[MOSAIC] Project READ
Can anyone give me information about Project READ. Marti - Original Message - From: "Laura Cannon" <[EMAIL PROTECTED]> To: "'Mosaic: A Reading Comprehension Strategies Email Group'" Sent: Friday, March 21, 2008 11:41 PM Subject: Re: [MOSAIC] Book for reluctant boys and girls > Look at the Amelia's notebook series. > > -Original Message- > From: [EMAIL PROTECTED] > [mailto:[EMAIL PROTECTED] On Behalf Of MaryJane Waite > Sent: Friday, March 21, 2008 8:38 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: [MOSAIC] Book for reluctant boys and girls > > I wanted to add my comments about this book >>Diary of a Wimpy Kid #1 and #2 by Jeff Kinney > too. I have a 6th grade girl who doesn't like to read. She liked the > format of the book and checked out my personal copy of the book. The next > day she came to the library to check out my second copy as she was almost > done with the first book. Unheard of behavior for this girl. > This is the FIRST book she has chosen to read. She told her mother she > was going upstairs to read! That is a first! > > What next? I hope to locate some similar reads, so if you know of any > other books that would continue the fire; send those titles my way. > > MJ > > > > Mary Jane Waite > Librarian K-8 > Keller Sullivan School > 500 Lincoln Street > Franklin, MA 02038 > [EMAIL PROTECTED] > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > ___ > 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] MS Literacy Closets/Book Rooms
I would work to create theme/unit related bins of differentiated materials that can be checked out by content area teachers. Barb On Mon, 24 Mar 2008 15:00:34 -0500 "Mohrhauser, Sarah" <[EMAIL PROTECTED]> wrote: > Are these titles related to any other content area curriculum or themes? > (BTW, I would love the list, too) > > What I am looking to begin developing is a resource room that has > literature that not only reading/language arts teachers can access but > one that will have content for all areas. We are moving to a middle > school model from a junior high model, so we'll be working extensively > on interdisciplinary design in the next year. The more resources I have > at various levels for teacher to access during their planning, the more > likely they will be to utilize the resources! > > Thanks > > Sarah Mohrhauser > Literacy Coach/NJHS Advisor > Cottage Grove Junior High > 9775 Indian Blvd > Cottage Grove, MN 55016 > 651.768.6850 > > "Through literacy you can begin to see the universe." Grace Slick > > > -Original Message- >From: [EMAIL PROTECTED] > [mailto:[EMAIL PROTECTED] On Behalf Of Ann > Sent: Thursday, March 20, 2008 7:28 AM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] MS Literacy Closets/Book Rooms > > "The second category is picture books in sets sized for half the class. > I pair > two of these sets around a common theme and then develop a scenario > question that students have to write to answer and include details from > the books to support their answers." > -- > Nicole, > Would you be willing to share the titles of this category with the > list? This is exactly what I am planning on doing in my 7th grade > classroom! In Michigan, our students need to write about a common theme > between a fiction and nonfiction reading selection. I would also like > to see some of the prompts/questions that you use. > Ann > [EMAIL PROTECTED] > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > ___ > 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. > Barb Underdown Literacy Staff Developer Mannheim Middle School Melrose Park, IL 60164 847-455-5020 ___ 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] Research Based Response to Intervention fro Middle School
I know there has been discussion about RTI but now I find myself in need of sources for locating research based assessments and materials for use in middle school to implement RTI. HELP! Thanks, June **Create a Home Theater Like the Pros. Watch the video on AOL Home. (http://home.aol.com/diy/home-improvement-eric-stromer?video=15?ncid=aolhom000301) ___ 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] Guided Reading in Intermediate?
Can some of you elaborate on the time frame all of this is being completed within? That is the number one thing I struggle with is fitting it all in! I'm sure we all do. I try to do word study, reading workshop, writing workshop, and I go back and forth all of the time on guided reading and individual reading conferences. So it's great to see how someone else structures their reading and writing workshop time. Now I'm just curious to know what amount of time it's being done in. Is some of you would like to offer your schedules and how you fit everything (or as much as you can) in your day I'd love to hear it! Thanks, Melissa From: [EMAIL PROTECTED] on behalf of Mary Manges Sent: Sat 3/15/2008 9:12 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Guided Reading in Intermediate? Rhonda, Thanks for responding, even if it took a while. I appreciate all the input I can get, especially from people that are doing this already. It seems that guided reading is an umbrella term of sorts. I know that there are specific models like Four Blocks, and Fountas and Pinnell. I'm mostly concerned with how I can "do" guided reading to meet the requirement of my district and not have to give up what I feel is already working in my classroom. This is what I do, if you can see how GR would fit into this I would appreciate some input. Each day of my Language Arts block looks like this: 1. I do a read aloud from a novel of my choosing, with some sort of short activity on a bulletin board. We have tracked the plot, summarized using illustrations with a sentence, brought in an artifact for each chapter, etc... 2. I then teach a mini-lesson on a reading strategy, word study, or whatever I see they need and what I need to cover in the standards and assessment anchors. This is done as a whole group. 3. Then they either participate in literature circles or reading workshop depending on the time of year. I use all novels and avoid my basal textbook like the plague. 4. I confer with individuals during reading workshop or sit in with 1 literature circle group per day. Then we go into writing workshop: 1. I read a poem to them and we decipher it togther (they have a copy to follow along) 2. I teach a writing mini-lesson on a writing craft, grammar skill, or something else. I try to coordinate mini-lessons in reading and writing to feed off one another. If we are working on character analysis in reading, we study character development in writing. 3. They write independently and I confer with individuals. It seems that the component I am missing is small group instruction and maybe more of a devotion to word study. Am I way off base here? When I look at the Big Blocks components, I see some of what I'm doing. Any thoughts? Thanks again. I'm searching for ideas. My district seems to have put the cart before the horse. They wrote guided reading into our strategic plan K-5 and now they have no clue how it is to be done in intermediate grades. I'd like to be able to show how what I'm doing shouldn't have to be thrown out the window entirely. Thanks a bunch! Mary :) - Original Message - From: "Rhonda Brinkman" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Tuesday, March 11, 2008 6:20 PM Subject: Re: [MOSAIC] Guided Reading in Intermediate? > >Hello Mary, > > Sorry it took so long to answer just crazy here. > > To me guided reading can be incorporated into anything. For example-- I am > looking for students to synthesize nonfiction text. I would began with a > small piece of text and model how to synthesize info and build by adding > pieces each time. Then I might use the same writing pieces to model > informative writing. The pieces could be shown to model voice (or lack of > it in writing). I have used Four Blocks in lower and upper grades and find > it easy to incorporate with any program and fairly inexpensive. Patricia > Cunningham and Cheryl Sigmon developed an awesome idea. > > Mary if you have more questions. Email me directly-- > [EMAIL PROTECTED] > > Hope this helped, > Rhonda > > > > > > > > Rhonda, >> Can you share any specifics? I teach strategies and use mostly lit. >> circles >> with novels in fifth grade. I also do writing workshop so I feel like I >> have the basics in place I'm mostly wondering how Guided Reading will >> change these practices. >> Thanks for the help! >> Mary :) >> >> - Original Message - >> From: "Rhonda Brinkman" <[EMAIL PROTECTED]> >> To: "Mosaic: A Reading Comprehension Strategies Email Group" >> >> Sent: Monday, March 03, 2008 6:05 PM >> Subject: Re: [MOSAIC] Guided Reading in Intermediate? >> >> >>> > >>> I love Modifying Four Block for the upper grades. Have been using it >>> for >>> years and I teach middle school. I easily incorporate reading strategies >>> and whatever the students may need. >>> >>> Rhonda >>> >>> >>> >>> >>>
Re: [MOSAIC] Guided Reading in Intermediate?
Melis Your email made me chuckle. If I write down what we are expected to do in our district and the amount of hours we have contact with our students, I come up short of 2 hours each day! We have to do math for an hour and 20 minutes and science for 60 minutes. Social studies can only be taught if it is integrated into the reading block. And we have no choice about guided reading...minimally 60 minutes per day...plus word/study, buddy/study, process writing and CMT prep in all areas. I can't wait to hear how other people do this! Thanks for asking the question. Oh, and I almost forgot, 30 minutes per day dedicated to RTI. -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Zey, Melissa Sent: Tuesday, March 25, 2008 5:28 PM To: Mosaic: A Reading Comprehension Strategies Email Group; Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Guided Reading in Intermediate? Can some of you elaborate on the time frame all of this is being completed within? That is the number one thing I struggle with is fitting it all in! I'm sure we all do. I try to do word study, reading workshop, writing workshop, and I go back and forth all of the time on guided reading and individual reading conferences. So it's great to see how someone else structures their reading and writing workshop time. Now I'm just curious to know what amount of time it's being done in. Is some of you would like to offer your schedules and how you fit everything (or as much as you can) in your day I'd love to hear it! Thanks, Melissa From: [EMAIL PROTECTED] on behalf of Mary Manges Sent: Sat 3/15/2008 9:12 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Guided Reading in Intermediate? Rhonda, Thanks for responding, even if it took a while. I appreciate all the input I can get, especially from people that are doing this already. It seems that guided reading is an umbrella term of sorts. I know that there are specific models like Four Blocks, and Fountas and Pinnell. I'm mostly concerned with how I can "do" guided reading to meet the requirement of my district and not have to give up what I feel is already working in my classroom. This is what I do, if you can see how GR would fit into this I would appreciate some input. Each day of my Language Arts block looks like this: 1. I do a read aloud from a novel of my choosing, with some sort of short activity on a bulletin board. We have tracked the plot, summarized using illustrations with a sentence, brought in an artifact for each chapter, etc... 2. I then teach a mini-lesson on a reading strategy, word study, or whatever I see they need and what I need to cover in the standards and assessment anchors. This is done as a whole group. 3. Then they either participate in literature circles or reading workshop depending on the time of year. I use all novels and avoid my basal textbook like the plague. 4. I confer with individuals during reading workshop or sit in with 1 literature circle group per day. Then we go into writing workshop: 1. I read a poem to them and we decipher it togther (they have a copy to follow along) 2. I teach a writing mini-lesson on a writing craft, grammar skill, or something else. I try to coordinate mini-lessons in reading and writing to feed off one another. If we are working on character analysis in reading, we study character development in writing. 3. They write independently and I confer with individuals. It seems that the component I am missing is small group instruction and maybe more of a devotion to word study. Am I way off base here? When I look at the Big Blocks components, I see some of what I'm doing. Any thoughts? Thanks again. I'm searching for ideas. My district seems to have put the cart before the horse. They wrote guided reading into our strategic plan K-5 and now they have no clue how it is to be done in intermediate grades. I'd like to be able to show how what I'm doing shouldn't have to be thrown out the window entirely. Thanks a bunch! Mary :) - Original Message - From: "Rhonda Brinkman" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Tuesday, March 11, 2008 6:20 PM Subject: Re: [MOSAIC] Guided Reading in Intermediate? > >Hello Mary, > > Sorry it took so long to answer just crazy here. > > To me guided reading can be incorporated into anything. For example-- I am > looking for students to synthesize nonfiction text. I would began with a > small piece of text and model how to synthesize info and build by adding > pieces each time. Then I might use the same writing pieces to model > informative writing. The pieces could be shown to model voice (or lack of > it in writing). I have used Four Blocks in lower and upper grades and find > it easy to incorporate with any program and fairly inexpensive. Patricia > Cunningham and Cheryl Sigmon develo
Re: [MOSAIC] Guided Reading in Intermediate?
I'm in the same boat, Melissa. It's hard to get everything in! Here's my very FLEXIBLE scheduling information. I, too, am VERY interested in what others are doing. I teach 2 sections of 5th grade Reading/Lang Arts. One section is a solid two hour block (except for two days a week where over 1/2 of the kids get pulled for large group band practice... THAT'S another story). My own section of kids I get between 1.5-2.5 hours each day, but somewhat scattered depending on the day. (I also do Social Studies with my own kids as well for 30-50 min most days.) Right now, my solid two hour block goes MOSTLY like this: 8:30-8:45/55 (15-25 minutes) WORD WORK Including Word of the Day, Working with spelling words (grouped by phonetic pattern and/or based on roots, prefixes, suffixes), and Vocabulary words from the basal. 8:45/55-9:05/20 (20-40 minutes) Modeled/Shared/Interactive Reading We are all practicing the same thing (often one of the Mosaic reading strategies) with a common text (usually our new Literacy by Design basal from Rigby) and reading together, within small groups, or with partners 9:05/20-9:35/40 (15-40 min) Independent/Guided Reading OR Literature Circles USUALLY kids use this time to independently read and practice skill or strategy discussed during our whole group time with their own self-selected text (although sometimes I direct them to a specific text or genre depending on what they need and what works best for practicing that skill). While they read, I require them to record their thinking on sticky notes as proof of the application of said skill/strategy. They are also allowed to take Accelerated Reader quizzes during this time. We've also done literature circles twice for two weeks each during this time so far--LOVE IT and the kids are BEGGING to do it again! :-) We will at least one more time this year. Once in a WHILE I meet with a small group during this time, but usually I'm busy answering miscellaneous questions, responding to kids who are excited to show me something in their book, conferencing with a handful of students, or doing some kind of one-on-one reading testing. 9:35/40-9:45 (5-10 min) SHARING TIME I randomly (or not so randomly some days) call on kids to SHARE their thinking from independent reading time which they have recorded on sticky notes. I remind everyone "Eyes on speaker," and then they all learn from each other and quite often like to add their own two cents worth to someone's thinking. Those notes then go on notebook paper placed in their individual reading binders as a form of formative assessment for me. 9:45-10:00 (15 min) STORY TIME! I read aloud from a chapter book. If we skip this, I hear about it! Even 5th grade kids LOVE to be read to! 10:00-10:30 (30 min) WRITER'S WORKSHOP I include 5-15 minute grammar mini-lessons during this time or a "DOL/Daily Oral Language" sentence at least. As far as the actual writing portion, I read and LOVED Aimee Buckner's book 'Notebook Know-How" and used that as a starting point earlier this year to introduce daily writing. We now alternate every few weeks between "playing around" with a mode of writing in our composition books, to working through the writing process using legal pads for first draft, and typing (and editing) 2nd/3rd/possibly 4th drafts. Wow! Sorry that's SO long. I'm looking forward to hearing what others are doing! My main question would be how important do you all feel DAILY Guided Reading IS at this age, especially IF/WHEN the kids are getting 15+ minutes of focused independent reading within their reading level? -Michelle TG/IA/5th www.mrstg.com -Original Message- Can some of you elaborate on the time frame all of this is being completed within? ___ 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] Guided Reading in Intermediate?
Hi Melissa, I'm a first year teacher, so the number one thing I struggle with is classroom management. After that, it's definitely curriculum planning and implementation. We are required to teach ELA 2 and 1/2 hours per day. This fits perfectly with the time I have between official start time and daily specials. The first half of the year, I was doing Reading for the first 90 minutes and Writing for the last 60. In February, I switched it so we start with Writing (makes a better transition into the day) and follow it with 90 mins. of Reading. Writing is minilesson, often times with reading of a mentor passage or text. Independent writing (when I'll do individual conferences and/or small group work as needed). Then sharing. Readers Workshop is by far the more complicated because I'm juggling an overly full Harcourt Trophies curriculum, which includes Narrative Elements, Word Study, Vocabulary, and weekly text along with Isabel Beck's Robust vocabulary instruction, Reciprocal Teaching, and 3 small group instruction sessions per day. Daily small group instruction also has to include a Phonics intervention curriculum for the lowest achieving readers. It's been a *huge* undertaking to learn these various curriculum pieces (although I had previous experience with some of them). Definitely a work in progress. Very interested to hear how others respond to your question about effective implementation of Literacy curriculum. On 3/25/08, Zey, Melissa <[EMAIL PROTECTED]> wrote: > > Can some of you elaborate on the time frame all of this is being completed > within? That is the number one thing I struggle with is fitting it all > in! I'm sure we all do. I try to do word study, reading workshop, writing > workshop, and I go back and forth all of the time on guided reading and > individual reading conferences. So it's great to see how someone else > structures their reading and writing workshop time. Now I'm just curious to > know what amount of time it's being done in. Is some of you would like to > offer your schedules and how you fit everything (or as much as you can) in > your day I'd love to hear it! > > Thanks, > Melissa > > > > From: [EMAIL PROTECTED] on behalf of Mary Manges > Sent: Sat 3/15/2008 9:12 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] Guided Reading in Intermediate? > > > > Rhonda, > Thanks for responding, even if it took a while. I appreciate all the > input > I can get, especially from people that are doing this already. It seems > that guided reading is an umbrella term of sorts. I know that there are > specific models like Four Blocks, and Fountas and Pinnell. I'm mostly > concerned with how I can "do" guided reading to meet the requirement of my > district and not have to give up what I feel is already working in my > classroom. This is what I do, if you can see how GR would fit into this I > would appreciate some input. > Each day of my Language Arts block looks like this: > > 1. I do a read aloud from a novel of my choosing, with some sort of short > activity on a bulletin board. We have tracked the plot, summarized using > illustrations with a sentence, brought in an artifact for each chapter, > etc... > 2. I then teach a mini-lesson on a reading strategy, word study, or > whatever I see they need and what I need to cover in the standards and > assessment anchors. This is done as a whole group. > 3. Then they either participate in literature circles or reading workshop > depending on the time of year. I use all novels and avoid my basal > textbook > like the plague. > 4. I confer with individuals during reading workshop or sit in with 1 > literature circle group per day. > > Then we go into writing workshop: > 1. I read a poem to them and we decipher it togther (they have a copy to > follow along) > 2. I teach a writing mini-lesson on a writing craft, grammar skill, or > something else. I try to coordinate mini-lessons in reading and writing > to > feed off one another. If we are working on character analysis in reading, > we study character development in writing. > 3. They write independently and I confer with individuals. > > It seems that the component I am missing is small group instruction and > maybe more of a devotion to word study. > Am I way off base here? When I look at the Big Blocks components, I see > some of what I'm doing. Any thoughts? > Thanks again. I'm searching for ideas. My district seems to have put the > cart before the horse. They wrote guided reading into our strategic plan > K-5 and now they have no clue how it is to be done in intermediate grades. > I'd like to be able to show how what I'm doing shouldn't have to be thrown > out the window entirely. > > Thanks a bunch! > Mary :) > - Original Message - > From: "Rhonda Brinkman" <[EMAIL PROTECTED]> > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Sent: Tuesday, March 11, 2008 6:20 PM > S
Re: [MOSAIC] Research Based Response to Intervention fro Middle School
Florida Center for Reading Research (fcrr.com, maybe .edu?). Tons of research-based ideas. Joe Torgensen, reading guru and experienced teacher, runs the center. Good luck. On 3/25/08, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote: > > I know there has been discussion about RTI but now I find myself in need > of > sources for locating research based assessments and materials for use in > middle school to implement RTI. HELP! > > Thanks, > > June > > > > **Create a Home Theater Like the Pros. Watch the video on AOL > Home. > ( > http://home.aol.com/diy/home-improvement-eric-stromer?video=15?ncid=aolhom000301 > ) > ___ > 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. > > -- Mary Ellen Sinkiewicz ___ 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] Checking for Understanding
Sorry, I'm having a senior moment. Does anyone know the book Checking for Understanding: Formative Assessment Techniques for Your Classroom by Douglas Fisher and Nancy Frey? I have it in my Amazon cart and can't for the life of me remember why. I've searched through my emails to no avail. Thanks! Patti _ In a rush? Get real-time answers with Windows Live Messenger. http://www.windowslive.com/messenger/overview.html?ocid=TXT_TAGLM_WL_Refresh_realtime_042008 ___ 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] Guided Reading in Intermediate?
Melissa, I have one hour and forty-five minutes to squeeze it all in. I feel like a hamster in a wheel most days, but we get it done somehow. It certainly isn't ideal, especially with the added pressure of state testing to deal with. Mary :) On Mar 25, 2008, at 5:28 PM, Zey, Melissa wrote: > Can some of you elaborate on the time frame all of this is being > completed within? That is the number one thing I struggle with is > fitting it all in! I'm sure we all do. I try to do word study, > reading workshop, writing workshop, and I go back and forth all of > the time on guided reading and individual reading conferences. So > it's great to see how someone else structures their reading and > writing workshop time. Now I'm just curious to know what amount of > time it's being done in. Is some of you would like to offer your > schedules and how you fit everything (or as much as you can) in > your day I'd love to hear it! > > Thanks, > Melissa > > > > From: [EMAIL PROTECTED] on behalf of Mary Manges > Sent: Sat 3/15/2008 9:12 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] Guided Reading in Intermediate? > > > > Rhonda, > Thanks for responding, even if it took a while. I appreciate all > the input > I can get, especially from people that are doing this already. It > seems > that guided reading is an umbrella term of sorts. I know that > there are > specific models like Four Blocks, and Fountas and Pinnell. I'm mostly > concerned with how I can "do" guided reading to meet the > requirement of my > district and not have to give up what I feel is already working in my > classroom. This is what I do, if you can see how GR would fit into > this I > would appreciate some input. > Each day of my Language Arts block looks like this: > > 1. I do a read aloud from a novel of my choosing, with some sort > of short > activity on a bulletin board. We have tracked the plot, summarized > using > illustrations with a sentence, brought in an artifact for each > chapter, > etc... > 2. I then teach a mini-lesson on a reading strategy, word study, or > whatever I see they need and what I need to cover in the standards and > assessment anchors. This is done as a whole group. > 3. Then they either participate in literature circles or reading > workshop > depending on the time of year. I use all novels and avoid my basal > textbook > like the plague. > 4. I confer with individuals during reading workshop or sit in with 1 > literature circle group per day. > > Then we go into writing workshop: > 1. I read a poem to them and we decipher it togther (they have a > copy to > follow along) > 2. I teach a writing mini-lesson on a writing craft, grammar > skill, or > something else. I try to coordinate mini-lessons in reading and > writing to > feed off one another. If we are working on character analysis in > reading, > we study character development in writing. > 3. They write independently and I confer with individuals. > > It seems that the component I am missing is small group instruction > and > maybe more of a devotion to word study. > Am I way off base here? When I look at the Big Blocks components, > I see > some of what I'm doing. Any thoughts? > Thanks again. I'm searching for ideas. My district seems to have > put the > cart before the horse. They wrote guided reading into our > strategic plan > K-5 and now they have no clue how it is to be done in intermediate > grades. > I'd like to be able to show how what I'm doing shouldn't have to be > thrown > out the window entirely. > > Thanks a bunch! > Mary :) > - Original Message - > From: "Rhonda Brinkman" <[EMAIL PROTECTED]> > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Sent: Tuesday, March 11, 2008 6:20 PM > Subject: Re: [MOSAIC] Guided Reading in Intermediate? > > >>> Hello Mary, >> >> Sorry it took so long to answer just crazy here. >> >> To me guided reading can be incorporated into anything. For >> example-- I am >> looking for students to synthesize nonfiction text. I would began >> with a >> small piece of text and model how to synthesize info and build by >> adding >> pieces each time. Then I might use the same writing pieces to model >> informative writing. The pieces could be shown to model voice (or >> lack of >> it in writing). I have used Four Blocks in lower and upper grades >> and find >> it easy to incorporate with any program and fairly inexpensive. >> Patricia >> Cunningham and Cheryl Sigmon developed an awesome idea. >> >> Mary if you have more questions. Email me directly-- >> [EMAIL PROTECTED] >> >> Hope this helped, >> Rhonda >> >> >> >> >> >> >> >> Rhonda, >>> Can you share any specifics? I teach strategies and use mostly lit. >>> circles >>> with novels in fifth grade. I also do writing workshop so I feel >>> like I >>> have the basics in place I'm
