[MOSAIC] comprehension problem
hello everyone. my name is Rana Hassna. i am a student at Wayne State University and i am currently taking a class with Dr. Creech. i have a daughter who is five years old. she will go to kindergarten next fall. She is already reading the level 1 books with comprehension. However, when i give her books at the second level, she can read them but doesn't comprehend much. How can i increase her comprehension with the books level 2. another thing is that i am worried that next year when she goes to kindergarten, she is going to be very bored in the classroomm because she is reading now and even doing math where the rest of the class is going to be learning the alphabets and how to count!! i am really worried about her being bored especially because her school doesn't believe in promoting kindergarten. _ Explore the seven wonders of the world http://search.msn.com/results.aspx?q=7+wonders+worldmkt=en-USform=QBRE ___ 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] getting started/procedures
As many of you know, I took a years break from the listserv. I entrusted the moderation role to Jennifer and she has done a superb job. Jennifer will continue to retain the title moderator again this year. As for me, especially after attending Stephanie Harvey's 2 day institute, I am ready to reenter the arena of the talk you all do so deeply here. I am especially interested in talking about the beginning of the year stuff. I think revisiting the procedural/routine training steps and the early strategy lessons will not only help me get back into the groove of thinking school (why is it I always seem to forget how to start the year when I'm away?) but will be a support to new teachers and teachers new to this teaching. I invite you all to reflect on how you begin your year and please jump in and share! Every year I start out by laying the groundwork for my work all year. I believe very strongly in establishing clear routines and expectations. The time we take at the beginning of the year to model and practice the routines (transitions, how to sit in the gathering area, active listening, turn and talk, etc.) simply prepares our students to do the learning work with us throughout the year. To get myself ready for this crucial beginning work, I make a list of all the transitions (entering the room, lining up for specials/lunch/etc., coming to the gathering area, end of the day), and other routines we will be following all year. This helps me to be clear on what I need to explicitly teach my students. I need to be very clear on what I want in their everyday behaviors so that I can model and teach them what I am looking for. It ensures success if we teach them explicitly up front. A great book for this training phase is The Daily 5. While the book is written to help set up the structure of the reading workshop, you can easily transfer the talk they use with their students to all situations where training is involved to point to success. The very first day of school I make a ring of seats in a circle and have the children take a seat. I have an easel with chart paper already filled out with many pages of a T-chart I use (and wish EVERYONE would use, because it is SO POWERFUL!!!) that says: LOOKS LIKE on one side and SOUNDS LIKE on the other side. I teach my new group active listening first. It is a strong piece of the foundation of engagement for the year. I talk to them about how I'm sure they are so used to having to face the teacher when he/she is teaching but that now they are going to be turning their bodies and eyes to whomever it is that is speaking in the room. So I walked around the outside of the circle and asked them to show me what it would look like if they were doing Active Listening on me over here. They all rotated their bodies and faced me. Then I pointed to someone sitting over there on the carpet (say John) and said if we pretended he was sharing HIS thinking next how would it look to do Active Listening on John. (I know that is not correct grammar but you'll see why I use it in a minute.) So they all rotated towards him. I walked over to where John was sitting and talked to them about how at first this will probably feel VERY uncomfortable because typically we are not used to having the entire class facing us when we are talking. But the reason we do it is because we all believe that what John has to say is VERY IMPORTANT and worthy of our respect. That we can learn from John's thinking. That maybe what John is about to share connects with something we were thinking. That RECEIVING the thinking of our classmates is a very important part of what we will be doing all year. In order to RECEIVE that thinking best it helps to face the person sharing. Then I walked back to the head of the group and reinforced those who turned their bodies and eyes on me as I walked. For those who did not I simply say Active Listening on me now. Eyes and bodies facing the speaker. I'm the one sharing my thinking so you need to face me now. This next part I tend to forget until we get going but when I remember I also teach the person who is sharing/answering to turn and face THE GROUP and not direct his/her words TO THE TEACHER. You can't BELIEVE how powerful it is when the child looks into the group (or faces the direction where most of the class is sitting) and talks to THEM rather than turn to the teacher and respond to the teacher. It is a HARD habit to break, especially the older they are, but doing this changes the feel of the responding. So when we get going and someone is asked to share back we all do Active Listening on her and SHE looks at the kids NOT ME when she shares back. It is SO cool! We then chart what Active Listening LOOKS LIKE and SOUNDS LIKE on our T-chart. LOOKS LIKE: bodies turned toward the speaker hands quiet faces toward speaker eyes on person talking mouths closed ears listening person
Re: [MOSAIC] How to get started?!
Here are some resources that can help you get started: Daily 5 by Gail Boushey and Joan Moser (go to their website:2sisters.com) Guiding Readers Writers for grades 3-6 - Fountas Pinnel (this will give you your first 20 days of lessons for reader's workshop) Strategies that Work by Stephanie Harvey (excellent resource! She also has a comprehension toolkit with lessons, etc...) Go to the Heinemann website to look at it. Surely, your school will have some kind of reading assessment program that they use. DRA or QRI are two kinds. DRA would not be cost effective for you to buy on your own though. Check out this website that I discovered either on the mosaic or daily5 book study list: http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/index.htm Awesome website from a 3rd grade teacher!! What kind of writing program does the school use? Lucy Calkins or 6+1 traits are some good resources to use. There is a 3rd grade trait box that you can purchase (don't have the exact name of it right now) I have a ton more resources that I could list, but these could get you started! Susanne/2nd/Ga --- On Wed, 7/9/08, Renee Pedersen [EMAIL PROTECTED] wrote: From: Renee Pedersen [EMAIL PROTECTED] Subject: [MOSAIC] How to get started?! To: mosaic@literacyworkshop.org Date: Wednesday, July 9, 2008, 10:46 PM Hi there, I am a new to the classroom this year and will be teaching a very diverse third grade classroom. I was wondering if you guys can help me get an idea of where to start with my literacy program. Is there a good (preferably free) reading inventory out there that could help me get an idea of fluency, comprehension, etc from the get-go? I am on a team with one other teacher who is also brand new this year. So we don't have anyone to count on but ourselves. I'm concerned about grouping, setting up my centers (including what centers to have! my student teaching experience didn't include centers at all), incorporating comprehension strategies, spelling, writing, etc. I have MOT and am mid-way through it and consider it to be my bible for next year...but I just don't know where to start!! I'm so paranoid that I will come off as disorganized if I can't sort this out. Help! Thanks! Renee ___ 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] Mosaic Digest, Vol 23, Issue 10
This next part I tend to forget until we get going but when I remember I also teach the person who is sharing/answering to turn and face THE GROUP and not direct his/her words TO THE TEACHER. You can't BELIEVE how powerful it is when the child looks into the group (or faces the direction where most of the class is sitting) and talks to THEM rather than turn to the teacher and respond to the teacher. It is a HARD habit to break, especially the older they are, but doing this changes the feel of the responding. So when we get going and someone is asked to share back we all do Active Listening on her and SHE looks at the kids NOT ME when she shares back. It is SO cool! Ginger~ we met at the 2-day workshop w/Stephanie Harvey... I really felt this issue later in the year and I thank you for the reminder I teach 1st grade and I realized how uncomfortable I felt when the students spoke to me and not the groupI watched and realized that when they spoke to me it was interpreted as a 1:1 conversation and the other students didn't know to listen closely (because I never taught them!) So, I will take this nugget and include it! It is so important if we are ever going to be interlopers (sp?) on their conversations.Isn't that the idea in the gradual release model? Mary Helen ___ 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] master's program reflective of mosiac
Check into walden university. I got my masters in reading and literacy there a few years ago and I believe that in many of my lessons and assignments, I referred to MOT and strategies that work --- On Wed, 7/9/08, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote: From: [EMAIL PROTECTED] [EMAIL PROTECTED] Subject: [MOSAIC] master's program reflective of mosiac To: mosaic@literacyworkshop.org Date: Wednesday, July 9, 2008, 3:34 PM Hi, I have been a lurker for awhile but I would like to know if anyone has attended a college or university that was very reflective of MOT strategies and ideas. I want to get my masters but I want to attend a like minded philosophy of though school. Thanks, Dian ___ 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] rewards
Has anyone heard of the researched base program called rewards. My daughter has enrolled my grandson in a special ed summer school. When she was questioning about some of the work they are doing, the said they were using a program called rewards I am not sure what this means because my daughter was questioning the kinds of work they are doing. Not asking about incentives. Unless rewards means a program teaching kids how to read. Any info would be appreciated. Marti - Original Message - From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Saturday, April 12, 2008 5:01 PM Subject: [MOSAIC] Writing to be displayed for public viewing-should it beperfect? Dear all, I have been a member of the list serve for just a few weeks. I love the conversation and diligently take notes. Now, I have an issue that has been bandied about my district and county for quite some time. As far as the big picture goes, it is probably small potatoes, BUT...we would love some comments. I am a Reading Recovery Teacher and my teacher-leader (from New Zealand) was quite fanatical about the fact that everything on the walls needed to be a perfect model because children would be the audience. Her feeling was that if it was worthy of publishing or display it should be a model for all who read it. My colleagues and I have looked in various places to see if research exists (either way) on this subject. I have ventured into most of Marie Clay's work...this just isn't something that appears in the contents or index. How do you feel about this? Is it an issue, or is it more important for children to display whatever THEY think is worthy? Thank you for all of the good advise I have gotten. I appreciate all you do as educators. Susan Reading Recovery/K-2 Literacy Coach Carman-Ainsworth Community Schools Flint, MI -- Susan Nugent 16071 Knob Hill Drive Linden, Michigan 48451 810-735-3030 ___ 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] rewards
Hi Marti, I don't know much about the Rewards program, but I do know it was created by Anita Archer. She has both a reading and writing program. The reading program helps students quickly recognize the chunks in words and then use that knowledge to read. I have only seen the student book, not the whole program, but I ordered some student books to use with struggling decoders. I saw Anita present and was very impressed. She is one of the strongest advocates for active engagement of learners and she practices what she preaches. She kept the audience engaged for the entire dayI There was no down time. I believe if you google her you will be able to download some of her videos. Linda On Jul 10, 2008, at 2:58 PM, The Plumtree wrote: Has anyone heard of the researched base program called rewards. My daughter has enrolled my grandson in a special ed summer school. When she was questioning about some of the work they are doing, the said they were using a program called rewards I am not sure what this means because my daughter was questioning the kinds of work they are doing. Not asking about incentives. Unless rewards means a program teaching kids how to read. Any info would be appreciated. Marti - Original Message - From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Saturday, April 12, 2008 5:01 PM Subject: [MOSAIC] Writing to be displayed for public viewing-should it beperfect? Dear all, I have been a member of the list serve for just a few weeks. I love the conversation and diligently take notes. Now, I have an issue that has been bandied about my district and county for quite some time. As far as the big picture goes, it is probably small potatoes, BUT...we would love some comments. I am a Reading Recovery Teacher and my teacher-leader (from New Zealand) was quite fanatical about the fact that everything on the walls needed to be a perfect model because children would be the audience. Her feeling was that if it was worthy of publishing or display it should be a model for all who read it. My colleagues and I have looked in various places to see if research exists (either way) on this subject. I have ventured into most of Marie Clay's work...this just isn't something that appears in the contents or index. How do you feel about this? Is it an issue, or is it more important for children to display whatever THEY think is worthy? Thank you for all of the good advise I have gotten. I appreciate all you do as educators. Susan Reading Recovery/K-2 Literacy Coach Carman-Ainsworth Community Schools Flint, MI -- Susan Nugent 16071 Knob Hill Drive Linden, Michigan 48451 810-735-3030 ___ 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] getting started/procedures
Ginger I can't resist jumping in here... When you explictly teach children how to listen to each other and how to respond to each other you are setting up the climate for intellectual engagement that Ellin describes so eloquently in To Understand. Ellin describes the conditions needed for understanding and one of them is conversation with others. I teach turn and talk in a similar fashion...I think I learned how from a previous post and also from the Comprehension Toolkitwhich is a really good resource for newbies by the way! I plan to take this one simple but important step further next fall and integrate in my modeling some time to think. I will directly talk to the kids about the importance of silence and time to think as well as the time to converse with others. we'll talk specifically about what we understand AFTER some time to think and turn and talk that we didn't understand without doing those things. I will be making an anchor Chart showing not just what the literacy time should look like and sound like but a second chart with showing what we learn about understanding. SOOO glad to have you back on the listserv... Jennifer In a message dated 7/10/2008 11:35:16 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: I teach my new group active listening first. It is a strong piece of the foundation of engagement for the year. I talk to them about how I'm sure they are so used to having to face the teacher when he/she is teaching but that now they are going to be turning their bodies and eyes to whomever it is that is speaking in the room. So I walked around the outside of the circle and asked them to show me what it would look like if they were doing Active Listening on me over here. They all rotated their bodies and faced me. Then I pointed to someone sitting over there on the carpet (say John) and said if we pretended he was sharing HIS thinking next how would it look to do Active Listening on John. (I know that is not correct grammar but you'll see why I use it in a minute.) So they all rotated towards him. I walked over to where John was sitting and talked to them about how at first this will probably feel VERY uncomfortable because typically we are not used to having the entire class facing us when we are talking. But the reason we do it is because we all believe that what John has to say is VERY IMPORTANT and worthy of our respect. That we can learn from John's thinking. That maybe what John is about to share connects with something we were thinking. That RECEIVING the thinking of our classmates is a very important part of what we will be doing all year. In order to RECEIVE that thinking best it helps to face the person sharing. Then I walked back to the head of the group and reinforced those who turned their bodies and eyes on me as I walked. For those who did not I simply say Active Listening on me now. Eyes and bodies facing the speaker. I'm the one sharing my thinking so you need to face me now. **Get the scoop on last night's hottest shows and the live music scene in your area - Check out TourTracker.com! (http://www.tourtracker.com?NCID=aolmus0005000112) ___ 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.
