, with books (supposedly) at their level, with books they CHOOSE, has stupid little quizzes that mirror the STAR tests we give at the end of the year. It gets real books into kids' hands where perhaps there would be none allowed. There is still a great deal of good teaching you can do with it. You can, in fact, conference on those books, put together book studies, test on class read alouds, use partner reading with those books, do extensive responding or writing about the books that can incorporate deeper thinking. Books can be started and abandoned. If a book isn't exactly the best of books the kids can learn to think critically and discuss why that book was bad... It IS settling for something less than the ideal, granted, but I can think of SO many better reasons to throw up my hands a quit. Kim On 9/3/07, Joy <[EMAIL PROTECTED]> wrote: > > The folks I feel for are those trapped in a school/system where they are > forced to use it. So what to do in that instance? I've said that I'd leave. > Not always the easiest thing to do. So, in the meantime, the mortgage has to > be paid, families have to eat. What do you do until you can find another > position, or what do you do if you are in the "perfect" position, other than > being stuck with AR? > > This is where knowing your administration and their limits comes in > handy. I'm not suggesting that anyone be insubbordinate, but you have to > know your work environment. Do you have a good open relationship with your > administrator? How much fidelity do you have to show to the program? How > closely are your grades going to be scrutinized? (At my old school AR > results were viewable by the principal as were our computerized gradebooks.) > > Are you able to close the door and teach, or are the AR nazis going to > be at your door? Will you have to train your kids to pull out AR books > everytime someone comes to the door? Can you do Lit Circles and have > everyone take the test on that book? Can your students keep reading response > journals? > > Granted, this makes your job a bit more challenging, but if you're like > me, you'll want to do what's best for your students. If that means double > dipping, then that's what I'd 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 > > > > > > > > > > > > - > Got a little couch potato? > Check out fun summer activities for kids. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [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] Fw: Tanny's Book
Comprehension Connections, Bridges to Strategic Reading Heinemann is the publisher - Original Message - From: "Susan Walters" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Monday, September 03, 2007 10:34 AM Subject: Re: [MOSAIC] Fw: Tanny's Book > What is the title of Tannys book? > - Original Message - > From: "Joanne Stano" <[EMAIL PROTECTED]> > To: "Mosaic: A Reading Comprehension Strategies Listserv" > > Sent: Monday, September 03, 2007 6:55 AM > Subject: [MOSAIC] Fw: Tanny's Book > > >> >> >> >> >> I love using the ideas in her book. I taught 2nd last year and moved to >> 3rd this year. I have 9 of my former students and 16 new students. We >> have completed the lessons on schema. They have been a great review for >> my former students and my new students are getting a hands on >> introduction. >> >> We did the reading salad and vein diagram. >> >> The thought Bubble was great! I involved some of my former students in >> the class to demonstrate my thinking as I read. They did an excellent >> job >> and I got a good idea of what they thought and what their thinking was. I >> put a stick at each spot I want wanted to stop and think and they used >> their own words at each spot. >> >> Lint roller- I demonstrated my thinking with the roller and then divided >> my class into small groups with a lint roller in each group. The student >> then made their own schema strips and rolled away. They got to know each >> other a little better and have a concrete way to show their schema. They >> then took the schema sheet home and explained it to their parents. >> >> One Minute- I used Cedar Point (an amusement park most of my students >> visit each summer) and Tudela ( a city in Spain I visited) WOW! was that >> powerful. The class shouted ideas at me for Cedar Point and were silent >> at Tudela except for trying to sound out the word. We now have a great >> visual for schema at home and at school. >> >> To continue with schema next week we will use Read, Write, Think from STW >> with Stellaluna and begin looking at nonfiction conventions. >> >> I am enjoying trying the new ideas and I look forward to the classes >> reactions each day. Thank you Tanny for a wonderful resource. >> >> Joanne/Ohio/3rd >> ___ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Laura's resources
Laura, Thanks for offering something that might help those stuck in the world of AR. Maybe if we can get some really good teaching going on, and the teachers will tell that teaching comprehension strategies is what helped improve their students abilities then administrators won't feel the need to depend on programs such as this. I've used your lit circle documents in my classes, and want to thank you formaking them available. I've also joined your newsletter, and would encourage anyone who is looking for a variety of teaching resources and blackline masters to join as well. http://www.lauracandler.com/ 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 - Building a website is a piece of cake. Yahoo! Small Business gives you all the tools to get online. ___ 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] ar
AR was one of the first programs that got kids out of the basal-workbook style of teaching reading, three reading groups placement in the basal by your reading level and reading through the stories one by one. It got kids into the library and reading their books-not just keeping them in their backpacks to turn in on library day. It was the first that I know of that said kids must be given time in class to read-read, not mark worksheets or complete a reading workbook. It is not the end all of teaching reading, it is another tool that a teacher can use. I fail to understand the "hatred" or "evil" label attributed to it. Laura C ___ 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] Accelerated Reading
Agreed, but if a district has limited funds and independent reading WITHOUT AR is as likely to raise reading scores as AR, they might want to spend their money differently. On 9/3/07 2:39 PM, "Diane Strickland" <[EMAIL PROTECTED]> wrote: > I agree that this article doesn't give an argument supporting the use of the > program. The original poster brought up the use of literal level questions. > I think the independent research they cite to defend their use of > literal-level questions is very interesting (and not just as related to AR). > > Krashen seems to criticize AR mainly because their is little research to > support its use--not because it has been _proven_ to be ineffective or > harmful. > > - > > He says, "Despite the popularity of AR, we must conclude that there is no > real evidence supporting it, no real evidence that the additional tests and > rewards add anything to the power of simply supplying access to high quality > and interesting reading material and providing time for children to read > them. This survey thus comes to the same conclusions as a previous review > (McQuillan, 1997). > > This is not to say that I have proven that AR is ineffective. I have only > concluded that data > supporting it does not exist. Although McLoyd's results suggests that > rewards actually inhibit reading, we must withhold judgment until additional > controlled studies confirm this. What we > can conclude, however, is that the enthusiasm for AR is not supported by > research. Before > purchasing AR, and submitting students to tests, a more prudent policy might > be to ensure that > high-interest reading material is easily available to students, and that > students have time to read > and a place to read." > > Accelerated Reader: Does it Work? If So, Why? > Stephen Krashen > School Libraries in Canada, Volume 22 Number 2, 2002 > > > My school uses AR but doesn't have a system in which the students trade > points for trinkets or prizes of any kind. It is used by teachers to track > students' reading. Students are recognized for reaching their reading goals > and certain point levels. I wonder if recognition has the same effect on > students as giving a prize. ???... > > > On 9/3/07, ljackson <[EMAIL PROTECTED]> wrote: >> >> Basically, I feel this is saying it is tough to teach and assess higher >> level thinking skills and I can't see that as a argument for supporting >> use >> of a program that does not. No surprise, either, that the research cited >> by >> Renaissance supports their program. Stephen Krashen has much to say about >> AR and cites plenty of research to suggest it is just not valid. >> >> Lori >> > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- 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 ___ 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] Accelerated Reader/trapped?
Even I can concede AR as the lesser of these evils. Lori On 9/3/07 3:36 PM, "kimberlee hannan" <[EMAIL PROTECTED]> wrote: > Joy, > While I do understand your feelings, I must say I'd rather have the AR > police at my door than HM police, or the OC police, or the Reading First > police. In my experience with it, AR does expect the kids to read for long > uninterrupted periods of time, with books (supposedly) at their level, with > books they CHOOSE, has stupid little quizzes that mirror the STAR tests we > give at the end of the year. It gets real books into kids' hands where > perhaps there would be none allowed. > > There is still a great deal of good teaching you can do with it. You can, > in fact, conference on those books, put together book studies, test on class > read alouds, use partner reading with those books, do extensive responding > or writing about the books that can incorporate deeper thinking. Books can > be started and abandoned. If a book isn't exactly the best of books the > kids can learn to think critically and discuss why that book was bad... > > It IS settling for something less than the ideal, granted, but I can think > of SO many better reasons to throw up my hands a quit. > Kim > > On 9/3/07, Joy <[EMAIL PROTECTED]> wrote: >> >> The folks I feel for are those trapped in a school/system where they are >> forced to use it. So what to do in that instance? I've said that I'd leave. >> Not always the easiest thing to do. So, in the meantime, the mortgage has to >> be paid, families have to eat. What do you do until you can find another >> position, or what do you do if you are in the "perfect" position, other than >> being stuck with AR? >> >> This is where knowing your administration and their limits comes in >> handy. I'm not suggesting that anyone be insubbordinate, but you have to >> know your work environment. Do you have a good open relationship with your >> administrator? How much fidelity do you have to show to the program? How >> closely are your grades going to be scrutinized? (At my old school AR >> results were viewable by the principal as were our computerized gradebooks.) >> >> Are you able to close the door and teach, or are the AR nazis going to >> be at your door? Will you have to train your kids to pull out AR books >> everytime someone comes to the door? Can you do Lit Circles and have >> everyone take the test on that book? Can your students keep reading response >> journals? >> >> Granted, this makes your job a bit more challenging, but if you're like >> me, you'll want to do what's best for your students. If that means double >> dipping, then that's what I'd 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 >> >> >> >> >> >> >> >> >> >> >> >> - >> Got a little couch potato? >> Check out fun summer activities for kids. >> ___ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> >> > -- 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 ___ 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] Re AR
Marg, Here is a website on research done about AR that I thought was well-done. I am at a school where we have extrinsic rewards for reading (which I object to) through AR points. I basically tell my students about AR (as required) and let it go. I face the fact that "my picture in the car was last on the road' because my students made less points than anyone else. Yet my students all passed the reading portion of the state test! http://www.trelease-on-reading.com/whatsnu_ar.html#krashen In my opinion, the money that might purchase an AR program is better spent on buying quality books for the students, and helping the teachers to motivate the students to enjoy reading (have Jim Trelease come for a visit for example). Good luck. Freida Hammett 3rd/Ga Sick sense of humor? Visit Yahoo! TV's Comedy with an Edge to see what's on, when. http://tv.yahoo.com/collections/222 ___ 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] ar
I guess I figure this: The schools I have been teaching at in the last 10 years have had teachers that contend that reading books in class is a complete and total waste of time. AR has been a compromise between reading real books and textbooks. While I don't need to use it myself to entice kids to read real books, teachers without the training and experience to enamor kids to read real texts can use the (stupid) trinkets to the same ends. I am like you , Laura. I can think of so much worse... kim On 9/2/07, Laura Cannon <[EMAIL PROTECTED]> wrote: > > AR was one of the first programs that got kids out of the basal-workbook > style of teaching reading, three reading groups placement in the basal by > your reading level and reading through the stories one by one. It got > kids > into the library and reading their books-not just keeping them in their > backpacks to turn in on library day. It was the first that I know of that > said kids must be given time in class to read-read, not mark worksheets or > complete a reading workbook. It is not the end all of teaching reading, > it > is another tool that a teacher can use. I fail to understand the > "hatred" > or "evil" label attributed to it. > > Laura C > > ___ > 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 The best teachers teach from the heart, not from the book. ~Author Unknown [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] Accelerated Reading
> Thanks for the article; it's a keeper. However, unaddressed in the > article > is the belief that ALL reading programs, etc. can be used effectively IF > the > teacher is caring, etceteras. Unfortunately, I believe some reading > programs (used with FIDELITY, of course) are mutually exclusive to > establishing positive relationships. There are some programs that just > plain make it impossible to treat a student with respect. Love, maybe, on > the part of the teachers, but can the child get it in the environment set > up > by some reading programs? > > What programs would those be? I think most teachers know that their relationship with that child is more a factor in that child's growth than an impersonal program Bill ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Accelerated Reader/Elaine's response
>I think what I dislike the most is that it sends the message that the > purpose of reading is to take a test! UGH!!! > > Rosie > then it's up to the teacher to teach otherwise. again, you can have the greatest program in the world, but if the teacher is inefficient, it won't work. AR, despite its faults, can be a helpful program if you use it with care... Bill ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Accelerated Reading
Very true. It's the children who don't know. If you are forced to sit a child in a chair and do meaningless things all day every day, and if you're an ELL (or any) child who has no idea what you're talking about, or how to do what you're asking, or how to please you, or how to please herself, or that you really care, even though you faithfully read the script which shows you don't. . . . When you are so under pressure about scores that you plain can't help but sigh when another child who isn't going to "make it" is brought to you. . . . When your brain does dead and your tongue goes numb by repeating the same words and signals over and over to children who haven't the faintest. . . . When you have to say to child, "Yes, I know about your grandpa" but you have to move on because the coach is coming between 9:13 and 9:17 to see what part of lesson 17 you're on. . . . Any program which puts the program first, the coach second, the teacher third, and doesn't see the relevance of the child at all, just the empty vessel . . . . > Thanks for the article; it's a keeper. However, unaddressed in the > article > is the belief that ALL reading programs, etc. can be used effectively IF > the > teacher is caring, etceteras. Unfortunately, I believe some reading > programs (used with FIDELITY, of course) are mutually exclusive to > establishing positive relationships. There are some programs that just > plain make it impossible to treat a student with respect. Love, maybe, on > the part of the teachers, but can the child get it in the environment set > up > by some reading programs? > > What programs would those be? I think most teachers know that their relationship with that child is more a factor in that child's growth than an impersonal program Bill ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Its the Windows Live Hotmail® you love on your phone! http://www.windowsmobile.com/hotmailmobile?ocid=MobileHMTagline_2 ___ 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] Accelerated Reader/Elaine's response
How do you avoid sending the message that the purpose of the reading is to take a test...when it indeed is in this case? And, more damaging in my opinion, how do you avoid sending the message that reading is something so undesirable that you have be bribed to do it? And how do you avoid sending the message that you, the child, are capable of reading different books at different times for different reasons with different supports, rather than "I'm a 3.3 to a 5.1; that's all the better I can read, and it won't help to pick books on snakes even though I"ve read many, many books on the subject and read far above the STAR when I know all about a topic, a genre, etc. I can't read 7.3 books." How can you avoid sending the message that a child can sometimes read books too easy, too hard, or just right when you prohibit that? How do you avoid sending the message that it's just fine to read a book without reflection in order to read it fast when your actions show the opposite to be true? How do you avoid sending the message that it doesn't really matter what a person "chooses" to read. . . it's all just practice anyway? See, this is why people rarely talk about topics like AR on list serves. >I think what I dislike the most is that it sends the message that the > purpose of reading is to take a test! UGH!!! > > Rosie > then it's up to the teacher to teach otherwise. again, you can have the greatest program in the world, but if the teacher is inefficient, it won't work. AR, despite its faults, can be a helpful program if you use it with care... Bill ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Its the Windows Live Hotmail® you love on your phone! http://www.windowsmobile.com/hotmailmobile?ocid=MobileHMTagline_2 ___ 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] Accelerated Reading
Speaking from my former life as a preschool teacher, I know all too well the importance of forming a RELATIONSHIP with the child before expecting academic results. Think about the scenario of a three or four year old walking up to you holding his parent's hand, meeting you for the first time and being introduced to you as his "new teacher." Wow! From the child's perspective, this is one big expectation...to then take the teacher's hand, be led to a group of kids you don't know, to be brought to the bathroom you will use, the mat you will sleep on, the kid you'll sit next to and the group you'll be a part of for the next 9 months. This will not happen successfully if we do not, first and foremost, make what I call "brownie points" with the students. It's a game of drawing them in, making them like/love you, asking them about their pet, their family. Complimenting them on their new shoes and how fast they make him run. This all has to be done in a genuine, honest way by the teacher or this child will not see you as someone he can trust or like. He will not "want to learn for you, to please you or to be around you." I think teachers are born, not made, and if you don't have the heart for what you are doing, and keep your eyes on the prize (the child's individual success) they can see through that and will keep a certain distance. I have found that elementary students are not at all different from my preschool students. I can be a skill though, and I'd suggest for anyone who really wants to see this in action to go visit a quality preschool program at their local college or university. Watching a good preschool teacher is like watching an artist paint, or a dancer dance. I love four year olds. But I also love 2nd graders. Debbie Beverlee Paul <[EMAIL PROTECTED]> wrote: Very true. It's the children who don't know. If you are forced to sit a child in a chair and do meaningless things all day every day, and if you're an ELL (or any) child who has no idea what you're talking about, or how to do what you're asking, or how to please you, or how to please herself, or that you really care, even though you faithfully read the script which shows you don't. . . . When you are so under pressure about scores that you plain can't help but sigh when another child who isn't going to "make it" is brought to you. . . . When your brain does dead and your tongue goes numb by repeating the same words and signals over and over to children who haven't the faintest. . . . When you have to say to child, "Yes, I know about your grandpa" but you have to move on because the coach is coming between 9:13 and 9:17 to see what part of lesson 17 you're on. . . . Any program which puts the program first, the coach second, the teacher third, and doesn't see the relevance of the child at all, just the empty vessel . . . . > Thanks for the article; it's a keeper. However, unaddressed in the > article > is the belief that ALL reading programs, etc. can be used effectively IF > the > teacher is caring, etceteras. Unfortunately, I believe some reading > programs (used with FIDELITY, of course) are mutually exclusive to > establishing positive relationships. There are some programs that just > plain make it impossible to treat a student with respect. Love, maybe, on > the part of the teachers, but can the child get it in the environment set > up > by some reading programs? > > What programs would those be? I think most teachers know that their relationship with that child is more a factor in that child's growth than an impersonal program Bill ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Its the Windows Live Hotmail® you love on your phone! http://www.windowsmobile.com/hotmailmobile?ocid=MobileHMTagline_2 ___ 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. - Moody friends. Drama queens. Your life? Nope! - their life, your story. Play Sims Stories at Yahoo! Games. ___ 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] Developing relationships
Oh this is so true. Recently a student of mine told his mom - "They don't call her Ms. Joy for nothing!" (Our school has this quirky thing of calling teachers by their first names prefixed by Ms.) I'd have to say that was one of my proudest moments. And why it took me so long to recognize what I should do with my life, I'll never know. I was always the pied piper, every gathering I went to I always had kids following me around. Drove me crazy when I was 16 going on thirty, but finally hit me as I grew older and wiser that I had a connection with kids that I just couldn't ignore. I've got two new children coming tomorrow, Camellia and Magnolia. Two sweet sisters who will boost my population of girls to a majority! The girls in my class will be so thrilled, I will have to keep things calm so the boys (who have been in the majority since 2nd grade) will not feel too squashed! Oh the fun! I know it's not usual to have siblings in the same class, but we only have one class of fourth graders. I had siblings last year, and while not ideal, it works out fine in our small school. Debbie Goodis <[EMAIL PROTECTED]> wrote: Speaking from my former life as a preschool teacher, I know all too well the importance of forming a RELATIONSHIP with the child before expecting academic results. Think about the scenario of a three or four year old walking up to you holding his parent's hand, meeting you for the first time and being introduced to you as his "new teacher." Wow! From the child's perspective, this is one big expectation...to then take the teacher's hand, be led to a group of kids you don't know, to be brought to the bathroom you will use, the mat you will sleep on, the kid you'll sit next to and the group you'll be a part of for the next 9 months. This will not happen successfully if we do not, first and foremost, make what I call "brownie points" with the students. It's a game of drawing them in, making them like/love you, asking them about their pet, their family. Complimenting them on their new shoes and how fast they make him run. This all has to be done in a genuine, honest way by the teacher or this child will not see you as someone he can trust or like. He will not "want to learn for you, to please you or to be around you." I think teachers are born, not made, and if you don't have the heart for what you are doing, and keep your eyes on the prize (the child's individual success) they can see through that and will keep a certain distance. I have found that elementary students are not at all different from my preschool students. I can be a skill though, and I'd suggest for anyone who really wants to see this in action to go visit a quality preschool program at their local college or university. Watching a good preschool teacher is like watching an artist paint, or a dancer dance. I love four year olds. But I also love 2nd graders. Debbie Beverlee Paul wrote: Very true. It's the children who don't know. If you are forced to sit a child in a chair and do meaningless things all day every day, and if you're an ELL (or any) child who has no idea what you're talking about, or how to do what you're asking, or how to please you, or how to please herself, or that you really care, even though you faithfully read the script which shows you don't. . . . When you are so under pressure about scores that you plain can't help but sigh when another child who isn't going to "make it" is brought to you. . . . When your brain does dead and your tongue goes numb by repeating the same words and signals over and over to children who haven't the faintest. . . . When you have to say to child, "Yes, I know about your grandpa" but you have to move on because the coach is coming between 9:13 and 9:17 to see what part of lesson 17 you're on. . . . Any program which puts the program first, the coach second, the teacher third, and doesn't see the relevance of the child at all, just the empty vessel . . . . > Thanks for the article; it's a keeper. However, unaddressed in the > article > is the belief that ALL reading programs, etc. can be used effectively IF > the > teacher is caring, etceteras. Unfortunately, I believe some reading > programs (used with FIDELITY, of course) are mutually exclusive to > establishing positive relationships. There are some programs that just > plain make it impossible to treat a student with respect. Love, maybe, on > the part of the teachers, but can the child get it in the environment set > up > by some reading programs? > > What programs would those be? I think most teachers know that their relationship with that child is more a factor in that child's growth than an impersonal program Bill ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC
Re: [MOSAIC] Developing relationships
Joy, I wish my name was Joy. What a fun name to have around kids. You can do so much with it. I get called "good" all the time. Mrs. Goodis is a Good teacher. So cute. Your kids are lucky. I see too may sour faces on teachers teaching these days. They need to see that we see it as a privilege and a "joy" to be working with them. Debbie - Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. ___ 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] Accelerated Reader/Elaine's response
Thanks for all the discussion around AR. When I first asked some questions about it, I had no idea there would be so many responses. Obviously it is an expectation in many of your situations. In our part of Canada, we're not used to having programs forced on us. That's not to say it doesn't happen in individual schools or divisions, but it's not a provincial mandate.We are given the flexibility to choose resources that meet the objectives. We also don't have the pressures of high-stakes testing that you do. That's why when an administrator decides that he needs numbers and AR will provide these, I shake my head and ask why you would choose this program when teachers already have a system for keeping track of their kids' reading without bribing them and making them do worksheets. Think of all the books you could buy with that money! Like I mentioned earlier, i hadn't really expected to research AR, but now I'm committed!! Thanks for the links to articles, etc. Marg -Original Message- From: [EMAIL PROTECTED] on behalf of Beverlee Paul Sent: Mon 9/3/2007 6:59 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Accelerated Reader/Elaine's response How do you avoid sending the message that the purpose of the reading is to take a test...when it indeed is in this case? And, more damaging in my opinion, how do you avoid sending the message that reading is something so undesirable that you have be bribed to do it? And how do you avoid sending the message that you, the child, are capable of reading different books at different times for different reasons with different supports, rather than "I'm a 3.3 to a 5.1; that's all the better I can read, and it won't help to pick books on snakes even though I"ve read many, many books on the subject and read far above the STAR when I know all about a topic, a genre, etc. I can't read 7.3 books." How can you avoid sending the message that a child can sometimes read books too easy, too hard, or just right when you prohibit that? How do you avoid sending the message that it's just fine to read a book without reflection in order to read it fast when your actions show the opposite to be true? How do you avoid sending the message that it doesn't really matter what a person "chooses" to read. . . it's all just practice anyway? See, this is why people rarely talk about topics like AR on list serves. > ___ 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] Accelerated Reader/Elaine's response
I so agree, I love the phrase becomes a habit of mind. Pat K "to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting." e.e. cummings On Sep 3, 2007, at 1:45 PM, Joy wrote: > > Ohohohohoh- AR is the anti Mosaic of Thought. It not just supports > but perpetrates low level thinking. Such low level thinking actually > becomes a habit of mind after a while. ___ 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.
