Re: [MOSAIC] reading workshop support
I figure they are learning more that way than telling me they read each night, when I know many of them don't! You're so right, they DO say they read at home. But sometimes I really put them on the spot and they're too young to lie straight to my face. I ask them when we are doing DRA testing. I say, "You aren't reading at home, are you?" They shyly shake their head no. I have to say to them, "I know, I can tell." It's really very unfortunate. Another thought. As far as I'm concerned, the district doesn't pay me to read from a basal or TE. They pay me to do what it takes to get each child to make at least 1 years growth. I'm lucky to have a very supportive principal. Debbie - Building a website is a piece of cake. Yahoo! Small Business gives you all the tools to get online. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] spelling lists
It makes her look smart? Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada My question is: My colleague emphatically believes that a spelling list MUST have a phonics rule. Why? Rosie ___ 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
What Renee describes below is also how I do spelling in my class. When I taught first grade my students had no more than 5 words on their individual spelling lists. Now, that I'm teaching grade 2 I think I will top it off at 7 unless, as Renee says, some of the more efficient kids can handle a couple more. I also had a contract and the kids had choices for activities they could do to practice their words. I think I had 7 choices and they could do all 7 during the week if they had time. On Friday they paired up with someone and gave each other a test. The words the student spelled correctly went on their personal must-spell list. Any words missed would be carried on to the next week. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada First of all, just because your colleague says something, especially when it's an opinion, that doesn't mean you have to follow along. :-) When I taught third grade, I had individual spelling lists that the kids kept in their reading/writing folders on an index card. The words that went on there were words from their own writing that were common or phonetic words that I felt they should know how to spell. When they got to a certain number of words, they made a spelling contract that lasted a week. They wrote the words on the contract and I kept the index card. Students gave each other their spelling tests. The number of words depended on the students. "Higher" students had about 12 words, while "lower" students had about 8 or so words. Was it confusing? Yes and no. I had a special calendar that was ONLY for spelling with kids' names on it and at the end of each day I reminded those who had a spelling test the next day. When I stopped doing individual spelling lists, I started doing words with patterns. I think this had something to do with either Rebecca Sitton or Diane Snowball. I don't remember any more. But I would take word parts (i.e., "igh" and as a class we would make word lists with these parts (i.e., bright, light, fright, night, high, sigh, sight, frightful, delightful, brightness, etc) and then what I would do is assign about eight of these words for everyone and let kids choose four or six more for themselves. Renee "The test of a good teacher is not how many questions he can asks his pupils that they will answer readily, but how many questions he inspires them to ask which he finds hard to answer." ~ Alice Wellington Rollins ___ 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] prediction
Does anyone have titles of good picture books to teach predicting and confirming or changing predictions for primary grades (grade 2) I do know that almost any story can be used for this but I was looking in particular for short books in which some predictions would not turn out as expected-that is, I don't want everything to be so predictable. Thanks in advance. - Got a little couch potato? Check out fun summer activities for kids. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] phonics was spelling lists
Whole language incorporates phonics instruction. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada 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. ___ 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
Yes. And, in my last post I said, and that's whole language, but I was too quick with the reply button. I should have said something about "balance". I have a lot of issues with this word. It implies equal to me and that is not what our kids need. They deserve to get what they need, which may not necessarily be in balance with what another student needs. We need to be astute kid watchers to know how to teach our students what they need at any particular moment. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada 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 ___ 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
And that's whole language. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada It isn't all or nothing...we need to look at the students we teach and find the balance. Jennifer Maryland ___ 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?)
What I wonder is, why does Bill Gates have his views on education validated? He's not an educator and yet we are debating the whys and wherefores of his ridiculous comment. Trying...not to rant. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada 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. ___ 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] Fluency Instruction
Oh, and in case it wasn't obvious, comprehension. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada Hi, Are you familiar with the Daily 5? One of the Daily 5's is Read to Someone. There are several ways to do this but one of the ways to read to a partner is to determine who is the more fluent reader. We talk about what this means and it isn't about rate or just getting the words right. In any case, after they decide who is the more fluent reader (kids know), they choose a book to read together. The more fluent reader goes first and after her partner checks for understanding (I heard you say...) the partner reads the exact same page or piece of the text by imitating the more fluent reader's tone, intonantion, punctuation breaks, correct words, etc. I hope this make sense. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada Hi, I have been unable to be part of the list-serve for some time but am making an attempt to, again, make it a priority. I have found you to be a wonderful asset to my teaching. A group of teachers have asked that I research strategies that work for fluency. Here is the deal. They would like to focus support (however that might look) on primary grade students that are performing below grade level. There goal is around fluency. I have put my two cents in about comprehension and quality instruction but we are looking at fluency for the time being. This instruction would be outside of their literacy block. With that in mind, what are some of the best "research-based, highly successful" strategies that work with fluency? Just want to pick your brain. Amy ___ 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. Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.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] Fluency Instruction
Hi, Are you familiar with the Daily 5? One of the Daily 5's is Read to Someone. There are several ways to do this but one of the ways to read to a partner is to determine who is the more fluent reader. We talk about what this means and it isn't about rate or just getting the words right. In any case, after they decide who is the more fluent reader (kids know), they choose a book to read together. The more fluent reader goes first and after her partner checks for understanding (I heard you say...) the partner reads the exact same page or piece of the text by imitating the more fluent reader's tone, intonantion, punctuation breaks, correct words, etc. I hope this make sense. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada Hi, I have been unable to be part of the list-serve for some time but am making an attempt to, again, make it a priority. I have found you to be a wonderful asset to my teaching. A group of teachers have asked that I research strategies that work for fluency. Here is the deal. They would like to focus support (however that might look) on primary grade students that are performing below grade level. There goal is around fluency. I have put my two cents in about comprehension and quality instruction but we are looking at fluency for the time being. This instruction would be outside of their literacy block. With that in mind, what are some of the best "research-based, highly successful" strategies that work with fluency? Just want to pick your brain. Amy ___ 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. Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.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] comp. strategies with teachers
What about doing a presentation on a strategy that most teachers struggle to teach? It would give those attending a double whammy and the ones unable to attend would still get the session but at another time in a different way. Does that make sense? Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The reading specialists in my district are preparing a year-long staff development experience on comprehension strategies based on Tanny McGregor's fabulous book, Comprehension Connections. We have pretty much plotted out the year, with a strategy introduced?each month at a?staff meeting,?but next month we have an inservice presentation to do that will be attended by most of the elementary teachers, but not all. So...we are wondering what we can do in about 60-90 minutes that would be valuable, but would not "leave some teachers behind" if they missed the session. I am thinking about a model lesson to demonstrate the Gradual Release of Responsibility model. We will not have time to do this specifically while introducing the other strategies. I am also thinking of a focus on questioning or inference, since those are the strategies that I feel help us most on our... I hate to say this...state tests. I would appreciate any suggestions. Cathy K-5 DE ** 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. Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.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] reading workshop support
I had a very similar conversation with a colleague the other day who couldn't believe I spent so much time allowing the students to read silently during the school day, and not using the basal as much! So many of my students say they don't read or get read to at home, so I take 45 min. a day to do it in class. I figure they are learning more that way than telling me they read each night, when I know many of them don't! Christine McLaughlin Beaumont, California > Date: Sat, 29 Sep 2007 19:52:52 -0700> From: [EMAIL PROTECTED]> To: > mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] reading workshop support> > > Very well said! I whole heartily agree! We all need to help parents see > the> importance of reading at home. It is a huge key to lifelong reading.> > Cheryl> > > On 9/29/07 6:53 PM, "Debbie Goodis" <[EMAIL PROTECTED]> wrote:> > > > There are two reasons why I do Reading Workshop.> > > > 1) I know for a > fact that the majority of my students DO NOT read at home. I> > also know > that this means 2 things; that they are not getting enough practice> > AND > they are not seeing reading as another "activity" you might CHOOSE to do> > > when you are bored or want to be entertained. This is not a good thing. If > the> > only time they really read is during your reading time whole group or > guided> > reading time they will NOT learn to read as quickly as if they > practice.> > > > Practice ---> Proficiency-->Reading for > Enjoyment -->> > Practice...think of this as a circle. The arrow > means...leads to. I have this> > posted in my room.> > > > 2)Most parents do > not have the knowledge of great books, amazing authors and> > may not have > the pure enthusiasm and sense of urgency about reading that we> > do. (Or may > not speak English well enough to help in this area) We need to> > create a > situation where our students catch our fever for reading and good> > books.> > > > > I love research as much as anyone else here, but this is all I need to > justify> > why I have my students read for 30-40 minutes a day, create > partners who share> > their books with each other, ask them to respond in > writing about books, and> > time for me to read some of my favorite books and > authors to them. One more> > thing, almost 9 times out of 10, when I read a > book to them, there is a> > stampede to get that book from me to put in their > book box. I just bought 20> > copies of Lilly's Plastic Purple Purse because > ALL the students want a copy.> > > > This is what it's all about to me.> > > > > Debbie> > > > > > -> > 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.> > > > > > > -- > This message has been scanned for viruses and> dangerous content by > ESVA, and is> believed to be clean.> > > > ___> 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. > _ Invite your mail contacts to join your friends list with Windows Live Spaces. It's easy! http://spaces.live.com/spacesapi.aspx?wx_action=create&wx_url=/friends.aspx&mkt=en-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] reading workshop support
Very well said! I whole heartily agree! We all need to help parents see the importance of reading at home. It is a huge key to lifelong reading. Cheryl On 9/29/07 6:53 PM, "Debbie Goodis" <[EMAIL PROTECTED]> wrote: > There are two reasons why I do Reading Workshop. > > 1) I know for a fact that the majority of my students DO NOT read at home. I > also know that this means 2 things; that they are not getting enough practice > AND they are not seeing reading as another "activity" you might CHOOSE to do > when you are bored or want to be entertained. This is not a good thing. If the > only time they really read is during your reading time whole group or guided > reading time they will NOT learn to read as quickly as if they practice. > > Practice ---> Proficiency-->Reading for Enjoyment --> > Practice...think of this as a circle. The arrow means...leads to. I have this > posted in my room. > > 2)Most parents do not have the knowledge of great books, amazing authors and > may not have the pure enthusiasm and sense of urgency about reading that we > do. (Or may not speak English well enough to help in this area) We need to > create a situation where our students catch our fever for reading and good > books. > > I love research as much as anyone else here, but this is all I need to justify > why I have my students read for 30-40 minutes a day, create partners who share > their books with each other, ask them to respond in writing about books, and > time for me to read some of my favorite books and authors to them. One more > thing, almost 9 times out of 10, when I read a book to them, there is a > stampede to get that book from me to put in their book box. I just bought 20 > copies of Lilly's Plastic Purple Purse because ALL the students want a copy. > > This is what it's all about to me. > > Debbie > > > - > 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. > -- This message has been scanned for viruses and dangerous content by ESVA, and is believed to be clean. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] reading workshop support
There are two reasons why I do Reading Workshop. 1) I know for a fact that the majority of my students DO NOT read at home. I also know that this means 2 things; that they are not getting enough practice AND they are not seeing reading as another "activity" you might CHOOSE to do when you are bored or want to be entertained. This is not a good thing. If the only time they really read is during your reading time whole group or guided reading time they will NOT learn to read as quickly as if they practice. Practice ---> Proficiency-->Reading for Enjoyment --> Practice...think of this as a circle. The arrow means...leads to. I have this posted in my room. 2)Most parents do not have the knowledge of great books, amazing authors and may not have the pure enthusiasm and sense of urgency about reading that we do. (Or may not speak English well enough to help in this area) We need to create a situation where our students catch our fever for reading and good books. I love research as much as anyone else here, but this is all I need to justify why I have my students read for 30-40 minutes a day, create partners who share their books with each other, ask them to respond in writing about books, and time for me to read some of my favorite books and authors to them. One more thing, almost 9 times out of 10, when I read a book to them, there is a stampede to get that book from me to put in their book box. I just bought 20 copies of Lilly's Plastic Purple Purse because ALL the students want a copy. This is what it's all about to me. Debbie - 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] Comprehension strategies in Kindergarten
I have heard the idea that teaching comprehension strategies is like giving children the "lap time" they may not have gotten at home. So, I think that the teaching should be very informal, verbal, warm and consistent over the year for Kinders. It's what a parent does when they are (interested in) reading to their child; they discuss the pictures, ask questions about what is about to happen, talk about character's feelings, point out things the child may have missed and make gentle demand on the child to make him/her think. This is the way we do it for pre-readers and if a Kinder had that for a year, I can't help but think any 1st grade teacher wouldn't be thrilled with the great beginning that student had. Debbie Freida Hammett <[EMAIL PROTECTED]> wrote: Michele wrote: I feel that by teaching these comprehension strategies across the curriculum as my cornerstone, I will create critical learners. However, I am definitely open to other's opinions. Does anyone have a good article that I could read on the matter? You might try www.alfiekohn.org He has a lot of good information to suppport teaching this way. I just heard him speak this week and am very impressed with his knowledgeable, energetic, enthusiastic, research-based stance on education. Freida Hammett Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. http://get.games.yahoo.com/proddesc?gamekey=monopolyherenow ___ 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. - Pinpoint customers who are looking for what you sell. ___ 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] Comprehension strategies in Kindergarten
Michele wrote: I feel that by teaching these comprehension strategies across the curriculum as my cornerstone, I will create critical learners. However, I am definitely open to other's opinions. Does anyone have a good article that I could read on the matter? You might try www.alfiekohn.org He has a lot of good information to suppport teaching this way. I just heard him speak this week and am very impressed with his knowledgeable, energetic, enthusiastic, research-based stance on education. Freida Hammett Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. http://get.games.yahoo.com/proddesc?gamekey=monopolyherenow ___ 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] Best Practice that Matters
Thanks, both of them have written several books with similar titles, so I wondered which one you were talking about. I found this one, you can read ch 1 and 4: http://books.heinemann.com/products/E00744.aspx Carol Carlson <[EMAIL PROTECTED]> wrote: It's titled Teaching the Best Practice Way; authors are Harvey Daniels and Marilyn Bizar. Here is the link in order to read the first chapter on line: http://www.stenhouse.com/productcart/pc/viewprd.asp? idProduct=8913&r=&REFERER= Carol On Sep 29, 2007, at 11:15 AM, Joy wrote: > Who is the author? > > B G wrote: Where is this available? > Heinemann? Stenhouse? Other? > > > Carol Carlson 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. > > > > > 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. > ___ 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 - Be a better Globetrotter. Get better travel answers from someone who knows. Yahoo! Answers - Check it out. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Best Practice that Matters
It's titled Teaching the Best Practice Way; authors are Harvey Daniels and Marilyn Bizar. Here is the link in order to read the first chapter on line: http://www.stenhouse.com/productcart/pc/viewprd.asp? idProduct=8913&r=&REFERER= Carol On Sep 29, 2007, at 11:15 AM, Joy wrote: > Who is the author? > > B G <[EMAIL PROTECTED]> wrote: Where is this available? > Heinemann? Stenhouse? Other? > > > Carol Carlson 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. > > > > > 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. > ___ 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] Best Practice that Matters
Who is the author? B G <[EMAIL PROTECTED]> wrote: Where is this available? Heinemann? Stenhouse? Other? Carol Carlson 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. 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] themes in kindergarten
Hi Michele, I wish someone would come into the kindergarten where I work and ask the same question, since there is so little coherence. The benefit of teaching thematically is that it helps children make connections and can assist in saving time because you do more than one thing at a time. That doesn't mean everything has to have a pumpkin on it, nor does it mean that every single thing you do during that theme has to be theme-related. Some things just pop up and don't *fit* but you don't throw them out. If you study fall harvest, isn't that a theme? Do you connect it with other curriculum areas? I'm wondering what prompted the questions about doing themes. Teaching in such a way that comprehension drives your practice and teaching thematically are not mutually exclusive in fact to me, I would think that teaching thematically would help teach the comprehension. I have been teaching thematically for years, especially when teaching mixed-grade classes, and I've never had a classroom overwhelmed by pumpkin borders or christmas trees. Perhaps you are already teaching thematically but it doesn't *show* on your walls? Just asking Renee On Sep 29, 2007, at 7:17 AM, A.Michele Paci wrote: > Hi All, > > I'm in need of some input. I'm new to kindergarten and am having a few > questions about my practice. I've been getting lots of questions about > why I'm not running a 'theme-based' program in kindergarten (e.g. > apples in September, harvest/pumpkins in > October...). I basically believe that comprehension drives my > practice; that is, when I am teaching the students how to make > connections, for instance, we work on this in all areas of the > curriculum in a way that is authentic and meaningful, where > possible. Sure, that may mean we study fall harvest, but I don't need > to make pumpkin templates for everything I do, nor does my art > response need to connect to the fall. I feel that by teaching these > comprehension strategies across the curriculum as my > cornerstone, I will create critical learners. However, I am definitely > open to other's opinions. Does anyone have a good article that I could > read on the matter? > > Thanks for your input, > Michele, A kindergarten newbie > > ___ > 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. > > "Painting is just another way of keeping a diary." ~ Pablo Picasso ___ 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] themes in kindergarten
I think it entirely possible and very appropriate to do both. While I am no fan of the look alike art or the decorations that are merely decorations, I think teaching through themes makes sense. A piece of interactive writing about pumpkins that is trimmed with small pumpkins the children have actually drawn (not color sheets). What is art response? I have not heard that term before. Lori On 9/29/07 8:17 AM, "A.Michele Paci" <[EMAIL PROTECTED]> wrote: > Hi All, > > I'm in need of some input. I'm new to kindergarten and am having a few > questions about my practice. I've been getting lots of questions about why I'm > not running a 'theme-based' program in kindergarten (e.g. apples in September, > harvest/pumpkins in > October...). I basically believe that comprehension drives my practice; that > is, when I am teaching the students how to make connections, for instance, we > work on this in all areas of the curriculum in a way that is authentic and > meaningful, where > possible. Sure, that may mean we study fall harvest, but I don't need to make > pumpkin templates for everything I do, nor does my art response need to > connect to the fall. I feel that by teaching these comprehension strategies > across the curriculum as my > cornerstone, I will create critical learners. However, I am definitely open to > other's opinions. Does anyone have a good article that I could read on the > matter? > > Thanks for your input, > Michele, A kindergarten newbie > > ___ > 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] themes in kindergarten
Hi All, I'm in need of some input. I'm new to kindergarten and am having a few questions about my practice. I've been getting lots of questions about why I'm not running a 'theme-based' program in kindergarten (e.g. apples in September, harvest/pumpkins in October...). I basically believe that comprehension drives my practice; that is, when I am teaching the students how to make connections, for instance, we work on this in all areas of the curriculum in a way that is authentic and meaningful, where possible. Sure, that may mean we study fall harvest, but I don't need to make pumpkin templates for everything I do, nor does my art response need to connect to the fall. I feel that by teaching these comprehension strategies across the curriculum as my cornerstone, I will create critical learners. However, I am definitely open to other's opinions. Does anyone have a good article that I could read on the matter? Thanks for your input, Michele, A kindergarten newbie ___ 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.
