Re: [MOSAIC] Inference

[Mary Lou]

I often think of an inference as a conclusion drawn from text evidence (text
words) and the connections that the reader makes.  Predictions are a special
type of inference where a reader draws a possible conclusion to a future
event.  The prediction is confirmed or not as one reads. 
 
Van Allsburg's books are wonderful to teach inference as they never directly
tell the central concept - you must infer it.  My favorite for middle level
is The Wretched Stone.  Many adults have difficulty with this one.  Another
one of his books that is fun to use to teach inference to students is The
Stranger.

Mary Lou Bettez  



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Re: [MOSAIC] DRA

[mpolselli]

Heather and all,
I agree, we should not hold students back because of their fluency level. I use 
the DRA2 alwo to test for comprehension, accuracy, fluency, metacognition etc. 
For the student who needs practice at increasing their fluency, I use a camera 
attached to my computer. Students read to the camera. They then watch 
themselves read and use it as feedback to help them become aware of their 
reading and for some reason it helps to increase their fluency. Howwever I do 
not use the fluency as a reason for holding them back. These students are aware 
of their oral reading and want help with it. I know this because one of the 
questions in the DRA2 asks about strengths and weaknesses in their reading 
skills. Students have another opportunity to tell me how their reading is 
progressing when they reflect on the metacognitive portion of the assessment. I 
have had students tell me they want to learn how to read faster so they can 
read more books. This is a good goal, but I tell them not to sacrifice 
understanding for speed.
Michele Polselli NBCT 06 PMS Literacy Coordinator & Grade 6 ELA & SS Teacher
 Heather Wall <[EMAIL PROTECTED]> wrote:

=
Lori,

I saw this email you posted about 2 weeks ago and I have to say that I see the 
same thing with our ELL Hispanic students that you're seeing with your Native 
American students. Their fluency scores are often what holds them back from 
advancing to the next level. We've gone around in circles about this one, but 
we've finally decided that we're going to use the DRA to find their independent 
reading level, and give the DRA strictly correctly, but use info from the DRA 
PLUS our own best judgement to form guided reading groups. Meaning, if the 
child can comprehend and decode at a higher instructional level, but the 
fluency is not necessarily there, we won't let the fluency hold us back. Does 
this make sense? So, for instance, a kid might score at a level 16 according to 
the DRA (b/c of fluency issues) but really be able to read and compreehnd at a 
level 20 in their small group guided reading instruction.

All this to say, I see what you're talking about, and I think 2nd language 
learners have different issues concerning fluency...

Heather Wall/ Instructional Coach/ Georgia
NBCT 2005
Literacy: Reading - Language Arts



- Original Message 
From: ljackson <[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Email Group 

Sent: Friday, October 12, 2007 9:28:01 AM
Subject: Re: [MOSAIC] DRA

We have a two week testing period and teachers are given six weeks to
establish instructional routines before this testing is done. Normally, I
think our staff would have had no difficulty with a two week window, but the
new DRA has rocked boats as the fluency requirements are dropping kids level
after level. I have faith that they will meet their testing deadlines, but
unfortunately it has been far more stressful.

I do have a question for you all, those using DRA at any rate. We work with
a Native American population and I have some concerns regarding the cultural
appropriateness of relying exclusively on rate to determine whether or not
to continue or discontinue the test. The closer our children are to their
Native language (we have very few speakers, but the patterns of the language
continue to impact children), the more thoughtful and reflective their
speech patterns are. I would not at all describe them as dysfluent, but it
simply not a cultural norm to value speed in speech. We are administering
the test strictly this first time out but having administered about 25
myself in the last two weeks, I have have noticed that for children who fall
into that instructional, or second gray range, about 50% of them would fall
into acceptable ranges (solidly, I might add) when other factors in the
rubric are evaluated. Has anyone else had experience working with this
instrument with Native Americans or other ethnic groups? Have you noticed
any similar issues with rate?

Lori


On 10/12/07 6:14 AM, "kandrews-babcock"
<[EMAIL PROTECTED]> wrote:

> Michele,
> Our school also does not provide subs, students are expected to be doing
> independent work (rigorous and meaningful work of course) while the DRA's
> are being administered. It's crazy but if you can have a 4 week testing
> window to get everyone done, that's a bit easier. Then you can do some
> lessons and testing in between. Good luck!
> Kelly AB
>
>
> On 10/11/07 11:37 PM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote:
>
>> Kelly,
>> We don't have enough time! Our principal won't even get subs so that we can
>> test. We have to be "creative" when we get the time to test the fluency.
>> Then, once I get everyone in a book, we do the independent work all at one
>> time, like a testing session. I'm going to feel sorry for myself for a
>> minute.
>> I had to get 29 hours worth of testing done and I have 1 hour and 50 minutes
>> of planning time A WEEK (not counting lunch). It's 

Re: [MOSAIC] DRA

[ljackson]

I observed some wonderful work focusing on fluency.  In a computer lab at
one of our schools, they are using Garage Band to allow kids to read
works--their own and that of others--into the program.  They purchased these
snazzy headsets that are both microphone and headphones, allowing an entire
roomful of kids to record simultaneously.  The microphones are sensitive
enough to pretty much only pick up the voice of the speaker.  The children
play back and re-record until they are satisfied.  Most recently I watched
them recording original Halloween poetry, which they later added spooky
soundtracks and sound effects to!  I thought about how this technology could
support teachers in assessment--and recently demonstrated to a miscue class
how to use the technology to capture the audio recording they will need to
miscue.  

Lori


On 10/28/07 7:12 AM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote:

> 
> Heather and all,
> I agree, we should not hold students back because of their fluency level. I
> use the DRA2 alwo to test for comprehension, accuracy, fluency, metacognition
> etc. For the student who needs practice at increasing their fluency, I use a
> camera attached to my computer. Students read to the camera. They then watch
> themselves read and use it as feedback to help them become aware of their
> reading and for some reason it helps to increase their fluency. Howwever I do
> not use the fluency as a reason for holding them back. These students are
> aware of their oral reading and want help with it. I know this because one of
> the questions in the DRA2 asks about strengths and weaknesses in their reading
> skills. Students have another opportunity to tell me how their reading is
> progressing when they reflect on the metacognitive portion of the assessment.
> I have had students tell me they want to learn how to read faster so they can
> read more books. This is a good goal, but I tell them not to sacrifice
> understanding for speed.
> Michele Polselli NBCT 06 PMS Literacy Coordinator & Grade 6 ELA & SS Teacher
>  Heather Wall <[EMAIL PROTECTED]> wrote:
> 
> =
> Lori,
> 
> I saw this email you posted about 2 weeks ago and I have to say that I see the
> same thing with our ELL Hispanic students that you're seeing with your Native
> American students. Their fluency scores are often what holds them back from
> advancing to the next level. We've gone around in circles about this one, but
> we've finally decided that we're going to use the DRA to find their
> independent reading level, and give the DRA strictly correctly, but use info
> from the DRA PLUS our own best judgement to form guided reading groups.
> Meaning, if the child can comprehend and decode at a higher instructional
> level, but the fluency is not necessarily there, we won't let the fluency hold
> us back. Does this make sense? So, for instance, a kid might score at a level
> 16 according to the DRA (b/c of fluency issues) but really be able to read and
> compreehnd at a level 20 in their small group guided reading instruction.
> 
> All this to say, I see what you're talking about, and I think 2nd language
> learners have different issues concerning fluency...
> 
> Heather Wall/ Instructional Coach/ Georgia
> NBCT 2005
> Literacy: Reading - Language Arts
> 
> 
> 
> - Original Message 
> From: ljackson <[EMAIL PROTECTED]>
> To: Mosaic: A Reading Comprehension Strategies Email Group
> 
> Sent: Friday, October 12, 2007 9:28:01 AM
> Subject: Re: [MOSAIC] DRA
> 
> We have a two week testing period and teachers are given six weeks to
> establish instructional routines before this testing is done. Normally, I
> think our staff would have had no difficulty with a two week window, but the
> new DRA has rocked boats as the fluency requirements are dropping kids level
> after level. I have faith that they will meet their testing deadlines, but
> unfortunately it has been far more stressful.
> 
> I do have a question for you all, those using DRA at any rate. We work with
> a Native American population and I have some concerns regarding the cultural
> appropriateness of relying exclusively on rate to determine whether or not
> to continue or discontinue the test. The closer our children are to their
> Native language (we have very few speakers, but the patterns of the language
> continue to impact children), the more thoughtful and reflective their
> speech patterns are. I would not at all describe them as dysfluent, but it
> simply not a cultural norm to value speed in speech. We are administering
> the test strictly this first time out but having administered about 25
> myself in the last two weeks, I have have noticed that for children who fall
> into that instructional, or second gray range, about 50% of them would fall
> into acceptable ranges (solidly, I might add) when other factors in the
> rubric are evaluated. Has anyone else had experience working with this
> instrument with Native Americans or other ethnic groups? Hav

Re: [MOSAIC] The results of your email commands

[jeanette hayden]

On 10/28/07, [EMAIL PROTECTED]
<[EMAIL PROTECTED]> wrote:
> The results of your email command are provided below. Attached is your
> original message.
>
> - Results:
> Confirmation succeeded
>
> - Unprocessed:
> Thank you!
> >
>

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[MOSAIC] Equivalent to Mosaic

[write]

Is there a book about teaching writing that you think is the equivalent to 
Mosaic of Thought for thinking reading?
Jan
 

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Re: [MOSAIC] Equivalent to Mosaic

[write]

Here's what I meant to type.

Is there a book about teaching writing that you think is the equivalent to 
Mosaic of Thought for *teaching* reading?



-- Original message --
From: [EMAIL PROTECTED]
>
> Is there a book about teaching writing that you think is the equivalent to 
> Mosaic of Thought for thinking reading?
> Jan

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Re: [MOSAIC] MOSAIC) vocabulary and schema

[Linda Buice]

Hi,

I saw the posts on vocabulary and wondered what was the book you are using - it 
said something like Nancy Akhavan's (sp???) .  Does someone have the correct 
name?  Also, I am interested in assessing vocabulary too and as it relates to 
comprehension, can it be posted on the list? Doesn't this fit into schema?   I 
also need rubrics.

e-mail: [EMAIL PROTECTED] if it can't be on the list

Also, I am using a SCHEMA  focus from the Reading Lady site that is broken into 
weeks.  It refers to the following books that I did not recognize by initials 
and wondered if someone could please help:

RRR

K2K  

Snapshots 

OSG

wordSavvy

ERT

Thanks in advance,
Linda B

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Re: [MOSAIC] Equivalent to Mosaic

[Ljackson]

Wondrous Words--Katie Wood Ray

- Original message -
From: [EMAIL PROTECTED]
To: Mosaic: A Reading Comprehension Strategies Email Group 

Date: Sunday, 2007, 28 Of October 10:58
Subject: Re: [MOSAIC] Equivalent to Mosaic

> 
> 
> 
> 
> 
> 
> Here's what I meant to type.
> 
> Is there a book about teaching writing that you think is the equivalent to 
> Mosaic of Thought for *teaching* reading?
> 
> 
> 
> -- Original message --
> From: [EMAIL PROTECTED]
> >
> > Is there a book about teaching writing that you think is the equivalent to 
> > Mosaic of Thought for thinking reading?
> > Jan
> 
> ___
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> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. 
> 
> 


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[MOSAIC] Cathy's Chart

[Keith Mack]

I've just uploaded the charts that Cathy uses for mapping her instructional
strategies for the year. This chart was referenced in the "comprehension
in-service" thread from mid-October.

The documents are located on the Mosaic Tools page at
http://www.readinglady.com/mosaic/tools/tools.htm.

Look down the page to the first entry in the "Lesson Plan" area in the cell
that says: Year Comprehension Emphasis Chart from Cathy.

Or you can access the documents directly:

Word Doc:
 

PDF:
 

Keith Mack
Web Administrator for Mosaic List



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Re: [MOSAIC] MOSAIC) vocabulary and schema

[SooZQ55164]

 
(http://www.amazon.com/Accelerated-Vocabulary-Instruction-Strategies-Achievement/dp/0439930375/ref=sr_1_2/002-0141539-8587233?ie=UTF8&s=books&qid=1
193600934&sr=1-2)   _Accelerated Vocabulary  Instruction: Strategies for 
Closing the Achievement Gap for All  Students_ 
(http://www.amazon.com/Accelerated-Vocabulary-Instruction-Strategies-Achievement/dp/0439930375/ref=sr_1_2/002-
0141539-8587233?ie=UTF8&s=books&qid=1193600934&sr=1-2)  by Nancy  Akhavan



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Re: [MOSAIC] Equivalent to Mosaic

[Paula Rushia]

I think Katie Wood Ray's Study Driven is a phenomenal text and is written with 
the same type of educational practices in mind as Mosaic.
Paula/5/NH

[EMAIL PROTECTED] wrote: Is there a book about teaching writing that you think 
is the equivalent to Mosaic of Thought for thinking reading?
Jan
 

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Re: [MOSAIC] Equivalent to Mosaic

[Bill Roberts]

I just use MOT as my guide.  I show examples from the stories on prediction, 
inference, visualization, etc.  and have the kids incorporate those in their 
writing.  Once they start recognizing examples from their reading, they'll 
be able to recognize them in their own work...
Bill 


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Re: [MOSAIC] Equivalent to Mosaic

[Uclafan88]

I think that anything by Katie Wood Ray is excellent.  She uses a  similar 
approach to Mosaic.  Katie Wood Ray is the person that many  teachers involved 
with the PEBC use
 
Shelley Lawrence
Lower School Director
Sinai Akiba Academy



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Re: [MOSAIC] salad

[Lespop4]

Can you please direct me to the salad lesson.  
 
Thanks,
Leslie



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Re: [MOSAIC] increasing reading rate

[gina nunley]

I too have students who are focusing on increasing speed.  They are sixth 
graders whose strategy work is progressing well, and they love to read, but 
they're painfully aware that their rate is slower than most.
 
Do any of you have approaches you've used.  I only have 30 minutes with this 
group so I need something simple.  We were doing timed readings, but I didn't 
see much growth.  Perhaps I didn't give it a fair chance.  I have avoided good 
old fashioined flash cards with words, though I know a teacher who believes it 
develops automaticity.  Any ideas?
 
You can e-mail me out of the group at [EMAIL PROTECTED] if you'd like.
 
Thanks!
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Re: [MOSAIC] increasing reading rate

[gina nunley]

I too have students who are focusing on increasing speed.  They are sixth 
graders whose strategy work is progressing well, and they love to read, but 
they're painfully aware that their rate is slower than most.
 
Do any of you have approaches you've used.  I only have 30 minutes with this 
group so I need something simple.  We were doing timed readings, but I didn't 
see much growth.  Perhaps I didn't give it a fair chance.  I have avoided good 
old fashioined flash cards with words, though I know a teacher who believes it 
develops automaticity.  Any ideas?
 
You can e-mail me out of the group at [EMAIL PROTECTED] if you'd like.
 
Thanks!
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challenge with star power.
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Re: [MOSAIC] Equivalent to Mosaic

[cathymillr]

Katie Wood Ray is great. However, the first people I read on writing were 
Nancie Atwell, Linda Rief, Lucy Calkins, Peter Elbow, the Donalds - Graves and 
Murray, Barry Lane. 



Cathy

K-5

DE


-Original Message-
From: [EMAIL PROTECTED]
To: mosaic@literacyworkshop.org
Sent: Sun, 28 Oct 2007 5:27 pm
Subject: Re: [MOSAIC] Equivalent to Mosaic




I think that anything by Katie Wood Ray is excellent.  She uses a  similar 
approach to Mosaic.  Katie Wood Ray is the person that many  teachers involved 
with the PEBC use
 
Shelley Lawrence
Lower School Director
Sinai Akiba Academy



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Re: [MOSAIC] salad

[SuzTeacher]

The Salad Lesson is in Tanny McGregor's Comprehension  book.



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Re: [MOSAIC] Equivalent to Mosaic

[Beverlee Paul]

We certainly can't miss Ralph Fletcher and JoAnn Portalupi.

> To: mosaic@literacyworkshop.org> Date: Sun, 28 Oct 2007 19:19:18 -0400> From: 
> [EMAIL PROTECTED]> Subject: Re: [MOSAIC] Equivalent to Mosaic> > > Katie Wood 
> Ray is great. However, the first people I read on writing were Nancie Atwell, 
> Linda Rief, Lucy Calkins, Peter Elbow, the Donalds - Graves and Murray, Barry 
> Lane. > > > > Cathy> > K-5> > DE> > > -Original Message-> From: 
> [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Sent: Sun, 28 Oct 2007 
> 5:27 pm> Subject: Re: [MOSAIC] Equivalent to Mosaic> > > > > I think that 
> anything by Katie Wood Ray is excellent. She uses a similar > approach to 
> Mosaic. Katie Wood Ray is the person that many teachers involved > with the 
> PEBC use> > Shelley Lawrence> Lower School Director> Sinai Akiba Academy> > > 
> > ** 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. > 
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Re: [MOSAIC] increasing reading rate

[mjeffer1]

We do Fluency Folders. Students are given a short passage about 200 words or 
so. (I use Remedias book called Passages for Speed and Content). Everynight 
they read the passage with their parents,and they time them reading the entire 
passage. Some of my students even try to beat their parent's time. On Fridays I 
time the student  for 1 minute and that is their final score. We did it for the 
first nine weeks of school and we did see improvement. 

-- Original message from gina nunley <[EMAIL PROTECTED]>: 
-- 


> 
> I too have students who are focusing on increasing speed. They are sixth 
> graders whose strategy work is progressing well, and they love to read, but 
> they're painfully aware that their rate is slower than most. 
> 
> Do any of you have approaches you've used. I only have 30 minutes with this 
> group so I need something simple. We were doing timed readings, but I didn't 
> see much growth. Perhaps I didn't give it a fair chance. I have avoided good 
> old fashioined flash cards with words, though I know a teacher who believes 
> it 
> develops automaticity. Any ideas? 
> 
> You can e-mail me out of the group at [EMAIL PROTECTED] if you'd like. 
> 
> Thanks! 
> _ 
> Windows Live Hotmail and Microsoft Office Outlook – together at last.  Get it 
> now. 
> http://office.microsoft.com/en-us/outlook/HA102225181033.aspx?pid=CL100626971033
>  
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Re: [MOSAIC] increasing reading rate

[Beverlee Paul]

I really, truly have tried to stay out of this fluency discussion because it 
turned heated the last round, but . . . I really hate it when we equate fluency 
with speed, even when we say we know they're not one and the same.  But our 
actions and the semantics/word choices we use reveal that many of us do see 
them as identical.  
 
Have any of you read Regie's new Teaching Essentials yet?  (great read)  One 
thread of that book is that we always need to be mindful of where we want our 
kids to end up, and to use that knowledge to guide our every teaching decision 
along the way.  Do we want our children (eventual adults) to read fast  Or 
do we want our children (adults) to read quickly enough to enhance/maintain 
comprehension, which will usually be in a silent reading situation?  It makes a 
difference!
 
We've addressed the issue many times on this list (within different contexts) 
of teaching for the goal, not for the means.  Role sheets are used as a vehicle 
to get where we want kids to go--being a flexible contributor to group 
discussion.  Cooperative learning is a vehicle for kids to learn how to fully 
function in group work.  Strategy instruction is used so kids can comprehend 
text.  We can't just stop in the middle as if that's where we want to go! 
 
We can't even say, IMO, that speed is a necessary, but not sufficient, part of 
fluency.  Yes, there may, many times, be a correlation between speed and 
fluency.  But certainly not always.  Just because speed is a "speedy, easy, 
simple" thing to measure/document doesn't make it necessary nor even desirable. 
 My kids, like Lori's, have been greatly influenced by cultural background and 
a different language foundation, so kids in my area with Native American roots 
almost always do speak slower.  But even if you talk about a single race in a 
single locale, for heaven's sake, there's individual variations.  Once again, 
we see that correlation does not mean causal.
 
I'm not sure if you can demean a concept ?!:-)  but I think we do marginalize 
the connotation of fluency by reducing it to something so single-faceted that 
it can be measured by a stopwatch!
 
"Not everything important can be measured, and we can't measure everything 
that's important."
 
Bev   original post -> I too have students who are focusing on increasing 
speed. They are sixth graders whose strategy work is progressing well, and they 
love to read, but they're painfully aware that their rate is slower than most.
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Re: [MOSAIC] increasing reading rate

[Beverlee Paul]

reply from Bev -
 How about greatly increasing the amount of time and text they read?  I 
assume you're not excluding silent reading, and we see great gains in this 
arena by increased experience.  Sometimes the answer is simple.  Read more.
from Gina -> I too have students who are focusing on increasing speed. They are 
sixth graders whose strategy work is progressing well, and they love to read, 
but they're painfully aware that their rate is slower than most.
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Re: [MOSAIC] increasing reading rate

[Rhonda Brinkman]

> I agree that the timed readings really don't show much growth but I also
don't think reading faster is always better. Of course being FLUENT is
important to good reading.
 Give your students passages or books that are easier for them. Model
reading a comfortable pace and then have the students follow you. If you
do this even a fews minutes at the beginning or end of each class you
will see a difference. If possible have the students take the reads home
and read to their parents. Even 10 minutes a night will make a
difference.  Have the focus be on comfortable reading and not on the
timed part and reading faster you will be amazed at the fluency! Trust me
this works!

Good Luck,
Rhonda






> I too have students who are focusing on increasing speed.  They are sixth
> graders whose strategy work is progressing well, and they love to read,
> but they're painfully aware that their rate is slower than most.
>
> Do any of you have approaches you've used.  I only have 30 minutes with
> this group so I need something simple.  We were doing timed readings, but
> I didn't see much growth.  Perhaps I didn't give it a fair chance.  I have
> avoided good old fashioined flash cards with words, though I know a
> teacher who believes it develops automaticity.  Any ideas?
>
> You can e-mail me out of the group at [EMAIL PROTECTED] if you'd
> like.
>
> Thanks!
> _
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Re: [MOSAIC] increasing reading rate

[Renee]

Well I personally think fluency has pretty much nothing to do with  
speed. Yes, nothing. To me, fluency is expressive, mindful, flowing...  
not necessary speedy.

Renee

On Oct 28, 2007, at 4:58 PM, Beverlee Paul wrote:

> I really, truly have tried to stay out of this fluency discussion  
> because it turned heated the last round, but . . . I really hate it  
> when we equate fluency with speed, even when we say we know they're  
> not one and the same.  But our actions and the semantics/word choices  
> we use reveal that many of us do see them as identical.
>
> Have any of you read Regie's new Teaching Essentials yet?  (great  
> read)  One thread of that book is that we always need to be mindful of  
> where we want our kids to end up, and to use that knowledge to guide  
> our every teaching decision along the way.  Do we want our children  
> (eventual adults) to read fast  Or do we want our children  
> (adults) to read quickly enough to enhance/maintain comprehension,  
> which will usually be in a silent reading situation?  It makes a  
> difference!
>
> We've addressed the issue many times on this list (within different  
> contexts) of teaching for the goal, not for the means.  Role sheets  
> are used as a vehicle to get where we want kids to go--being a  
> flexible contributor to group discussion.  Cooperative learning is a  
> vehicle for kids to learn how to fully function in group work.   
> Strategy instruction is used so kids can comprehend text.  We can't  
> just stop in the middle as if that's where we want to go!
>
> We can't even say, IMO, that speed is a necessary, but not sufficient,  
> part of fluency.  Yes, there may, many times, be a correlation between  
> speed and fluency.  But certainly not always.  Just because speed is a  
> "speedy, easy, simple" thing to measure/document doesn't make it  
> necessary nor even desirable.  My kids, like Lori's, have been greatly  
> influenced by cultural background and a different language foundation,  
> so kids in my area with Native American roots almost always do speak  
> slower.  But even if you talk about a single race in a single locale,  
> for heaven's sake, there's individual variations.  Once again, we see  
> that correlation does not mean causal.
>
> I'm not sure if you can demean a concept ?!:-)  but I think we do  
> marginalize the connotation of fluency by reducing it to something so  
> single-faceted that it can be measured by a stopwatch!
>
> "Not everything important can be measured, and we can't measure  
> everything that's important."
>
> Bev   original post -> I too have students who are focusing on  
> increasing speed. They are sixth graders whose strategy work is  
> progressing well, and they love to read, but they're painfully aware  
> that their rate is slower than most.
> ___
> 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



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Re: [MOSAIC] salad

[Lespop4]

Comprehension Connections?



** See what's new at http://www.aol.com
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