Re: [MOSAIC] comprehension lesson study
In a message dated 9/22/2007 11:46:48 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: Would it be helpful for kindergarten?? Thanks, Susan in Madison YES! YES! YES! She gives concrete ways to introduce each strategy. Once you introduce them, you can always refer back to the activity. For example, I made a chart of what they know about our playground and what they know about the playground at my elementary school (in another town). I wrote everything they told me. Then in big marker, I wrote "Background knowledge" across the part where they told about our school playground. I hung the chart up and refer back to it often when we talk about using background knowledge when we read. Jane in SC/Kindergarten :-) ** See what's new at http://www.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] spelling lists
In a message dated 9/22/2007 9:52:54 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: Having said that, last year at my school we were presented with a great deal of research that stated that it was essential that children in grades k-2 are explicitely taught phonics in a systematic way, teaching each phoneme at a time. Cami, This is exactly why I would never go below third grade. There is also some researchers who believe that the only children who "get" phonics are those that can already read. Rosie ** See what's new at http://www.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Phonics
I never got phonics until I had to teach phonics--even now 20 years later I have to sound out a word first to get to the isolated sound. That's why I teach 4th. Read in the paper this morning that Bill Gates is really pushing phonics for early reading programs. What happened to balance? Carol/RI/gr 4 - Original Message - From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Sunday, September 23, 2007 9:05 AM Subject: Re: [MOSAIC] spelling lists In a message dated 9/22/2007 9:52:54 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: Having said that, last year at my school we were presented with a great deal of research that stated that it was essential that children in grades k-2 are explicitely taught phonics in a systematic way, teaching each phoneme at a time. Cami, This is exactly why I would never go below third grade. There is also some researchers who believe that the only children who "get" phonics are those that can already read. Rosie ** See what's new at http://www.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] spelling lists
I cannot discount the role of phonics in the process of learning to read, but I can certainly discount much of the methodology adopted to teach it. I think that teachers who encourage much writing in the early grades and are able to effectively support emergent writers in moving from stretching words and hold those sounds to using spelling patterns and analogy do much to build phonetic understanding in their students. When this is combined with word work that draw children from letter-by-letter analysis to using chunks and analogies to figure out those tricky words, I don't know that much more is needed. I am not sure I see a reason to use some of the of the terminology (long vs. short vowels, for example), but if children are aware of patterns such as /ead/, with the knowing that sometimes it sounds like /eed/ and sometimes like /ed/, they can quickly combine this knowledge with meaning and semantics to quickly make informed judgment calls as they read and increasingly refined approximations when spelling unknown words. This is very different from those plaid phonics books, IMO, and I am thinking most upper grade teachers should be quite glad of teachers that establish this knowledge base. Lori On 9/23/07 7:05 AM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: > > In a message dated 9/22/2007 9:52:54 PM Eastern Daylight Time, [EMAIL > PROTECTED] > writes: > > Having said that, last year at my school we were > presented with a great deal of research that stated that it was essential > that > children in grades k-2 are explicitely taught phonics in a systematic way, > teaching each phoneme at a time. > > > Cami, > > This is exactly why I would never go below third grade. There is also some > researchers who believe that the only children who "get" phonics are those > that can already read. > > Rosie > > > > ** See what's new at http://www.aol.com > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- 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] Phonics
Have any of you read Sandra Wilde's What's a Schwa Sound Anyway? I found it very helpful in understanding what is and is NOT useful in the teaching of phonetics, phonics and spelling. And I have distinct memories of being moved from the top reading group to the middle reading group in second grade because I didn't understand the schwa sound (still don't, by the way). I read it because the title spoke to me, but I think it should be, "Who the He?? Cares About the Schwa Sound?" Lori On 9/23/07 8:28 AM, "Carol" <[EMAIL PROTECTED]> wrote: > I never got phonics until I had to teach phonics--even now 20 years later I > have to sound out a word first to get to the isolated sound. That's why I > teach 4th. Read in the paper this morning that Bill Gates is really pushing > phonics for early reading programs. What happened to balance? > Carol/RI/gr 4 > - Original Message - > From: [EMAIL PROTECTED] > To: mosaic@literacyworkshop.org > Sent: Sunday, September 23, 2007 9:05 AM > Subject: Re: [MOSAIC] spelling lists > > > > In a message dated 9/22/2007 9:52:54 PM Eastern Daylight Time, > [EMAIL PROTECTED] > writes: > > Having said that, last year at my school we were > presented with a great deal of research that stated that it was essential > that > children in grades k-2 are explicitely taught phonics in a systematic way, > teaching each phoneme at a time. > > > Cami, > > This is exactly why I would never go below third grade. There is also some > researchers who believe that the only children who "get" phonics are those > that can already read. > > Rosie > > > > ** See what's new at http://www.aol.com > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- 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] comprehension lesson study
Absolutely! We are using her lessons there now, with some small modifications. Jennifer In a message dated 9/22/2007 11:46:48 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: thanks for the recommendation for Tanny McGregor's book Comprehension > Connections motivating! > Jennifer > Maryland> ** See what's new at http://www.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] phonics was spelling lists
If you look at the research by Marie Carbo, there are reading styles. Analytic learners tend to get phonics and learn to read easily using it. It makes sense to them. Global learners who need the big picture first have more difficulty with phonics. I think we have to be careful taking an 'all or nothing' position. Every child's brain is different and will learn differently. I think we owe it to our students to find out how they learn and have methods in our toolbox that will meet their needs. Every time the phonics pendulum swings, we lose kids. It isn't all or nothing...we need to look at the students we teach and find the balance. Jennifer Maryland In a message dated 9/23/2007 10:37:31 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: I cannot discount the role of phonics in the process of learning to read, but I can certainly discount much of the methodology adopted to teach it. I think that teachers who encourage much writing in the early grades and are able to effectively support emergent writers in moving from stretching words and hold those sounds to using spelling patterns and analogy do much to build phonetic understanding in their students. When this is combined with word work that draw children from letter-by-letter analysis to using chunks and analogies to figure out those tricky words, I don't know that much more is needed. I am not sure I see a reason to use some of the of the terminology (long vs. short vowels, for example), but if children are aware of patterns such as /ead/, with the knowing that sometimes it sounds like /eed/ and sometimes like /ed/, they can quickly combine this knowledge with meaning and semantics to quickly make informed judgment calls as they read and increasingly refined approximations when spelling unknown words. This is very different from those plaid phonics books, IMO, and I am thinking most upper grade teachers should be quite glad of teachers that establish this knowledge base. Lori ** See what's new at http://www.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Japanese lesson study
Jennifer (and others), How would you recommend getting started with a group of colleagues? Where would we begin to learn about this process? Thanks, Sarah D. ___ 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] Gates - an analytic learner? (off-topic?)
Jennifer, that makes so much sense. Carol said: "I never got phonics until I had to teach phonics--even now 20 years later I have to sound out a word first to get to the isolated sound. That's why I teach 4th. Read in the paper this morning that Bill Gates is really pushing phonics for early reading programs. What happened to balance?" I read the same thing in the paper today and have been pondering it ever since. But when I came upon Jennifer's email, I started to wonder if Gates is so pro-phonics because he was/is an analytic learner and "got" phonics. He may be a global thinker, but appears to be an analytic learner. http://www.parade.com/articles/editions/2007/edition_09-23-2007/Intelligence _Report (the comments section is kind of disturbing) This type of all-or-nothing philosophy, especially from someone so well respected (and I do respect and appreciate much that he has tried to do for education), makes me crazy. We know that kids have different learning styles, needs, etc., but many non-educators, especially those who have such an influence on the lives of our students, do not seem willing to admit what we would consider indisputable facts. How can we help those in power to understand that one size does not fit all? What happened to balance and sanity? -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] Sent: Sunday, September 23, 2007 11:10 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] phonics was spelling lists If you look at the research by Marie Carbo, there are reading styles. Analytic learners tend to get phonics and learn to read easily using it. It makes sense to them. Global learners who need the big picture first have more difficulty with phonics. I think we have to be careful taking an 'all or nothing' position. Every child's brain is different and will learn differently. I think we owe it to our students to find out how they learn and have methods in our toolbox that will meet their needs. Every time the phonics pendulum swings, we lose kids. It isn't all or nothing...we need to look at the students we teach and find the balance. Jennifer Maryland In a message dated 9/23/2007 10:37:31 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: I cannot discount the role of phonics in the process of learning to read, but I can certainly discount much of the methodology adopted to teach it. I think that teachers who encourage much writing in the early grades and are able to effectively support emergent writers in moving from stretching words and hold those sounds to using spelling patterns and analogy do much to build phonetic understanding in their students. When this is combined with word work that draw children from letter-by-letter analysis to using chunks and analogies to figure out those tricky words, I don't know that much more is needed. I am not sure I see a reason to use some of the of the terminology (long vs. short vowels, for example), but if children are aware of patterns such as /ead/, with the knowing that sometimes it sounds like /eed/ and sometimes like /ed/, they can quickly combine this knowledge with meaning and semantics to quickly make informed judgment calls as they read and increasingly refined approximations when spelling unknown words. This is very different from those plaid phonics books, IMO, and I am thinking most upper grade teachers should be quite glad of teachers that establish this knowledge base. Lori ** See what's new at http://www.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Phonics
On Sep 23, 2007, at 7:28 AM, Carol wrote: > I never got phonics until I had to teach phonics--even now 20 years > later I have to sound out a word first to get to the isolated sound. > That's why I teach 4th. Read in the paper this morning that Bill Gates > is really pushing phonics for early reading programs. What happened > to balance? I have a better question: What are Bill Gates' education credentials? Renee "The reward of a thing well done is to have done it." ~ Ralph Waldo Emerson, The Conduct of Life, 'Fate,' 1860 ___ 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] phonics was spelling lists
If we stand on the shoulders of the Goodman's and Marie Clay, we cannot discount three cuing systems. We need to teach our readers how each works, and allow them to operate on them. This pendulum swing is, IMO, largely engineered by folks who have little understanding of reading process. Lori On 9/23/07 9:09 AM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: > > If you look at the research by Marie Carbo, there are reading styles. > Analytic learners tend to get phonics and learn to read easily using it. It > makes > sense to them. Global learners who need the big picture first have more > difficulty with phonics. I think we have to be careful taking an 'all or > nothing' > position. Every child's brain is different and will learn differently. I > think > we owe it to our students to find out how they learn and have methods in our > toolbox that will meet their needs. Every time the phonics pendulum swings, > we lose kids. It isn't all or nothing...we need to look at the students we > teach and find the balance. > Jennifer > Maryland > In a message dated 9/23/2007 10:37:31 A.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > I cannot discount the role of phonics in the process of learning to read, > but I can certainly discount much of the methodology adopted to teach it. I > think that teachers who encourage much writing in the early grades and are > able to effectively support emergent writers in moving from stretching words > and hold those sounds to using spelling patterns and analogy do much to > build phonetic understanding in their students. When this is combined with > word work that draw children from letter-by-letter analysis to using chunks > and analogies to figure out those tricky words, I don't know that much more > is needed. I am not sure I see a reason to use some of the of the > terminology (long vs. short vowels, for example), but if children are aware > of patterns such as /ead/, with the knowing that sometimes it sounds like > /eed/ and sometimes like /ed/, they can quickly combine this knowledge with > meaning and semantics to quickly make informed judgment calls as they read > and increasingly refined approximations when spelling unknown words. This is > very different from those plaid phonics books, IMO, and I am thinking most > upper grade teachers should be quite glad of teachers that establish this > knowledge base. > > Lori > > > > > > > ** See what's new at http://www.aol.com > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- 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] phonics was spelling lists
On Sep 23, 2007, at 9:45 AM, ljackson wrote: > If we stand on the shoulders of the Goodman's and Marie Clay, we cannot > discount three cuing systems. We need to teach our readers how each > works, > and allow them to operate on them. This pendulum swing is, IMO, > largely > engineered by folks who have little understanding of reading process. Very well and succinctly said, Lori. The sad part is that there are many people directly dealing with early reading learners who do not understand the reading process, such as the Kindergarten teacher I know who said to me, "They need to know the names of the letters before they learn the sounds." Oh? Really? I guess my Kindergartners never learned to read then, even though I didn't *teach* them the names of the letters before I *taught* them the sounds. (And how I taught them the sounds is a different story altogether. It sure wasn't by drilling of the duh duh duh type.) Renee "Those who can make you believe absurdities can make you commit atrocities." ~ Voltaire ___ 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] spelling lists
When I was teaching Kindergarten, I followed my sister's advice to do shared writing every day. I am convinced that this practice, along with opportunities to write on their own several times a week, was the main reason my students knew most of their letter sounds, were comfortable with writing, learned how to draw pictures that made sense, and were able to apply their emerging knowledge of sounds to new words. As for the plaid phonics books, I always thought their main value was for kids to practice writing different letters on each page. :-) Renee On Sep 23, 2007, at 8:37 AM, ljackson wrote: > I cannot discount the role of phonics in the process of learning to > read, > but I can certainly discount much of the methodology adopted to teach > it. I > think that teachers who encourage much writing in the early grades and > are > able to effectively support emergent writers in moving from stretching > words > and hold those sounds to using spelling patterns and analogy do much to > build phonetic understanding in their students. When this is combined > with > word work that draw children from letter-by-letter analysis to using > chunks > and analogies to figure out those tricky words, I don't know that much > more > is needed. I am not sure I see a reason to use some of the of the > terminology (long vs. short vowels, for example), but if children are > aware > of patterns such as /ead/, with the knowing that sometimes it sounds > like > /eed/ and sometimes like /ed/, they can quickly combine this knowledge > with > meaning and semantics to quickly make informed judgment calls as they > read > and increasingly refined approximations when spelling unknown words. > This is > very different from those plaid phonics books, IMO, and I am thinking > most > upper grade teachers should be quite glad of teachers that establish > this > knowledge base. "Many persons have a wrong idea of what constitutes true happiness. It is not attained through self-gratification but through fidelity to a worthy purpose." ~Helen Keller ___ 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] spelling lists
> In a message dated 9/20/2007 5:42:24 AM Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > By the way, I hate phonics. Could that be because that is not how I was > taught? Or maybe because I moved ten times in six years and each school > district > did something different? Or maybe because it feels inauthentic? > Phonics is no different than any other skill. The problem is some people don't stop and think about when and where teaching these skills are appropriate or no longer needed. Phonics is great for K-3 for children learning to recognize words and word sounds, but once they've learned it, there's no need to beat a dead horse. Same can be said for just about anything: AR is great for a kid who doesn't read because it makes the kid readonce he or she finds an author or genre they enjoy, they should be left to discover for themselves the fun in readingnot forced to read for points. I'm teaching mostly advanced classes this year, but too many of them think reading is only about points. That's not a fault of the program, but a fault of the teaching. Fluency is important for someone who reads one word at a time because it teaches them to group words in patterns that make sense, once a child "gets it" there's no need to pound in their heads, but many teachers confuse the act with the skill. Too many teachers think fluency is about speed or AR is about points. They are about helping kids. The same thing happens with the reading strategies. Some teach, for example, "visualization" and will spend a few lessons on the concept, but that isn't teaching for visualization. Many teachers think that if they give the idea to the kids, the kids will asorb it somehow. That's that "empty vessel waiting to be filled" philosophy that has permeated education since the dawn of timethat's one of the few pluses of state tests and collecting datayou can gear instruction for individual needs and weaknesses; if you truly teach a strategy, then it will become second nature. The teaching materials / lessons / programs / etc. are only as good as the teacher 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] explicity direct phonics
Lori said she wasn't sure that we needed to teach all the vowel sounds ea or ee directly, etc. I agree... I know the idea is you are illuminating the patterns of the reading code, but my experience has been that it feels to children as though they are having to learn yet another language. It is too abstract/isolated to do all that in direct explicit instruction. AND it isn't worthy of the time it requires. I'd rather have the kids doing more reading and we know the research validates the effectiveness of that. I know it is important and I dont' want to irgnore it but there , as always, is a happy medium to be found in our approach which will address the diversity of the students in your classroom. IMO Gina _ Gear up for Halo® 3 with free downloads and an exclusive offer. It’s our way of saying thanks for using Windows Live™. http://gethalo3gear.com?ocid=SeptemberWLHalo3_WLHMTxt_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.
[MOSAIC] teaching for visualization was phonics
Okay, Bill Can you give us some examples of what you think "teaching for visualization" requires? What do you think are the essential elements of comprehension instruction needed to ensure kids really get it? Jennifer In a message dated 9/23/2007 1:15:39 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: The same thing happens with the reading strategies. Some teach, for example, "visualization" and will spend a few lessons on the concept, but that isn't teaching for visualization. Many teachers think that if they give the idea to the kids, the kids will asorb it somehow. That's that "empty vessel waiting to be filled" philosophy that has permeated education since the dawn of timethat's one of the few pluses of state tests and collecting datayou can gear instruction for individual needs and weaknesses; if you truly teach a strategy, then it will become second nature. ** See what's new at http://www.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] teaching for visualization was phonics
> > Okay, Bill > Can you give us some examples of what you think "teaching for > visualization" > requires? What do you think are the essential elements of comprehension > instruction needed to ensure kids really get it? > Jennifer > In a message dated 9/23/2007 1:15:39 P.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes: > When kids "get it" is when they are reading on their own. I had a 8th grader last year who read at 3rd grade level (3.3). I discovered he had trouble visualizing, so I suggested he rent a Harry Potter movie and read the first book. He discovered he could visualize the characters and scenes since he had the movie as a reference and went on to read all the Potter books! His reading level was 6.4 at the end of the school year and he was reading "real" novels by authors like Tom Clancy. Essential elements are whatever a child needs. If he needs phonics, give him phonics. If he needs help in visualizing, show him how to visualize. I'm not saying NOT to teach the strategies, but if a child doesn't take ownership of the strategies, then what's the point? Many people are confusing teaching the strategies for teaching reading. Teaching reading is whatever it takes to help a child be a better reader whether it's visualization, inferring, size of text, color of the paper, reading speed, asking questions, etc. There are many areas of reading instruction besides the strategiesis the child's eyesight bad? Is he or she sensitive to white paper? What effect on reading does going from LARGE PRINT TEXT in early reader books to tiny text in chapter books? Did you know that if you increase the text size, you will increase fluency and comprehension? No, I don't have research, but I have the results of seeing kids reading better and faster through experience. If I taught a class what a handlebar, bicycle seat, brakes, and tires meant, am I teaching them how to ride a bike? The only way to ride a bike is to ride. The only way to read is to read. Phonics, strategies, AR, etc. are like training wheels. Once a child "gets it", they no longer need the training wheels. It's our job to run with them, help support them, and show them how to use those parts of reading to become better readers. Bill ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] (no subject)
When kids "get it" is when they are reading on their own. Well said Bill. But I think what you are saying becomes more understandable with experience in teaching. I know that I didn't totally get this picture when I first started teaching. Maybe that's why I don't want to retire-I just now feel that I'm really seeing the big picture and understanding what it is all about. Really good teachers use it all and apply as needed. The ultimate goal is a child who is a self starter and hopefully will feel a passion for learning. Sounds like you have a stronger class this year. 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] phonics was spelling lists
I guess I was too vague in my statement. I dislike the methods that many phonic programs promote, it just doesn't fit with my philosophy of teaching. I prefer the Four Blocks Month by Month Phonics, and the Sytematic Sequential Phonics which was also developed by Cunningham and Hall. I like it because it integrates the learning into other areas of literacy. I also like it because it is balanced between phonics and whole language styles of teaching. 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 - Tonight's top picks. What will you watch tonight? Preview the hottest shows on Yahoo! TV. ___ 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] Phonics
You're getting at what I'm talking about. It is more important that the student be able to do the sounds than to know what they are called. If they can read them, and write them, then what's the big deal? I also have memories of being moved to a lower group and my mom being called into a conference in 3rd grade in Wisconsin when I couldn't read the list of nonsense words (much like the Dibles nonsense word list.) I was trying to make sense out of what I was reading, and was very confused about what I was supposed to do. I also had to go for tutoring until the tutor realized I was reading circles around everyone else. After that I was in my own group where I wrote plays for the rest of the class to perform. Funny, when I was in college they never taught us anything about teaching phonics! (Remember, I was a nontraditional student just a few years ago.) ljackson <[EMAIL PROTECTED]> wrote: Have any of you read Sandra Wilde's What's a Schwa Sound Anyway? I found it very helpful in understanding what is and is NOT useful in the teaching of phonetics, phonics and spelling. And I have distinct memories of being moved from the top reading group to the middle reading group in second grade because I didn't understand the schwa sound (still don't, by the way). I read it because the title spoke to me, but I think it should be, "Who the He?? Cares About the Schwa Sound?" Lori On 9/23/07 8:28 AM, "Carol" wrote: > I never got phonics until I had to teach phonics--even now 20 years later I > have to sound out a word first to get to the isolated sound. That's why I > teach 4th. Read in the paper this morning that Bill Gates is really pushing > phonics for early reading programs. What happened to balance? > Carol/RI/gr 4 > - Original Message - > From: [EMAIL PROTECTED] > To: mosaic@literacyworkshop.org > Sent: Sunday, September 23, 2007 9:05 AM > Subject: Re: [MOSAIC] spelling lists > > > > In a message dated 9/22/2007 9:52:54 PM Eastern Daylight Time, > [EMAIL PROTECTED] > writes: > > Having said that, last year at my school we were > presented with a great deal of research that stated that it was essential > that > children in grades k-2 are explicitely taught phonics in a systematic way, > teaching each phoneme at a time. > > > Cami, > > This is exactly why I would never go below third grade. There is also some > researchers who believe that the only children who "get" phonics are those > that can already read. > > Rosie > > > > ** See what's new at http://www.aol.com > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- 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. 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 - Check out the hottest 2008 models today at Yahoo! Autos. ___ 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] getting it in reading
Hi Bill, I think I "get" what you mean. I believe the most important reading lessons I teach are the ones before I teach strategies or anything else. Those are the lessons where I teach them about finding reading that rocks for them, where I teach them to listen to the inner-converation they have with text that tells them if it makes sense, and where I teach them to make pictures or movies in their heads. I also teach them about the joys of FLOW and how to get there as a reader. These are the lessons that lead my teaching and later I address helpful skills like strategy instruction or use of icons for deeper meaning in reading. these are the lessons that I hope get my word-callers to reconsider their method of so-called reading. This past week I used a drawn out metaphor to show students what I meant. I said reading is like eating an apple. You can just lick the skin (they all laughed and I asked why that was funny). We agreed that licking is NOT eating an apple anymore than looking at words--even reading them and letting them wash over you is NOT reading, not really. So then we talk about chewing and how that is when you get the apple-taste and we compared that to the inner talk and pictures that allow you to begin to enjoy text. Then--we swallow and our stomach starts to break the apple down. It feels good in our stomach if we are hungry, just like reading and figuring out parts we do not understand feels good and keeps us going. Finally the apple moves into the intestines where it is digested and nutrition enters our bloodstream and while, maybe, we are less aware of the goodness that is happening--it is important. I compare the final digestive step to the part where, when reading, we reach deeper, trying to unravel the learning or messages that might lie beneath the surface of the text , that might drive us to read more text of a similar nature or to have an inner debate. That is reading with analysis. The strategies are simply tools help us to go beyond the apple-lick to real taste and (if we work at it and want it)--to the deeper nutritional value. :)Bonita Laura Cannon <[EMAIL PROTECTED]> wrote: > When kids "get it" is when they are reading on their own. > > > > Well said Bill. But I think what you are saying becomes more understandable > with experience in teaching. I know that I didn't totally get this picture > when I first started teaching. Maybe that's why I don't want to retire-I > just now feel that I'm really seeing the big picture and understanding what > it is all about. Really good teachers use it all and apply as needed. The > ultimate goal is a child who is a self starter and hopefully will feel a > passion for learning. > > Sounds like you have a stronger class this year. > > 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] Phonics
I know he dropped out of college when he formed Microsoft, so he has a HS diploma. Renee <[EMAIL PROTECTED]> wrote: I have a better question: What are Bill Gates' education credentials? 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 - Catch up on fall's hot new shows on Yahoo! TV. Watch previews, get listings, and more! ___ 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] Phonics
That's precisely my point. I am sick and tired of these yahoos running around acting like they know all about teaching when they actually know nothing at all. Gee. do you think they might have a business agenda? Like raising good little workers who don't think, don't question, and don't ask for more money? Renee On Sep 23, 2007, at 12:59 PM, Joy wrote: > I know he dropped out of college when he formed Microsoft, so he has a > HS diploma. > > Renee <[EMAIL PROTECTED]> wrote: I have a better question: > > What are Bill Gates' education credentials? > > > 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 > > > > > > > > > > > > - > Catch up on fall's hot new shows on Yahoo! TV. Watch previews, get > listings, and more! > ___ > 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. > > "When you learn, teach. When you get, give." ~ Maya Angelou ___ 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] (no subject)
Well said LAURA. And that is why I'm really liking the idea of the Daily 5. I still lean toward MOT mostly, but I like the skills the book teaches me to teach the students. The entire long term goal is independence. Like I told my parents at BTSN, I don't want to teach your kids to read and write, I want them to BE readers and writers, to choose to do those things when no one is asking them to. Debbie Laura Cannon <[EMAIL PROTECTED]> wrote: When kids "get it" is when they are reading on their own. Well said Bill. But I think what you are saying becomes more understandable with experience in teaching. I know that I didn't totally get this picture when I first started teaching. Maybe that's why I don't want to retire-I just now feel that I'm really seeing the big picture and understanding what it is all about. Really good teachers use it all and apply as needed. The ultimate goal is a child who is a self starter and hopefully will feel a passion for learning. Sounds like you have a stronger class this year. 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. - Tonight's top picks. What will you watch tonight? Preview the hottest shows on Yahoo! TV. ___ 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] Gates - an analytic learner? (off-topic?)
Not to defend Bill Gates--don't know the man, but I have been on occasion misquoted in newspapers--once I was quoted as saying that teaching parents to take away TV will help parents fix the discipline problems of their parolee children (argh!) A completely out of context connection made by a less-than-stellar reporter...since Parade is not exactly the height of journalism we should tread a little lightly...gave a little room just in case he didn't actually say THAT exactly--although maybe he did. I have met and spoken with a person who was once the lead education reporter for the LA Times and he spoke about the lack of reporters who know enough about education to speak about it in an effective manner. His goal was to try to get teachers and principals to write more so the public can hear it from those who know. I keep dreaming about having the time...some of you on this list would be so awesome at that... :)Bonita > > I read the same thing in the paper today and have been pondering it ever > since. But when I came upon Jennifer's email, I started to wonder if Gates > is so pro-phonics because he was/is an analytic learner and "got" phonics. > He may be a global thinker, but appears to be an analytic learner. > > http://www.parade.com/articles/editions/2007/edition_09-23-2007/Intelligence > _Report (the comments section is kind of disturbing) ___ 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] Lack of informed reporters
Just have to comment that I sooo agree with Bonita about getting more informed reporting on education from the press. Our local Jr. high school has failed to make AYP (because of a SPED sub group) and the headlines in the paper made us sound so terrible I wanted to scream. Nowhere did they say that every one of our nine elementary schools as well as our 2 high schools passed with above state averages. Nope, the headline read Town Schools Fail. I doubt any of the local reporters even know what NCLB means, yet alone how it works! Talk about frustrating. And yes, the way to fix this is to get more educators to write articles, letters to editor, etc. But for all my indignation, I never did either. We are our worst enemy! Kathy in CT ** See what's new at http://www.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Japanese lesson study
Start here: _http://lessonresearch.net/_ (http://lessonresearch.net/) Lots of info and practical resources at this site! Jennifer In a message dated 9/23/2007 11:19:50 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: Jennifer (and others), How would you recommend getting started with a group of colleagues? Where would we begin to learn about this process? Thanks, Sarah D. ** See what's new at http://www.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] getting it in reading
Bonita Great metaphor! I can't wait to use this with my kids! Jennifer In a message dated 9/23/2007 3:57:30 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: This past week I used a drawn out metaphor to show students what I meant. I said reading is like eating an apple. You can just lick the skin (they all laughed and I asked why that was funny). We agreed that licking is NOT eating an apple anymore than looking at words--even reading them and letting them wash over you is NOT reading, not really. So then we talk about chewing and how that is when you get the apple-taste and we compared that to the inner talk and pictures that allow you to begin to enjoy text. Then--we swallow and our stomach starts to break the apple down. It feels good in our stomach if we are hungry, just like reading and figuring out parts we do not understand feels good and keeps us going. Finally the apple moves into the intestines where it is digested and nutrition enters our bloodstream and while, maybe, we are less aware of the goodness that is happening--it is important. I compare the final digestive step to the part where, when reading, we reach deeper, trying to unravel the learning or messages that might lie beneath the surface of the text , that might drive us to read more text of a similar nature or to have an inner debate. That is reading with analysis. The strategies are simply tools help us to go beyond the apple-lick to real taste and (if we work at it and want it)--to the deeper nutritional value. ** See what's new at http://www.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Phonics
Renee said: do you think they might have a business agenda? Like raising good little workers who don't think, don't question, and don't ask for more money? Exactly. Critical thinkers present a risk to the status quo. I want to support kids who question authority, speak truth to power and think for themselves. -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Renee Sent: Sunday, September 23, 2007 4:08 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Phonics That's precisely my point. I am sick and tired of these yahoos running around acting like they know all about teaching when they actually know nothing at all. Gee. do you think they might have a business agenda? Like raising good little workers who don't think, don't question, and don't ask for more money? Renee On Sep 23, 2007, at 12:59 PM, Joy wrote: > I know he dropped out of college when he formed Microsoft, so he has a > HS diploma. > > Renee <[EMAIL PROTECTED]> wrote: I have a better question: > > What are Bill Gates' education credentials? > > > 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 > > > > > > > > > > > > - > Catch up on fall's hot new shows on Yahoo! TV. Watch previews, get > listings, and more! > ___ > 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. > > "When you learn, teach. When you get, give." ~ Maya Angelou ___ 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] Phonics
In South Dakota, that makes him qualified to be a sub and to follow my lesson plans, not to write them. Lori On 9/23/07 1:59 PM, "Joy" <[EMAIL PROTECTED]> wrote: > I know he dropped out of college when he formed Microsoft, so he has a HS > diploma. > > Renee <[EMAIL PROTECTED]> wrote: I have a better question: > > What are Bill Gates' education credentials? > > > 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 > > > > > > > > > > > > - > Catch up on fall's hot new shows on Yahoo! TV. Watch previews, get listings, > and more! > ___ > 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] Phonics
Knowing about language from a linguistic point of view helps me understand why so many children have issues with /j/ and /d/ (they are very close in terms of where they are voiced...). But how can you tell an emergent reader to get his mouth ready for the sound as a strategy, when you don't address sounds. And I certainly don't mean one letter at a time or sound by sound, or even to imply that children should not attempt reading before they need sounds... Only that in order to respond to children's needs, we must understand process and how to support children at varying points of difficulty. I am with you, doing sounds is more important than naming them. Lori On 9/23/07 1:58 PM, "Joy" <[EMAIL PROTECTED]> wrote: > You're getting at what I'm talking about. It is more important that the > student be able to do the sounds than to know what they are called. If they > can read them, and write them, then what's the big deal? > > I also have memories of being moved to a lower group and my mom being called > into a conference in 3rd grade in Wisconsin when I couldn't read the list of > nonsense words (much like the Dibles nonsense word list.) I was trying to make > sense out of what I was reading, and was very confused about what I was > supposed to do. I also had to go for tutoring until the tutor realized I was > reading circles around everyone else. After that I was in my own group where I > wrote plays for the rest of the class to perform. > > Funny, when I was in college they never taught us anything about teaching > phonics! (Remember, I was a nontraditional student just a few years ago.) > > ljackson <[EMAIL PROTECTED]> wrote: > Have any of you read Sandra Wilde's What's a Schwa Sound Anyway? I found it > very helpful in understanding what is and is NOT useful in the teaching of > phonetics, phonics and spelling. And I have distinct memories of being > moved from the top reading group to the middle reading group in second grade > because I didn't understand the schwa sound (still don't, by the way). I > read it because the title spoke to me, but I think it should be, "Who the > He?? Cares About the Schwa Sound?" > > Lori > > > On 9/23/07 8:28 AM, "Carol" wrote: > >> I never got phonics until I had to teach phonics--even now 20 years later I >> have to sound out a word first to get to the isolated sound. That's why I >> teach 4th. Read in the paper this morning that Bill Gates is really pushing >> phonics for early reading programs. What happened to balance? >> Carol/RI/gr 4 >> - Original Message - >> From: [EMAIL PROTECTED] >> To: mosaic@literacyworkshop.org >> Sent: Sunday, September 23, 2007 9:05 AM >> Subject: Re: [MOSAIC] spelling lists >> >> >> >> In a message dated 9/22/2007 9:52:54 PM Eastern Daylight Time, >> [EMAIL PROTECTED] >> writes: >> >> Having said that, last year at my school we were >> presented with a great deal of research that stated that it was essential >> that >> children in grades k-2 are explicitely taught phonics in a systematic way, >> teaching each phoneme at a time. >> >> >> Cami, >> >> This is exactly why I would never go below third grade. There is also some >> researchers who believe that the only children who "get" phonics are those >> that can already read. >> >> Rosie >> >> >> >> ** See what's new at http://www.aol.com >> ___ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> ___ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> -- 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] Phonics
After reading your comment, I've come to the conclusion that it's probably more important that the teachers know this than the students. ljackson <[EMAIL PROTECTED]> wrote: Knowing about language from a linguistic point of view helps me understand why so many children have issues with /j/ and /d/ (they are very close in terms of where they are voiced...). But how can you tell an emergent reader to get his mouth ready for the sound as a strategy, when you don't address sounds. And I certainly don't mean one letter at a time or sound by sound, or even to imply that children should not attempt reading before they need sounds... Only that in order to respond to children's needs, we must understand process and how to support children at varying points of difficulty. I am with you, doing sounds is more important than naming them. Lori On 9/23/07 1:58 PM, "Joy" wrote: > You're getting at what I'm talking about. It is more important that the > student be able to do the sounds than to know what they are called. If they > can read them, and write them, then what's the big deal? > > I also have memories of being moved to a lower group and my mom being called > into a conference in 3rd grade in Wisconsin when I couldn't read the list of > nonsense words (much like the Dibles nonsense word list.) I was trying to make > sense out of what I was reading, and was very confused about what I was > supposed to do. I also had to go for tutoring until the tutor realized I was > reading circles around everyone else. After that I was in my own group where I > wrote plays for the rest of the class to perform. > > Funny, when I was in college they never taught us anything about teaching > phonics! (Remember, I was a nontraditional student just a few years ago.) > 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 - Tonight's top picks. What will you watch tonight? Preview the hottest shows on Yahoo! TV. ___ 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] teaching for visualization was phonics
amen!!! Bill Whatever it takes until they get it. Darcy > From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Sun, 23 Sep > 2007 14:31:05 -0400> Subject: Re: [MOSAIC] teaching for visualization was > phonics> > > > > >> > Okay, Bill> > Can you give us some examples of what you > think "teaching for > > visualization"> > requires? What do you think are the > essential elements of comprehension> > instruction needed to ensure kids > really get it?> > Jennifer> > In a message dated 9/23/2007 1:15:39 P.M. > Eastern Daylight Time,> > [EMAIL PROTECTED] writes:> >> > When kids "get it" > is when they are reading on their own. I had a 8th > grader last year who > read at 3rd grade level (3.3). I discovered he had > trouble visualizing, so > I suggested he rent a Harry Potter movie and read > the first book. He > discovered he could visualize the characters and scenes > since he had the > movie as a reference and went on to read all the Potter > books! His reading > level was 6.4 at the end of the school year and he was > reading "real" > novels by authors like Tom Clancy.> > Essential elements are whatever a child > needs. If he needs phonics, give > him phonics. If he needs help in > visualizing, show him how to visualize. > I'm not saying NOT to teach the > strategies, but if a child doesn't take > ownership of the strategies, then > what's the point? Many people are > confusing teaching the strategies for > teaching reading. Teaching reading is > whatever it takes to help a child be > a better reader whether it's > visualization, inferring, size of text, color > of the paper, reading speed, > asking questions, etc. There are many areas of > reading instruction besides > the strategiesis the child's eyesight bad? > Is he or she sensitive to > white paper? What effect on reading does going > from LARGE PRINT TEXT in > early reader books to tiny text in chapter books? > Did you know that if you > increase the text size, you will increase fluency > and comprehension? No, I > don't have research, but I have the results of > seeing kids reading better > and faster through experience.> > If I taught a > class what a handlebar, bicycle seat, brakes, and tires meant, > am I > teaching them how to ride a bike? The only way to ride a bike is to > ride. > The only way to read is to read. Phonics, strategies, AR, etc. are > like > training wheels. Once a child "gets it", they no longer need the > training > wheels. It's our job to run with them, help support them, and show > them how > to use those parts of reading to become better readers.> > Bill> > > > ___> Mosaic mailing list> > Mosaic@literacyworkshop.org> To unsubscribe or modify your membership please > go to> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ Mosaic 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] Phonics
I agree--how do we intercede without this knowledge base? And why would we intercede without a real reason to? Those reasons would include our observation of need, writing samples that show confusions encording, error analysis of miscues. Lori - Original message - From: Joy <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Date: Sunday, 2007, 23 Of September 15:43 Subject: Re: [MOSAIC] Phonics > After reading your comment, I've come to the conclusion that it's probably > more important that the teachers know this than the students. > > ljackson <[EMAIL PROTECTED]> wrote: Knowing about language from a linguistic > point of view helps me understand > why so many children have issues with /j/ and /d/ (they are very close in > terms of where they are voiced...). But how can you tell an emergent reader > to get his mouth ready for the sound as a strategy, when you don't address > sounds. And I certainly don't mean one letter at a time or sound by sound, > or even to imply that children should not attempt reading before they need > sounds... Only that in order to respond to children's needs, we must > understand process and how to support children at varying points of > difficulty. I am with you, doing sounds is more important than naming them. > > Lori > > > On 9/23/07 1:58 PM, "Joy" wrote: > > > You're getting at what I'm talking about. It is more important that the > > student be able to do the sounds than to know what they are called. If they > > can read them, and write them, then what's the big deal? > > > > I also have memories of being moved to a lower group and my mom being called > > into a conference in 3rd grade in Wisconsin when I couldn't read the list of > > nonsense words (much like the Dibles nonsense word list.) I was trying to > > make > > sense out of what I was reading, and was very confused about what I was > > supposed to do. I also had to go for tutoring until the tutor realized I was > > reading circles around everyone else. After that I was in my own group > > where I > > wrote plays for the rest of the class to perform. > > > > Funny, when I was in college they never taught us anything about teaching > > phonics! (Remember, I was a nontraditional student just a few years ago.) > > > > 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 > > > > > > > > > > > > - > Tonight's top picks. What will you watch tonight? Preview the hottest shows > on Yahoo! TV. > ___ > 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] metaphor for reading & writing
I don't know who to give credit tobut I use this metaphor with my 7th grade students.. Reading is to inhaling, what writing it to exhaling. Ann S. Michigan ___ 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] Phonics
> > I am sick and tired of these yahoos running around acting like they > know all about teaching when they actually know nothing at all. Isn't that called Congress? 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] getting it in reading
> Bonita > Great metaphor! I can't wait to use this with my kids! Remember, I teach middle schoolers. Eating and licking would not be interpreted properly for their age group 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] (no subject)
> Well said LAURA. And that is why I'm really liking the idea of the Daily > 5. I still lean toward MOT mostly, but I like the skills the book teaches > me to teach the students. The entire long term goal is independence. Like > I told my parents at BTSN, I don't want to teach your kids to read and > write, I want them to BE readers and writers, to choose to do those things > when no one is asking them to. > Debbie I remind my kids that FCAT is only a few years more for most of them. AR is only a few months more for the 8th gradersbut life is WAAAYYY ahead of them and so they need to be lifelong readers for themselves, not the school or the state. 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] Gates - an analytic learner? (off-topic?)
I think Bill was probably a learner who marched to his own drummer--that's why he left college. I doubt he wants workers who don't question. As teachers on this list we need to remember that there are a lot of teachers out there who don't teach like we do. There are schools that need fixing. Laura C -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Bonita DeAmicis Sent: Sunday, September 23, 2007 2:23 PM To: [EMAIL PROTECTED]; Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Gates - an analytic learner? (off-topic?) Not to defend Bill Gates--don't know the man, but I have been on occasion misquoted in newspapers--once I was quoted as saying that teaching parents to take away TV will help parents fix the discipline problems of their parolee children (argh!) A completely out of context connection made by a less-than-stellar reporter...since Parade is not exactly the height of journalism we should tread a little lightly...gave a little room just in case he didn't actually say THAT exactly--although maybe he did. I have met and spoken with a person who was once the lead education reporter for the LA Times and he spoke about the lack of reporters who know enough about education to speak about it in an effective manner. His goal was to try to get teachers and principals to write more so the public can hear it from those who know. I keep dreaming about having the time...some of you on this list would be so awesome at that... :)Bonita > > I read the same thing in the paper today and have been pondering it ever > since. But when I came upon Jennifer's email, I started to wonder if Gates > is so pro-phonics because he was/is an analytic learner and "got" phonics. > He may be a global thinker, but appears to be an analytic learner. > > http://www.parade.com/articles/editions/2007/edition_09-23-2007/Intelligence > _Report (the comments section is kind of disturbing) ___ 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] spelling lists
Amen to that. Phonics is another strategy that many children use and find very useful. It's not the end all and be all but I have several students that have had middle/inner ear problems as young children and phonics gives them clues to help them compensate for what many of us take for granted. ** See what's new at http://www.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] (no subject)
But I think what you are saying becomes more understandable > with experience in teaching. I know that I didn't totally get this > picture > when I first started teaching. Maybe that's why I don't want to retire-I > just now feel that I'm really seeing the big picture and understanding > what > it is all about. Really good teachers use it all and apply as needed. > The > ultimate goal is a child who is a self starter and hopefully will feel a > passion for learning. > Yes it does come with experience, but with groups like this listserve, I think we help one another to gain experience via the actions and stories of others. I try to teach my kids to look at the big picture (Where are you going to be 5 years from now? What kind of reader will you be? ), and it helps them to see what lies ahead. I think when teachers look at the big picture instead of weekly lesson plans or state scores, then most will "get it" also. It's been a long time since I've started a year and not known what my goals were for the end of the year. Our state has started curriculum maps and require essential questions for all classes, but no one has taught the teachers the purpose of essential questions so few see their value. It's a shame since the essential questions give a look at the "big picture" but many teachers are just doing it to satisfy the state and not doing it to help the kids. Once again the state and district have incorporated a new program, told everyone we're going to do it, but has failed to explain WHY we do it. I was a middle school trainer for years, and it was great when teachers finally understood what middle school was supposed to be about, but this year we've finally caved in and are a middle school in name only. We've gone back to junior high scheduling with no teams and it's hurting the kids... 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] Gates - an analytic learner? (off-topic?)
On Sep 22, 2007, at 5:01 PM, Laura Cannon wrote: > I think Bill was probably a learner who marched to his own > drummer--that's > why he left college. I doubt he wants workers who don't question. As > teachers on this list we need to remember that there are a lot of > teachers > out there who don't teach like we do. There are schools that need > fixing. I agree with your assessment of Bill Gates and did not mean to take away from his success as a businessman and entrepreneur. However, being a succussful businessman and the richest person in the world does not make one an expert about how reading should be taught, no matter how much schools need to be fixed. Renee "Think like a wise man but communicate in the language of the people." ~ William Butler Yeats ___ 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] Phonics
On Sep 23, 2007, at 3:57 PM, Bill Roberts wrote: > >> >> I am sick and tired of these yahoos running around acting like they >> know all about teaching when they actually know nothing at all. > > Isn't that called Congress? ohboy do NOT get me started on Congress.. Renee "We live in a world in which we need to share responsibility. It's easy to say, 'It's not my child, not my community, not my world, not my problem.' Then there are those, who see the need and respond. I consider those people my heroes." ~ Fred Rogers ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] (no subject)
Hi Bill, Can you tell us what middle school is supposed to be about? Jan -- Original message -- From: "Bill Roberts" <[EMAIL PROTECTED]> > [snip] > I was a middle > school trainer for years, and it was great when teachers finally understood > what middle school was supposed to be about, but this year we've finally > caved in and are a middle school in name only. We've gone back to junior > high scheduling with no teams and it's hurting the kids... > > 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] Phonics
Lori, Where in SD are you from? I grew up in Sturgis! janelle - Original Message - From: "ljackson" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Sunday, September 23, 2007 3:24 PM Subject: Re: [MOSAIC] Phonics > In South Dakota, that makes him qualified to be a sub and to follow my > lesson plans, not to write them. > > Lori > > > On 9/23/07 1:59 PM, "Joy" <[EMAIL PROTECTED]> wrote: > >> I know he dropped out of college when he formed Microsoft, so he has a HS >> diploma. >> >> Renee <[EMAIL PROTECTED]> wrote: I have a better question: >> >> What are Bill Gates' education credentials? >> >> >> 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 >> >> >> >> >> >> >> >> >> >> >> >> - >> Catch up on fall's hot new shows on Yahoo! TV. Watch previews, get >> listings, >> and more! >> ___ >> 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] Phonics
Only when I am in a generous mood... Chuckling, Lori On 9/23/07 4:57 PM, "Bill Roberts" <[EMAIL PROTECTED]> wrote: > > >> >> I am sick and tired of these yahoos running around acting like they >> know all about teaching when they actually know nothing at all. > > > Isn't that called Congress? > > 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. > -- 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] Phonics
Mission--Rosebud Reservation. On 9/23/07 5:22 PM, "Janelle" <[EMAIL PROTECTED]> wrote: > Lori, > Where in SD are you from? I grew up in Sturgis! > janelle > - Original Message - > From: "ljackson" <[EMAIL PROTECTED]> > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Sent: Sunday, September 23, 2007 3:24 PM > Subject: Re: [MOSAIC] Phonics > > >> In South Dakota, that makes him qualified to be a sub and to follow my >> lesson plans, not to write them. >> >> Lori >> >> >> On 9/23/07 1:59 PM, "Joy" <[EMAIL PROTECTED]> wrote: >> >>> I know he dropped out of college when he formed Microsoft, so he has a HS >>> diploma. >>> >>> Renee <[EMAIL PROTECTED]> wrote: I have a better question: >>> >>> What are Bill Gates' education credentials? >>> >>> >>> 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 >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> - >>> Catch up on fall's hot new shows on Yahoo! TV. Watch previews, get >>> listings, >>> and more! >>> ___ >>> 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. > -- 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] A new problem
> Sounds like you have a stronger class this year. > > Laura C Yeah, things are a lot different now, but even though the classes have changed, the number of problems have not.. I now have 6th, 7th, and 8th grade advanced readers. Last year, one of the areas where test scores dropped at our school was in the advanced classes, so my principal asked me to "challenge" them. I thought this was going to a "real" advanced class, but I've found otherwise. After the first week or so, I noticed a few students were having some difficulties. When I checked their state test scores, they were passing grades, but BARELY passing, so I asked my administrators and they told me they took them out of regular classes hoping they will do better in a different environment away from the behavior problems. I've got mostly students who read on level, but I have 2 or 3 in every class who are below level. Also, I've discovered that most of them are NOT advanced. They mostly score well on state tests. They know how to read questions and find answers, but they DO NOT KNOW HOW TO READ WELL. I assigned one story to be read for fun, and asked them to give me an opinon on what they thought of the story. Most couldn't do it. Because they know the system, many regurgitated the strategies I had been using and saying things like "I couldn't make a connection to the character even though I tried to predict or infer a reference using my schema." because they knew that it would make them sound as if they knew what they were talking about! Others just closed the book when they were finished "reading" but they did not understand the story and were waiting for me to explain what happenedsomething they have learned from other teachersif they don't understand the story, don't worry about it because the teacher will explain the meaning. Boy, were they surprised when I didn't explain the stories! A few even answered the questions that came with the story even though I expressly told them not to do it. Even though they are on grade level and scored well on state tests, most have never been taught to think about a story..only answer lower level questions. I picked a sad story for the 6th graders about a boy and his dog and many analyzed the parts, but wouldn't see the whole story for the sad ending. The 7th graders did the same thing and were able to tell me the story backwards and forwards, but they had few opinions about the story which was an O.Henry story about love and retribution. The 8th graders read "The Monkey's Paw" and because of the archaic language, didn't try to understand it and were waiting for me to explain. I did not give them any background information or help because I wanted to see how they would do on their own since they were supposedly "advanced" and I was shocked... ...Another example of how test scores have underminded kids' thinking processes 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] A new problem
Bill, You could be describing my husband's reading classes this year. He is teaching in a district where test score are not of particular concern--most of these kids test very well. But given the opportunity to apply skills in the context of real reading, they are floundering. A prime example is discerning fact from fiction. Even his strongest students struggled with this. Makes you wonder how on earth these kids will survive life--they will be so easy to manipulate. They are unprepared to think, to defend their thinking, to ground it in text and experience or to accept that questions can have more than one potential answer. Lori On 9/23/07 5:41 PM, "Bill Roberts" <[EMAIL PROTECTED]> wrote: > >> Sounds like you have a stronger class this year. >> >> Laura C > > Yeah, things are a lot different now, but even though the classes have > changed, the number of problems have not.. I now have 6th, 7th, and 8th > grade advanced readers. Last year, one of the areas where test scores > dropped at our school was in the advanced classes, so my principal asked me > to "challenge" them. I thought this was going to a "real" advanced class, > but I've found otherwise. > > After the first week or so, I noticed a few students were having some > difficulties. When I checked their state test scores, they were passing > grades, but BARELY passing, so I asked my administrators and they told me > they took them out of regular classes hoping they will do better in a > different environment away from the behavior problems. I've got mostly > students who read on level, but I have 2 or 3 in every class who are below > level. > > Also, I've discovered that most of them are NOT advanced. They mostly score > well on state tests. They know how to read questions and find answers, but > they DO NOT KNOW HOW TO READ WELL. I assigned one story to be read for fun, > and asked them to give me an opinon on what they thought of the story. Most > couldn't do it. Because they know the system, many regurgitated the > strategies I had been using and saying things like "I couldn't make a > connection to the character even though I tried to predict or infer a > reference using my schema." because they knew that it would make them sound > as if they knew what they were talking about! Others just closed the book > when they were finished "reading" but they did not understand the story and > were waiting for me to explain what happenedsomething they have learned > from other teachersif they don't understand the story, don't worry about > it because the teacher will explain the meaning. Boy, were they surprised > when I didn't explain the stories! A few even answered the questions that > came with the story even though I expressly told them not to do it. > > Even though they are on grade level and scored well on state tests, most > have never been taught to think about a story..only answer lower level > questions. I picked a sad story for the 6th graders about a boy and his dog > and many analyzed the parts, but wouldn't see the whole story for the sad > ending. The 7th graders did the same thing and were able to tell me the > story backwards and forwards, but they had few opinions about the story > which was an O.Henry story about love and retribution. The 8th graders read > "The Monkey's Paw" and because of the archaic language, didn't try to > understand it and were waiting for me to explain. > > I did not give them any background information or help because I wanted to > see how they would do on their own since they were supposedly "advanced" and > I was shocked... > > ...Another example of how test scores have underminded kids' thinking > processes > > 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. > -- 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] getting it in reading
I'm trying to focus quite a bit on the thinking strategies, more so than in the past, and because I'm being more explicit this year, my fear is that I'm over thinking and beating it in a bit too much. Here's my latest question: I an teaching my students about activating and building new schema. We've discovered that we use schema at the word level when we discover meaning using context clues and word structure (prefix, root, suffix, etc.), and when we think about a topic before we read. We've also discovered we activate schema when we study different authors and their craft, and also we've discovered we can understand what characters do, say, and think by understanding a character schema. Now we're moving on to how we use schema when we read non-fiction. My question is this: Becuase activating and building schema is such a huge piece of reading non-fiction, what is a reasonable amount of time to spend on this in terms of direct instruction? My hunch is this a strategy that will spiral frequently throughout the year as we read during science, social studies, etc. Does anyone have suggestions for short model texts at the third-fifth grade level? On a side note: Ok, now I'm confused. I've been working on metaphors, similes, and analogies...Isn't the apple metaphor really a simile? -- Original message from "Bill Roberts" <[EMAIL PROTECTED]>: -- > > > > Bonita > > Great metaphor! I can't wait to use this with my kids! > > Remember, I teach middle schoolers. Eating and licking would not be > interpreted properly for their age group > > Bill > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ Mosaic 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] getting it in reading
I am so laughing right now! > > Bonita > > Great metaphor! I can't wait to use this with my kids! > > Remember, I teach middle schoolers. Eating and licking would not be > interpreted properly for their age group > > 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] getting it in reading
The "like" does make it a simile although it is so long and drawn out I forgot I put a "like" in there. Metaphors tend to go on longer--but you are right--I compared with like and did not make it an inferred comparison--so it is a simile. > On a side note: Ok, now I'm confused. I've been working on metaphors, > similes, and analogies...Isn't the apple metaphor really a simile? ___ 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] Lesson Study
I just had a discussion with a colleague about Lesson Study. Can you tell me where I can learn more about this? Thanks, Leslie ** See what's new at http://www.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] file folder lesson for schema
I am a Literacy Coach in my school and I would appreciate an honest frank exchange with any of my teachers. I am sure you are flattered to have your practice shared with others, but if you feel your lesson should be a new and unique experience in 4th grade, then certainly share that with the Literacy person. There are tons of other ways to expose kids to the strategies in each of the preceding grades without duplicating your lesson. That is valid and NOT selfish. Ok, so what is this file folder lesson, anyway? Leslie ** See what's new at http://www.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] explicity direct phonics
My trainging with Words Their Way gave me new respect for the reader/writer's need to recognize sound/spelling patterns in words AND how closely the level of pattern recognition correlates with reading level. Carol -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Behalf Of gina nunley Sent: Sunday, September 23, 2007 10:25 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] explicity direct phonics Lori said she wasn't sure that we needed to teach all the vowel sounds ea or ee directly, etc. I agree... I know the idea is you are illuminating the patterns of the reading code, but my experience has been that it feels to children as though they are having to learn yet another language. It is too abstract/isolated to do all that in direct explicit instruction. AND it isn't worthy of the time it requires. I'd rather have the kids doing more reading and we know the research validates the effectiveness of that. I know it is important and I dont' want to irgnore it but there , as always, is a happy medium to be found in our approach which will address the diversity of the students in your classroom. IMO Gina _ Gear up for Halo® 3 with free downloads and an exclusive offer. It’s our way of saying thanks for using Windows Live™. http://gethalo3gear.com?ocid=SeptemberWLHalo3_WLHMTxt_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. ___ 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] Lesson Study
Leslie Here is a great site... I posted it earlier... Jennifer _http://lessonresearch.net/_ (http://lessonresearch.net/) In a message dated 9/23/2007 7:59:43 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: I just had a discussion with a colleague about Lesson Study. Can you tell me where I can learn more about this? Thanks, Leslie ** See what's new at http://www.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Lesson Study
Jennifer, I have tried to access this sight twice now and the message says it is no longer available at that address. Debbie > From: [EMAIL PROTECTED]> Date: Sun, 23 Sep 2007 20:30:01 -0400> To: > mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Lesson Study> > > Leslie> > Here is a great site... I posted it earlier...> Jennifer> > _http://lessonresearch.net/_ (http://lessonresearch.net/) > > In a message > dated 9/23/2007 7:59:43 P.M. Eastern Daylight Time, > [EMAIL PROTECTED] > writes:> > I just had a discussion with a colleague about Lesson Study. Can > you tell > me where I can learn more about this?> > Thanks,> Leslie> > > > > > > > ** See what's new at > http://www.aol.com> ___> Mosaic > mailing list> Mosaic@literacyworkshop.org> To unsubscribe or modify your > membership please go to> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _ Capture your memories in an online journal! http://www.reallivemoms.com?ocid=TXT_TAGHM&loc=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] Lesson Study
It opened for me. -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Debbie Williams Sent: Sunday, September 23, 2007 6:34 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Lesson Study Jennifer, I have tried to access this sight twice now and the message says it is no longer available at that address. Debbie > From: [EMAIL PROTECTED]> Date: Sun, 23 Sep 2007 20:30:01 -0400> To: mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Lesson Study> > > Leslie> Here is a great site... I posted it earlier...> Jennifer> _http://lessonresearch.net/_ (http://lessonresearch.net/) > > In a message dated 9/23/2007 7:59:43 P.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes:> > I just had a discussion with a colleague about Lesson Study. Can you tell > me where I can learn more about this?> > Thanks,> Leslie> > > > > > > ** See what's new at http://www.aol.com> ___> Mosaic mailing list> Mosaic@literacyworkshop.org> To unsubscribe or modify your membership please go to> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _ Capture your memories in an online journal! http://www.reallivemoms.com?ocid=TXT_TAGHM&loc=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. ___ 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] Lesson Study Aha...
Figured it out click on the address in the parenthesis and it will take you to study group sight. @hotmail.com> To: mosaic@literacyworkshop.org> Date: Sun, 23 Sep 2007 19:33:36 -0500> Subject: Re: [MOSAIC] Lesson Study> > Jennifer,> I have tried to access this sight twice now and the message says it is no longer available at that address.> Debbie> > > > > From: [EMAIL PROTECTED]> Date: Sun, 23 Sep 2007 20:30:01 -0400> To: mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Lesson Study> > > Leslie> Here is a great site... I posted it earlier...> Jennifer> _http://lessonresearch.net/_ (http://lessonresearch.net/) > > In a message dated 9/23/2007 7:59:43 P.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes:> > I just had a discussion with a colleague about Lesson Study. Can you tell > me where I can learn more about this?> > Thanks,> Leslie> > > > > > > ** See what's new at http://www.aol.com> ___> Mosaic mailing list> Mosaic@literacyworkshop.org> To unsubscribe or modify your membership please go to> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > _> Capture your memories in an online journal!> http://www.reallivemoms.com?ocid=TXT_TAGHM&loc=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. > _ Capture your memories in an online journal! http://www.reallivemoms.com?ocid=TXT_TAGHM&loc=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] Lesson Study
In a message dated 9/23/2007 8:30:44 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: http://lessonresearch.net Thanks, Jennifer...boy, you're quick!! ** See what's new at http://www.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] phonics was spelling lists
If you look at the research by Marie Carbo for children age seven or so, and younger, you will not find the same answer alluded to in the post Lori responded to. What does Marie say about learning styles for children at the emergent reader stage?? Very important to know. I haven't read anything of hers in the last five years or so, but unless she's changed her position, we all should be very interested in what she has to say about learning styles at those ages. > > If we stand on the shoulders of the Goodman's and Marie Clay, we cannot> discount three cuing systems. We need to teach our readers how each works,> and allow them to operate on them. This pendulum swing is, IMO, largely> engineered by folks who have little understanding of reading process.> > Lori> > > On 9/23/07 9:09 AM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote:> > > > > If you look at the research by Marie Carbo, there are reading styles.> > Analytic learners tend to get phonics and learn to read easily using it. It> > makes > > sense to them. Global learners who need the big picture first have more> > difficulty with phonics. I think we have to be careful taking an 'all or> > nothing' > > position. Every child's brain is different and will learn differently. I> > think > > we owe it to our students to find out how they learn and have methods in our> > toolbox that will meet their needs. Every time the phonics pendulum swings,> > we lose kids. It isn't all or nothing...we need to look at the students we> > teach and find the balance.> > Jennifer> > Maryland> > [EMAIL PROTECTED] writes:> > > > I cannot discount the role of phonics in the process of learning to read,> > but I can certainly discount much of the methodology adopted to teach it. I> > think that teachers who encourage much writing in the early grades and are> > able to effectively support emergent writers in moving from stretching words> > and hold those sounds to using spelling patterns and analogy do much to> > build phonetic understanding in their students. When this is combined with> > word work that draw children from letter-by-letter analysis to using chunks> > and analogies to figure out those tricky words, I don't know that much more> > is needed. I am not sure I see a reason to use some of the of the> > terminology (long vs. short vowels, for example), but if children are aware> > of patterns such as /ead/, with the knowing that sometimes it sounds like> > /eed/ and sometimes like /ed/, they can quickly combine this knowledge with> > meaning and semantics to quickly make informed judgment calls as they read> > and increasingly refined approximations when spelling unknown words. This is> > very different from those plaid phonics books, IMO, and I am thinking most> > upper grade teachers should be quite glad of teachers that establish this> > knowledge base.> > > > Lori> > > > > > > > > > > > > > ** See what's new at http://www.aol.com> > ___> > Mosaic mailing list> > Mosaic@literacyworkshop.org> > To unsubscribe or modify your membership please go to> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.> > > > -- > 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.
[MOSAIC] Autumn Leaves-book help
I usually listen more than I talk with this group but I need some help finding the right book. We are finishing our first poetry unit and I am going to do an activity from "The Adventures of Dr Alphabet" with autumn leaves and I want to do a read aloud first. I would like suggestions for a fall picture book. This group always shares such great ideas for books that I would like to know what is everyone's favorite autumn picture book. Thanks for your help.Mary _ Gear up for Halo® 3 with free downloads and an exclusive offer. It’s our way of saying thanks for using Windows Live™. http://gethalo3gear.com?ocid=SeptemberWLHalo3_WLHMTxt_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] spelling lists
If you haven't read Talking Drawing Writing yet, please do. You will LOVE it!!> > When I was teaching Kindergarten, I followed my sister's advice to do > shared writing every day. I am convinced that this practice, along with > opportunities to write on their own several times a week, was the main > reason my students knew most of their letter sounds, were comfortable > with writing, learned how to draw pictures that made sense, and were > able to apply their emerging knowledge of sounds to new words. As for > the plaid phonics books, I always thought their main value was for kids > to practice writing different letters on each page. :-)> > Renee> ___ 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] (no subject)
> > > Hi Bill, > Can you tell us what middle school is supposed to be about? > Jan > In short, it's about the kids. It is supposed to give the kids a buffer between elementary and high school which allows for the fact that kids go through so many changes (physically, mentally, and emotionally) during this delicate time. Teams are supposed to be one of the main components of a middle school with a team of teachers teaching a group of students in order to build a sense of membership and belonging. With the same group of students, teachers can stay aware of what is going on in a child's life and let one another know. Research shows that mentally, students don't make as many gains as they do in elementary. Instead, they are developing physically. The brain doesn't kick back in until about 8th or 9th grade. Middle school is supposed to help them through these changes. High school teachers, on the other hand, tend to give more of the "student as empty vessel" teaching and less nurturing... Another component of middle school is supposed to be a Counseling class which helps the kids with character development, self esteem, and working with others. It allows them a safe environment to adjust to the changes they are experiencing. It's supposed to build a sense of community and teaming. A junior high model bascially does away with all this and just has kids changing classes with teachers who don't work together for the benefit of the students...in short, a high school model for young people who are desperately in need of guidance and understanding...and who won't get it. 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] A new problem
Makes you wonder how on earth these kids will survive life--they will > be so easy to manipulate. They are unprepared to think, to defend their > thinking, to ground it in text and experience or to accept that questions > can have more than one potential answer. > I still have 160 days left to change that. In the past 2 weeks, I've had students from previous years come by to visit. One said her visit was expressly to thank me for opening her eyes to the real world. she regaled me with stories of museums and places she went to over the past few years and how much she appreciated me for helping to show her how to appreciate those things. She is going to Europe next year, and just wanted to stop by to say, "Thank you." Another was walking in the hallway after picking her little sister up after school. We passed in the hallway and I heard a voice behind me calling, "Mr. Roberts! Mr. Roberts!" When I turned, she told me her name and said I probably didn't remember her since it's been 4 years, but she said as soon as she saw me she wanted to be sure and thank me for preparing her for high school and for life. She said my class was one of the hardest she ever had, but "it was all worth it." I was just surprised to see 2 students almost back to back saying the same thing, and, needless to say, it made my day both times. Maybe there is still hope for themand for me... Of course, this week I had open house and met one of my parents who proudly exclaimed that I taught her when she was in 8th grade some 15 years ago.boy, did that make me feel old... 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] getting it in reading
Except isn't it really an extended metaphor due to its length? Bill - Original Message - From: "Bonita DeAmicis" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Sunday, September 23, 2007 7:55 PM Subject: Re: [MOSAIC] getting it in reading > The "like" does make it a simile although it is so long and drawn out I > forgot I put a "like" in there. Metaphors tend to go on longer--but you > are right--I compared with like and did not make it an inferred > comparison--so it is a simile. > >> On a side note: Ok, now I'm confused. I've been working on metaphors, >> similes, and analogies...Isn't the apple metaphor really a simile? > > > ___ > 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] (no subject)
Thanks, Bill, for your view of a middle school. When you still functioned as a middle school, how often and for how long did your teams meet? Are your goals for yourself or for the students? I'm thinking "I'd like to how a web site," seems more like your goal. "More than 80% of my students will read for their own pleasure," seems more like a goal for the students. Jan -- Original message -- From: "Bill Roberts" <[EMAIL PROTECTED]> > [snip] > I think when teachers look at the big picture instead > of weekly lesson plans or state scores, then most will "get it" also. It's > been a long time since I've started a year and not known what my goals were > for the end of the year. ___ 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] Autumn Leaves-book help
I usually listen more than I talk with this group but I need some help finding the right book. We are finishing our first poetry unit and I am going to do an activity from "The Adventures of Dr Alphabet" with autumn leaves and I want to do a read aloud first. I would like suggestions for a fall picture book. This group always shares such great ideas for books that I would like to know what is everyone's favorite autumn picture book. What age level? THE STRANGER by Chris van Allsburg is one I enjoy 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] Essay samples
This year I am trying to tie in more and more of what my students read to their writing. Over the years I have collected different student samples of essays because I think it is so important for students to actually see what good writing looks like. Writing seems like an impossible task for some kids and I wish I could show them so many more samples. Does anyone know if there is a book/ website out there that simply provides you with children's writing? Not one that instructs you on how to teach it, but actually shows you. Don't let your dream ride pass you by. Make it a reality with Yahoo! Autos. http://autos.yahoo.com/index.html ___ 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] (no subject)
> > Thanks, Bill, for your view of a middle school. When you still functioned > as a middle school, how often and for how long did your teams meet? > > Are your goals for yourself or for the students? I'm thinking "I'd like > to how a web site," seems more like your goal. "More than 80% of my > students will read for their own pleasure," seems more like a goal for the > students. > Jan Teams met informally every day with emails and hallway comments, but officially once a week. Once a team is established, everything runs smoothly and quickly. Goals are for both. I expect each to read on grade level with a mental speed of about 250-300 wpm and an oral speed of about half that. I ask students what they want help with regards to improving their reading and base student goals on that so each student has their own goals. My goal overall is to help them to think for themselves, read better, and to rethink everything they've learned. I want them to learn to ask questions, regardless of whether they get an answer or even if they get more than one answer. In short, I want them to be better human beings. There's a quote I keep over my bulletin board that says "The secret to enjoying life is to have an interest in it." and another by the door that says, "Education is about making a life, not making a living." Both remind me of my foremost goals for my kids... 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] Essay samples
What grade level? I'm using IMAGE GRAMMAR for my middle schoolers since the author uses many samples from middle schoolers Bill - Original Message - From: "Julie Sosa" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Sunday, September 23, 2007 10:45 PM Subject: Re: [MOSAIC] Essay samples > This year I am trying to tie in more and more of what my students read to > their writing. Over the years I have collected different student samples > of essays because I think it is so important for students to actually see > what good writing looks like. Writing seems like an impossible task for > some kids and I wish I could show them so many more samples. Does anyone > know if there is a book/ website out there that simply provides you with > children's writing? Not one that instructs you on how to teach it, but > actually shows you. > > > > > Don't let your dream ride pass you by. Make it a reality with Yahoo! > Autos. > http://autos.yahoo.com/index.html > > > ___ > 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.
