Re: [MOSAIC] Best Practice that Matters
Where is this available? Heinemann? Stenhouse? Other? Carol Carlson <[EMAIL PROTECTED]> wrote: I was also just reading the first chapter of Best Practice that Matters. The first chapter is available online and it outlines best practices that matter for deep learning to occur. Choice, differentiated instruction, student responsibility, etc are mentioned. Carol - Shape Yahoo! in your own image. Join our Network Research Panel today! ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] /Marie Carbo
Please share this...I have read two books by Marie Carbo and do not remember anything about learning styles varying at different ages. Jennifer In a message dated 9/27/2007 9:39:42 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: I noted that Marie Carbo does indeed write about varying learning styles in language arts for older kids, but says something very different about children at ages where they are typically emergent readers. ** 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] reading workshop support
Other teachers are = > asking for research that supports RW for reading instruction. Any ideas = > Or places where I can begin to look? I thought I remember someone posting = > information about this but can't remember where or when. Debate has raged about Accelerated Reading and I am not trying to start any of that back up. But their program does advocate time for reading in the classroom and I believe they have done some research to generate the positive effect of reading improvement when time is allocated for reading at school. Their program is Reading Renaissance and they may hsve some research on their website. 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] (no subject)
Melissa, I always devoted the first 3 weeks of school to a study of metacognition and saturating my class in strategy talk. I basically wanted them to realize that this class was different from other classes/teachers they might have had and that the important thing in here was their thinking. We talked about justifying our thoughts, having evidence, and the different types of thinking (connections, questions, inferences, etc.). There are some great lessons on the tools page about helping kids listen to their metacognitive voice, their "little me" that sits on their shoulder while they read and makes comments. I spent a brief week discussing each of the comp. strategies, then after the 3 weeks was up and I'd "set the stage" so to speak, I backed up and we worked on connections and schema for 4-6 weeks. I spent about that much time on each of the strategies, so I really just got another unit on questioning done before Christmas break. The order that you teach the strategies doesn't really matter, and as you teach them over the next year or two you'll see how truly connected they are. Eventually I'd spend my "connections/schema" unit really focusing on conn. and schema, but I'd be mentioning questioning, inferring, visualizing, etc. all along. They fit perfectly across the content areas too, particularly math. A great book for integrating the comprehension strategies in math is "Comprehending Math" by Arthur Hyde: http://www.amazon.com/Comprehending-Math-Adapting-Strategies-Mathematics/dp/032500949X/ref=pd_bbs_sr_1/104-5646745-8815947?ie=UTF8&s=books&qid=1190937351&sr=8-1 Anyway, hope this helps! Heather Wall/ Instructional Coach/ Georgia NBCT 2005 Literacy: Reading - Language Arts - Original Message From: "Zey, Melissa" <[EMAIL PROTECTED]> To: mosaic@literacyworkshop.org Sent: Monday, September 24, 2007 5:39:40 PM Subject: [MOSAIC] (no subject) Here is a crazy question for everyone. What order do you teach all of this in? By all of this I mean the following... I teach comp. strat. using the Strategies That Work book. I also do Fountas and Pinnell's first 20 days to set up my independent reading. However, then the more I read Tanny's book and now this listserv I'm seeing all of these lessons on teaching kids to think. For example, the salad lesson or the apple analogy that someone emailed out. I love them, but when do I teach those lessons? It's always hard to figure out what to do when so that everything can build and connect properly in the children's minds. I'm in the middle of connections now, plus teaching how to "buzz" effectively from F&P, and I'd love to do the salad lesson, which I'm just going to just jump in and teach. For future reference I'm wondering how to do this. Any ideas? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Reader's Workshop Research
I was also just reading the first chapter of Best Practice that Matters. The first chapter is available online and it outlines best practices that matter for deep learning to occur. Choice, differentiated instruction, student responsibility, etc are mentioned. Carol On Sep 27, 2007, at 4:23 PM, [EMAIL PROTECTED] wrote: > I have always gone back to the work of Brian Cambourne to support > the worshop approach to teaching & learning-Cambourne's 7 > Conditions for all learning, but especially: watching others at the > beginning (modeling & demonstration); guided practice; practice; > moving toward independence with your own self-extending system. I > don't think he used terms like "guided practice," when the work was > published, but believe he did describe how important it is to have > a supportive person to watch and emulate, who would then gradually > realease control to the learner. > > I think Carmel Crevola would be another independent researcher > whose work would support teaching in the workshop approach, > including her work documenting the amount of time for each > component: focus or mini-lesson/reading work/ second mini-lesson > (sometimes?), and the importance of sharing what you've learned > about yourself at the end of the workshop. > > I think you could also go back to the work of Richard Anderson, and > others at the reading center at the University of IL to support the > "time to read" provided in the workshop approach. My guess is that > after all the money that will be spent on investigating the "4th > grade reading slump," it will be discovered that kids still aren't > reading very much in those 4th grade classrooms, and beyond; they > are spending all their time listening to adults in the name of > reading instruction. Richard Allington has "numbers" too about how > many minutes students are actually reading in classrooms that don't > use a workshop, where a big block of time is dedicated to actually > reading. > > And, John Guthrie's reaearch on reading motivation could give you > information on the importance of choice in developing life-long > readers, and a big part of the workshop. > > And of course there's the practice of Nancie Atwell who is often > mentioned on this listserve. Nancie's new book, or if someone on > here took good notes when hearing her speak. The students she > describes from working class families in Maine who graduate from > her demonstration school and attend prestigious schools. > > Elaine Garan's new book could give you the right things to say, > even from the National Reading Panel, about the importance of > students talk to each other about the books they are reading in the > workshop for vocabulary development, etc. > > There is also a book written by Peter H. Johnston called Choice > Words: How our language affects children's learning. He provides a > lot of citations that support the kind of teacher talk that is most > effective, and often part of the conferring in any workshop. > > john d. > > mosaic@literacyworkshop.org wrote: >> Hi - >> I sent this before and it bounced back to me. I am not sure if it >> went through so here it is again! >> >> I have been an avid reader and not a participant of this listserve >> but I = >> need your input on a problem that has come up at school. I am a >> Title 1 = >> teacher in an elementary school. I have teamed with teachers >> for Reader's = >> Workshop, asking them to let me teach the lessons for a year - >> if they = >> were active participants - and then they could implement >> Reader's Workshop = >> in their own classroom the next year. I love it for two reasons >> - I spent = >> time with the kids (my favorite!) AND I was able to model daily >> for = >> teachers. Any teacher who participated with me became an >> advocate for = >> Reader's Workshop in our building. Now the problem - other >> teachers are = >> asking for research that supports RW for reading instruction. >> Any ideas = >> or places where I can begin to look? I thought I remember >> someone posting = >> information about this but can't remember where or when. I am >> sorry if = >> this seems a bit jumbled - I am on my way to my daughter's >> volleyball game = >> but this has been weighing on my mind. >> Thanks for any input - >> Diane >> >> >> >> >> >> > <[EMAIL PROTECTED]> 09/27/07 12:00 PM >>> >> Send Mosaic mailing list submissions to >> mosaic@literacyworkshop.org >> >> To subscribe or unsubscribe via the World Wide Web, visit >> http://literacyworkshop.org/mailman/listinfo/ >> mosaic_literacyworkshop.org >> >> or, via email, send a message with subject or body 'help' to >> [EMAIL PROTECTED] >> >> You can reach the person managing the list at >> [EMAIL PROTECTED] >> >> When replying, please edit your Subject line so it is more specific >> than "Re: Contents of Mosaic diges
Re: [MOSAIC] Reader's Workshop Research
I have always gone back to the work of Brian Cambourne to support the worshop approach to teaching & learning-Cambourne's 7 Conditions for all learning, but especially: watching others at the beginning (modeling & demonstration); guided practice; practice; moving toward independence with your own self-extending system. I don't think he used terms like "guided practice," when the work was published, but believe he did describe how important it is to have a supportive person to watch and emulate, who would then gradually realease control to the learner. I think Carmel Crevola would be another independent researcher whose work would support teaching in the workshop approach, including her work documenting the amount of time for each component: focus or mini-lesson/reading work/ second mini-lesson(sometimes?), and the importance of sharing what you've learned about yourself at the end of the workshop. I think you could also go back to the work of Richard Anderson, and others at the reading center at the University of IL to support the "time to read" provided in the workshop approach. My guess is that after all the money that will be spent on investigating the "4th grade reading slump," it will be discovered that kids still aren't reading very much in those 4th grade classrooms, and beyond; they are spending all their time listening to adults in the name of reading instruction. Richard Allington has "numbers" too about how many minutes students are actually reading in classrooms that don't use a workshop, where a big block of time is dedicated to actually reading. And, John Guthrie's reaearch on reading motivation could give you information on the importance of choice in developing life-long readers, and a big part of the workshop. And of course there's the practice of Nancie Atwell who is often mentioned on this listserve. Nancie's new book, or if someone on here took good notes when hearing her speak. The students she describes from working class families in Maine who graduate from her demonstration school and attend prestigious schools. Elaine Garan's new book could give you the right things to say, even from the National Reading Panel, about the importance of students talk to each other about the books they are reading in the workshop for vocabulary development, etc. There is also a book written by Peter H. Johnston called Choice Words: How our language affects children's learning. He provides a lot of citations that support the kind of teacher talk that is most effective, and often part of the conferring in any workshop. john d. mosaic@literacyworkshop.org wrote: >Hi - >I sent this before and it bounced back to me. I am not sure if it went >through so here it is again! > >I have been an avid reader and not a participant of this listserve but I = > need your input on a problem that has come up at school. I am a Title 1 = > teacher in an elementary school. I have teamed with teachers for Reader's = > Workshop, asking them to let me teach the lessons for a year - if they = > were active participants - and then they could implement Reader's Workshop = > in their own classroom the next year. I love it for two reasons - I spent = > time with the kids (my favorite!) AND I was able to model daily for = > teachers. Any teacher who participated with me became an advocate for = > Reader's Workshop in our building. Now the problem - other teachers are = > asking for research that supports RW for reading instruction. Any ideas = > or places where I can begin to look? I thought I remember someone posting = > information about this but can't remember where or when. I am sorry if = > this seems a bit jumbled - I am on my way to my daughter's volleyball game = > but this has been weighing on my mind. > Thanks for any input - > Diane > > > > > > <[EMAIL PROTECTED]> 09/27/07 12:00 PM >>> >Send Mosaic mailing list submissions to > mosaic@literacyworkshop.org > >To subscribe or unsubscribe via the World Wide Web, visit > http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org > >or, via email, send a message with subject or body 'help' to > [EMAIL PROTECTED] > >You can reach the person managing the list at > [EMAIL PROTECTED] > >When replying, please edit your Subject line so it is more specific >than "Re: Contents of Mosaic digest..." > > >Today's Topics: > > 1. Re: Autumn Leaves-book help (Cynthia Reyes) > 2. Re: comp. strategies with teachers ([EMAIL PROTECTED]) > 3. Re: Off Topic- For Elementary Teachers ([EMAIL PROTECTED]) > 4. monitoring for comprehension (Janelle) > 5. Re: textmapping research (Marg Epp) > 6. Re: File Folder Schema Lesson Help (Felicia Barra) > 7. Re: phonics was spelling lists/Marie Clay (Joy) > 8. Re: phonics was spelling lists/Marie Clay (Beverlee Paul) > 9. Re: monitoring for comprehension (Dacia Myhre) > > >--
[MOSAIC] Reader's Workshop Research
Hi - I sent this before and it bounced back to me. I am not sure if it went through so here it is again! I have been an avid reader and not a participant of this listserve but I = need your input on a problem that has come up at school. I am a Title 1 = teacher in an elementary school. I have teamed with teachers for Reader's = Workshop, asking them to let me teach the lessons for a year - if they = were active participants - and then they could implement Reader's Workshop = in their own classroom the next year. I love it for two reasons - I spent = time with the kids (my favorite!) AND I was able to model daily for = teachers. Any teacher who participated with me became an advocate for = Reader's Workshop in our building. Now the problem - other teachers are = asking for research that supports RW for reading instruction. Any ideas = or places where I can begin to look? I thought I remember someone posting = information about this but can't remember where or when. I am sorry if = this seems a bit jumbled - I am on my way to my daughter's volleyball game = but this has been weighing on my mind. Thanks for any input - Diane >>> <[EMAIL PROTECTED]> 09/27/07 12:00 PM >>> Send Mosaic mailing list submissions to mosaic@literacyworkshop.org To subscribe or unsubscribe via the World Wide Web, visit http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org or, via email, send a message with subject or body 'help' to [EMAIL PROTECTED] You can reach the person managing the list at [EMAIL PROTECTED] When replying, please edit your Subject line so it is more specific than "Re: Contents of Mosaic digest..." Today's Topics: 1. Re: Autumn Leaves-book help (Cynthia Reyes) 2. Re: comp. strategies with teachers ([EMAIL PROTECTED]) 3. Re: Off Topic- For Elementary Teachers ([EMAIL PROTECTED]) 4. monitoring for comprehension (Janelle) 5. Re: textmapping research (Marg Epp) 6. Re: File Folder Schema Lesson Help (Felicia Barra) 7. Re: phonics was spelling lists/Marie Clay (Joy) 8. Re: phonics was spelling lists/Marie Clay (Beverlee Paul) 9. Re: monitoring for comprehension (Dacia Myhre) -- Message: 1 Date: Wed, 26 Sep 2007 11:51:53 -0800 From: "Cynthia Reyes" <[EMAIL PROTECTED]> Subject: Re: [MOSAIC] Autumn Leaves-book help To: "Mosaic: A Reading Comprehension Strategies Email Group" Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset=ISO-8859-1 I get the "Meet the Illustrator" emails from the Amarillo Library. This week, the author/illustrator is David Ezra Stein, who has a new book out called, Leaves. I am linking an image from the email. I like these emails because they are illustrated interviews, so the illustrator uses drawings to answer the questions: http://img404.imageshack.us/img404/5370/meettheillustratordavidem6.jpg On 9/24/07, Will and Beckie Spears <[EMAIL PROTECTED]> wrote: > > A great book would be LEAF MAN. It's a big picture book with leaf > pictures > that resemble other things. It's beautiful and thought provoking. > > Beckie > > -Original Message- > From: Mary Walter [mailto:[EMAIL PROTECTED] > Sent: Sunday, September 23, 2007 9:52 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: [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 HaloR 3 with free downloads and an exclusive offer. It's our > way > of saying thanks for using Windows LiveT. > 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. > > -- Message: 2 Date: Wed, 26 Sep 2007 17:03:22 -0400 From: [EMAIL PROTECTED] Subject: Re: [MOSAIC] comp. strategies with teachers To: mosaic@literacyworkshop.org Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset="us-ascii" This is a great idea. There does need to be more student centered?talk in the classrooms at my school. Thanks. -Original Message- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Tue, 25 Sep 2007 8:36
Re: [MOSAIC] monitoring for comprehension
On 9/26/07 7:06 PM, "Janelle" <[EMAIL PROTECTED]> wrote: > I'm wanting to create a 4 to 6 week strategy study on monitoring...anyone have > any ideas to share? Thanks in advance!! > janelle > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > Have you seen the comprehension toolkit?Stephaine Harvey has a unit devoted to monitoring comprehension?. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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/Marie Clay
Oh, I was writing in response to a post about what Marie CARBO said about learning styles, not Marie Clay. Someone was making the point that everyone had different learning styles, and we'd need to know that in order to teach effectively. While I would certainly agree with that, I noted that Marie Carbo does indeed write about varying learning styles in language arts for older kids, but says something very different about children at ages where they are typically emergent readers. > Date: Thu, 27 Sep 2007 03:13:16 -0700> From: [EMAIL PROTECTED]> To: > mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] phonics was spelling > lists/Marie Clay> > We will never know what Marie thought about learning > styles at the emergent stage unless she wrote something before this past > April 13. A very sad day, indeed.> > > http://www.nytimes.com/2007/04/20/world/asia/20clay.html> > Beverlee Paul > <[EMAIL PROTECTED]> wrote:> 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. > > Joy/NC/4> [EMAIL PROTECTED]> How children > learn is as important as what they learn: process and content go hand in > hand. http://www.responsiveclassroom.org> > > > > > > > > > > > > -> Looking for a deal? Find great prices on > flights and hotels with Yahoo! FareChase.> > ___> Mosaic mailing list> > Mosaic@literacyworkshop.org> To unsubscribe or modify your membership please > go to> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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/Marie Clay
We will never know what Marie thought about learning styles at the emergent stage unless she wrote something before this past April 13. A very sad day, indeed. http://www.nytimes.com/2007/04/20/world/asia/20clay.html Beverlee Paul <[EMAIL PROTECTED]> wrote: 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. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
