Re: [MOSAIC] kindergarten

[rogersedu]

Kendra,

K teachers in my school do not do letter of the week at all!  They also do not 
use fundations.  They are using reading and writing wokshop entirely and 
meeting children for guided reading in groups using Jan Richardson's approach 
to Guided Reading.  It is working great!  I teach 2nd grade and we are seeing a 
much higher percentage of students coming to first and second grade on graed 
level because of the great work they are doing in K.  I am also one of the 
reading coaches at my school.  Some of the teachers had a very hard time moving 
away from letter of the week. Once they saw the difference  and what their 
children were capable of doing they have not looked back.

Good luck,
Susan/TN___
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Re: [MOSAIC] Daily 5 and Reader's Workshop

[jepilyn matthis]

The Daily Five.
- Original Message - 
From: <[EMAIL PROTECTED]>
To: 
Sent: Friday, July 04, 2008 10:17 PM
Subject: Re: [MOSAIC] Daily 5 and Reader's Workshop


> What is the exact title of the Daily 5 book?
>
> Thanks...Leslie
>
>
> In a message dated 6/26/2008 10:41:44 A.M. Eastern Daylight Time,
> [EMAIL PROTECTED] writes:
>
> Stephanie,
>
> First of all, there are several Yahoo groups focusing  on Daily 5. One is
> Daily5, one is Daily5BookStudy (1 chapter per week), and  someone 
> mentioned
> another one for "firsties"--but don't know the name of  it.
>
> I used Daily 5 last year in 2nd grade (1st time for 2nd gr for me).  My
> reading workshop revolves around the Daily 5, altho we usually only got  3
> choices in, sometimes 2, as I would take one choice occasionally  for
> teaching comprehension strategies (took longer than a typical  minilesson,
> since I was reading an entire picture book, or using poems). I  also kept
> writing separate--Lucy Calkins. However, I did do minilessons for 
> decoding
> strategies, etc. The independent practice was my favorite  part--the kids 
> did
> a great job building stamina and everyone from low to  high levels 
> improved
> over the year. I'm convinced it was because of all the  extra time 
> reading.
>
> It will take at least 6 weeks to build stamina and  get everyone doing 
> what
> they're supposed to be doing. I started taking  individual kids for
> assessments once everyone had reached 8-9 minutes of  stamina. When the 
> class
> reached 15 minutes, I started taking groups for  instruction.
>
> Hope that helps. I encourage you to join one or more of  the Daily 5 
> groups.
> Melissa/VA/2nd
>
> On Wed, Jun 25, 2008 at 11:33 PM,  Stephanie Sanchez <
> [EMAIL PROTECTED]> wrote:
>
>>  Hello group,
>> After hearing people rave about the Daily 5, I decided to  buy it. I
>> finished it all in one sitting. Wow...what a read! I love  all it has to
> say.
>> I'm curious though, and would love to hear input,  on how other teacher's
>> have combined the Daily 5 with Reader's  Workshop. What would your 
>> schedule
>> look like? How does the Reader's  Workshop model of mini-lesson, shared
>> practice, and independent  practice of the mini-lesson skill fit in with 
>> the
>> Daily 5? I  definitely am looking forward to teaching this in the fall. 
>> Any
>> input  would be greatly appreciated!
>>
>> Stephanie
>> 3rd grade,  CA
>> ___
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>> 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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> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>
> Search  the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
>
>
>
>
>
> **Gas prices getting you down? Search AOL Autos for
> fuel-efficient used cars. 
> (http://autos.aol.com/used?ncid=aolaut000507)
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> 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] kindergarten

[Beverlee Paul]

My advice:  Run, don't walk, and get a copy of The Literate Kindergarten.  

> Date: Fri, 4 Jul 2008 22:47:49 -0400> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] kindergarten> > > Lori, 
> thank you for breaking your no work until July rule. I am going to be 
> teaching K for the first time next year and have been wanting to post but 
> didn't know what to say. Your post and all those who have responded are 
> giving me a direction in which to start my summer reading. I have a few 
> questions.> > 1. You said that you "have been SLOWLY trying to break out of 
> the "letter of the week" system that my team uses". Our teachers have always 
> used this model but I didn't want to. We have the fundations program by 
> Wilson. I have not looked at it that much for K. My thinking was to use a 
> reading/writing workshop model and incorporate this into it. How have you 
> tried to not do a letter a week?> > 2. I too taught first grade for 3 years 
> and 2nd grade last year. I have never taught K. What advice would you and 
> others give me? > > 3. I have veteran teachers in my county that think K 
> can't learn reading comprehension strategies. Do you start these at the 
> beginning like you did in 1st after introducing certain fundamentals of 
> reading workshop. I know that with K you have to build knowledge of print 
> concepts and books. I have used Debbie Miller's book in the past to guide my 
> reading comprehension instruction. I am also currently reading To Understand. 
> > > Thanks for helping me,> Kendra> > > 
_
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Re: [MOSAIC] Daily 5 and Reader's Workshop

[Lespop4]

What is the exact title of the Daily 5 book?
 
Thanks...Leslie
 
 
In a message dated 6/26/2008 10:41:44 A.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

Stephanie,

First of all, there are several Yahoo groups focusing  on Daily 5. One is
Daily5, one is Daily5BookStudy (1 chapter per week), and  someone mentioned
another one for "firsties"--but don't know the name of  it.

I used Daily 5 last year in 2nd grade (1st time for 2nd gr for me).  My
reading workshop revolves around the Daily 5, altho we usually only got  3
choices in, sometimes 2, as I would take one choice occasionally  for
teaching comprehension strategies (took longer than a typical  minilesson,
since I was reading an entire picture book, or using poems). I  also kept
writing separate--Lucy Calkins. However, I did do minilessons for  decoding
strategies, etc. The independent practice was my favorite  part--the kids did
a great job building stamina and everyone from low to  high levels improved
over the year. I'm convinced it was because of all the  extra time reading.

It will take at least 6 weeks to build stamina and  get everyone doing what
they're supposed to be doing. I started taking  individual kids for
assessments once everyone had reached 8-9 minutes of  stamina. When the class
reached 15 minutes, I started taking groups for  instruction.

Hope that helps. I encourage you to join one or more of  the Daily 5 groups.
Melissa/VA/2nd

On Wed, Jun 25, 2008 at 11:33 PM,  Stephanie Sanchez <
[EMAIL PROTECTED]> wrote:

>  Hello group,
> After hearing people rave about the Daily 5, I decided to  buy it. I
> finished it all in one sitting. Wow...what a read! I love  all it has to 
say.
> I'm curious though, and would love to hear input,  on how other teacher's
> have combined the Daily 5 with Reader's  Workshop. What would your schedule
> look like? How does the Reader's  Workshop model of mini-lesson, shared
> practice, and independent  practice of the mini-lesson skill fit in with the
> Daily 5? I  definitely am looking forward to teaching this in the fall. Any
> input  would be greatly appreciated!
>
> Stephanie
> 3rd grade,  CA
> ___
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> 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] kindergarten

[Kendra Carroll]

Lori,  thank you for breaking your no work until July rule.  I am going to be 
teaching K for the first time next year and have been wanting to post but 
didn't know what to say.  Your post and all those who have responded are giving 
me a direction in which to start my summer reading.  I have a few questions.

1. You said that you "have been SLOWLY trying to break out of the "letter of 
the week" system that my team uses".  Our teachers have always used this model 
but I didn't want to.  We have the fundations program by Wilson.  I have not 
looked at it that much for K. My thinking was to use a reading/writing workshop 
model and incorporate this into it.  How have you tried to not do a letter a 
week?

2. I too taught first grade for 3 years and 2nd grade last year.  I have never 
taught K.  What advice would you and others give me?  

3. I have veteran teachers in my county that think K can't learn reading 
comprehension strategies.  Do you start these at the beginning like you did in 
1st after introducing certain fundamentals of reading workshop.  I know that 
with K you have to build knowledge of print concepts and books.  I have used 
Debbie Miller's book in the past to guide my reading comprehension instruction. 
 I am also currently reading To Understand.  

Thanks for helping me,
Kendra



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Re: [MOSAIC] lexiles

[Robins Maureen (25Q194)]

I've been looking at Lexile levels too now because I need to know how to define 
"beyond Z." Has anyone created a "Beyond Z" list or migrated from Fountas and 
Pinnel to Lexile as a way to measure and match for seventh and eighth graders?
 
Maureen Robins
Assistant Principal
JHS 194
[EMAIL PROTECTED]  



From: [EMAIL PROTECTED] on behalf of Carol Carlson
Sent: Fri 7/4/2008 3:27 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] lexiles



Lexiles have the same limitations as any measure of the difficulty of 
a text. I, too, tried to correlate them to Fountas & Pinnell levels 
and / or grade equivalents from publishers. It really didn't 
correlate. However, both our Illinois state test and the MAP test 
give lexile measures. I explain to both parents and teachers that the 
lexile is a good screening measure--that is it does give us some idea 
about how to match students to the difficulty of text.

But, as we have previously discussed, that matching is only ONE 
criteria in matching students to text. Background knowledge, 
motivation, and interest also need to be considered.

There is a website www.lexile.com that provides students and parents 
with lists of books and purports to help match students to 
appropriate text. The site does provide a lot of information, but it 
does seem to give the idea that the lexile is the end all of matching 
students to text.

There is a section for parents and students that provides students 
with lists of appropriate. It does ask students to take a survey to 
identify their interests. I don't know, though, of any teachers that 
use it. Has anyone tried this? I suppose it would be one help for 
classroom teachers. Has anyone use it?

Just as with any text measure, I caution to use it judiciously.

Carol
La Grange, Il

Carol

On Jul 4, 2008, at 2:05 PM, gina nunley wrote:

> I too have just accepted a new job, working as a Literacy 
> Specialist for the state. I'll travel to different districts with 
> my focus being the use of the Strategic Instruction Model  (out of 
> University of Kansas).
>
> My biggest sadness and concern is leaving the classroom and KIDS.  
> Everything we do boils down to how kids react to what we do, and I 
> am more than a little concerned about losing that direct contact, 
> though I will have lots of opportunities for coaching in the 
> classroom.   I'll be all the more passionate about coming here to 
> listen to teachers in the classroom
>
> Right away I have a topic to research and I wondered what 
> understandings some of you may have.  How many of you use lexile 
> levels in your reading program?  I did but have to admit they never 
> totally made sense to me.  The ranges were difficult to understand 
> and hard to correlate to other programs.  Basically I used them to 
> determine who to give a QRI to.
>
> Can anyone share their thoughts on lexiles?  I apologize if this is 
> off the list topics.  I am thinking though that in all our strategy 
> comprehension work we're very concerned about matching kids to the 
> right book, and always looking for a good way to measure that.
> _
> Making the world a better place one message at a time.
> http://www.imtalkathon.com/?source=EML_WLH_Talkathon_BetterPlace
> ___
> 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] lexiles

[Linda Crumrine]

Hi Gina,
Congratulations on your new job.  I have read about the Strategic  
Instruction Model but have never used it.  I am impressed with much  
of Deschler's work from Kansas.  My district uses the NWEA so we also  
use lexiles.  I find that at the elementary grades, lexiles are not  
as reliable as either guided reading or DRA levels.  I believe that  
lexiles  are based on sentence complexity and vocabulary so they can  
be misleading (how much you need to inference is not a factor).   
However, where I have found them to be very helpful is at the middle  
and high schools.  Many of our middle and high school teachers had no  
idea of the level of some of the text  that they were assigning.  It  
was an eye opener to realize that a student's lexile level was 650  
but the text he was assigned was a 950!

We started a bookroom this year so I leveled the books by both lexile  
and Guided reading level.  There was quite a bit of discrepancy.  I  
did make a simple chart for my teachers with the approximate  
correlations between grade, lexile, DRA, and guided reading levels.   
If you'd like a copy I can send you one.

Good luck,
Linda
On Jul 4, 2008, at 3:05 PM, gina nunley wrote:

> I too have just accepted a new job, working as a Literacy  
> Specialist for the state. I'll travel to different districts with  
> my focus being the use of the Strategic Instruction Model  (out of  
> University of Kansas).
>
> My biggest sadness and concern is leaving the classroom and KIDS.   
> Everything we do boils down to how kids react to what we do, and I  
> am more than a little concerned about losing that direct contact,  
> though I will have lots of opportunities for coaching in the  
> classroom.   I'll be all the more passionate about coming here to  
> listen to teachers in the classroom
>
> Right away I have a topic to research and I wondered what  
> understandings some of you may have.  How many of you use lexile  
> levels in your reading program?  I did but have to admit they never  
> totally made sense to me.  The ranges were difficult to understand  
> and hard to correlate to other programs.  Basically I used them to  
> determine who to give a QRI to.
>
> Can anyone share their thoughts on lexiles?  I apologize if this is  
> off the list topics.  I am thinking though that in all our strategy  
> comprehension work we're very concerned about matching kids to the  
> right book, and always looking for a good way to measure that.
> _
> Making the world a better place one message at a time.
> http://www.imtalkathon.com/?source=EML_WLH_Talkathon_BetterPlace
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/ 
> mosaic_literacyworkshop.org.
>
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Re: [MOSAIC] lexiles

[Carol Carlson]

Lexiles have the same limitations as any measure of the difficulty of  
a text. I, too, tried to correlate them to Fountas & Pinnell levels  
and / or grade equivalents from publishers. It really didn't  
correlate. However, both our Illinois state test and the MAP test  
give lexile measures. I explain to both parents and teachers that the  
lexile is a good screening measure--that is it does give us some idea  
about how to match students to the difficulty of text.

But, as we have previously discussed, that matching is only ONE  
criteria in matching students to text. Background knowledge,  
motivation, and interest also need to be considered.

There is a website www.lexile.com that provides students and parents  
with lists of books and purports to help match students to  
appropriate text. The site does provide a lot of information, but it  
does seem to give the idea that the lexile is the end all of matching  
students to text.

There is a section for parents and students that provides students  
with lists of appropriate. It does ask students to take a survey to  
identify their interests. I don't know, though, of any teachers that  
use it. Has anyone tried this? I suppose it would be one help for  
classroom teachers. Has anyone use it?

Just as with any text measure, I caution to use it judiciously.

Carol
La Grange, Il

Carol

On Jul 4, 2008, at 2:05 PM, gina nunley wrote:

> I too have just accepted a new job, working as a Literacy  
> Specialist for the state. I'll travel to different districts with  
> my focus being the use of the Strategic Instruction Model  (out of  
> University of Kansas).
>
> My biggest sadness and concern is leaving the classroom and KIDS.   
> Everything we do boils down to how kids react to what we do, and I  
> am more than a little concerned about losing that direct contact,  
> though I will have lots of opportunities for coaching in the  
> classroom.   I'll be all the more passionate about coming here to  
> listen to teachers in the classroom
>
> Right away I have a topic to research and I wondered what  
> understandings some of you may have.  How many of you use lexile  
> levels in your reading program?  I did but have to admit they never  
> totally made sense to me.  The ranges were difficult to understand  
> and hard to correlate to other programs.  Basically I used them to  
> determine who to give a QRI to.
>
> Can anyone share their thoughts on lexiles?  I apologize if this is  
> off the list topics.  I am thinking though that in all our strategy  
> comprehension work we're very concerned about matching kids to the  
> right book, and always looking for a good way to measure that.
> _
> Making the world a better place one message at a time.
> http://www.imtalkathon.com/?source=EML_WLH_Talkathon_BetterPlace
> ___
> 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] lexiles

[gina nunley]

I too have just accepted a new job, working as a Literacy Specialist for the 
state. I'll travel to different districts with my focus being the use of the 
Strategic Instruction Model  (out of University of Kansas).
 
My biggest sadness and concern is leaving the classroom and KIDS.  Everything 
we do boils down to how kids react to what we do, and I am more than a little 
concerned about losing that direct contact, though I will have lots of 
opportunities for coaching in the classroom.   I'll be all the more passionate 
about coming here to listen to teachers in the classroom
 
Right away I have a topic to research and I wondered what understandings some 
of you may have.  How many of you use lexile levels in your reading program?  I 
did but have to admit they never totally made sense to me.  The ranges were 
difficult to understand and hard to correlate to other programs.  Basically I 
used them to determine who to give a QRI to.
 
Can anyone share their thoughts on lexiles?  I apologize if this is off the 
list topics.  I am thinking though that in all our strategy comprehension work 
we're very concerned about matching kids to the right book, and always looking 
for a good way to measure that.
_
Making the world a better place one message at a time.
http://www.imtalkathon.com/?source=EML_WLH_Talkathon_BetterPlace
___
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