Re: [MOSAIC] stopping and thinking/long

[Waingort Jimenez, Elisa]

I know this is an old thread but I am just now trying (still and forever) to 
catch up with my email.  I'll have to admit that when I read Ginger's email I 
was wondering if maybe kids aren't getting it because we are trying too hard to 
get them to the place we think they should be at.  And, whenever I see 
"shoulds" I get nervous.  When we talk about leading kids to stop and think at 
the same points where we might stop and think, a red light goes off for me.  I 
do understand and appreciate the need/desire for kids to do deeper thinking 
when they're reading but sometimes it seems forced when they're just not there 
with you at a particular moment.  Yet, they are there with you at other 
moments.  Perhaps when they're there the story is written in such a way that 
it's apparent what the deeper thinking might look like.  When I read Joy's 
message below I started thinking that a way to get kids to deeper meaning might 
be through studying author's craft and how they themselves create their own 
pieces.  If a piece elicits deeper thinking, what does the author do to help us 
get there?  What do we want to do in our own writing and what do we do to help 
our readers get there?  Interesting...
Elisa

Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada



 
So now I'm thinking about what I do as a writer. . . I need to look back
at a piece I wrote this summer, I think I did add in places for my
reader to pause and think. This is interesting, and it making me think
about what I do, as well as what I do with my students.

I use mentor texts to help my students approximate what authors do, so
having them look at text from the author's standpoint might help. Wow,
more to think about.



___
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] stopping and thinking/long

[ljackson]

My last years in the classroom (hopefully not my last forever, but for now),
I really started to draw this language into writing workshop and it did seem
to connect for six, seven and eights. For me sensory imagery was the easiest
way to draw children into thinking deeply about the relationship between
words and feelings.  Children catch this notion quickly and respond with
beams to, "Ooh, I just love how you described your grandmother to me, but
here in the story there aren't any of those words. You said her hair was
'grey like silver'.  I am wondering if that would help your readers see your
grandmother in their minds when they read this story?  Is there some place
where you could add this bit?'"

The other area where I though these kiddos caught things quickly was
inference.  Sometime the unintentional misuse of pronoun--you know how the
kids start stories with he or she--gave me an opportunity to further this
discussion.  Something like, "By not using your character's name at the
beginning, you really make me think hard as a reader.  This bit here gives
me the idea that he is your friend and keeps me wondering through the whole
story, what is his name?  Let's think of a way you could give me another
clue.  Sometimes writer's use dialog. Remember the story we read that
started out  "Not again, Max!" The author didn't tell us that Max was going
to be a character, but let us figure it out from that bit of dialog.  Would
that work here somewhere?  Show me a place where it might."

Lori


On 9/27/08 4:35 AM, "Waingort Jimenez, Elisa" <[EMAIL PROTECTED]>
wrote:

> I know this is an old thread but I am just now trying (still and forever) to
> catch up with my email.  I'll have to admit that when I read Ginger's email I
> was wondering if maybe kids aren't getting it because we are trying too hard
> to get them to the place we think they should be at.  And, whenever I see
> "shoulds" I get nervous.  When we talk about leading kids to stop and think at
> the same points where we might stop and think, a red light goes off for me.  I
> do understand and appreciate the need/desire for kids to do deeper thinking
> when they're reading but sometimes it seems forced when they're just not there
> with you at a particular moment.  Yet, they are there with you at other
> moments.  Perhaps when they're there the story is written in such a way that
> it's apparent what the deeper thinking might look like.  When I read Joy's
> message below I started thinking that a way to get kids to deeper meaning
> might be through studying author's craft and how they themselves create their
> own pieces.  If a piece elicits deeper thinking, what does the author do to
> help us get there?  What do we want to do in our own writing and what do we do
> to help our readers get there?  Interesting...
> Elisa
> 
> Elisa Waingort
> Grade 2 Spanish Bilingual
> Dalhousie Elementary
> Calgary, Canada
> 
> 
> 
>  
> So now I'm thinking about what I do as a writer. . . I need to look back
> at a piece I wrote this summer, I think I did add in places for my
> reader to pause and think. This is interesting, and it making me think
> about what I do, as well as what I do with my students.
> 
> I use mentor texts to help my students approximate what authors do, so
> having them look at text from the author's standpoint might help. Wow,
> more to think about.
> 
> 
> 
> ___
> 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.
> 

-- 
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD  57555
 
http:www.tcsdk12.org
ph. 605.856.2211


Literacies for All Summer Institute
July 17-20. 2008
Tucson, Arizona




___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.

Search the MOSAIC archives at http://snipurl.com/MosaicArchive. 

Re: [MOSAIC] Language arts block length

[Mary Manges]

I agree with all of you and I appreciate the advice.  I'm sure that  
part of my trouble is the fact that I'm new to STW lessons this year.   
I'm going to focus this week on being as brief as possible without  
sacrificing anything.  I agree, that the less I say, the more they  
will remember.  I'm also going to try and use the read aloud as my  
writing mini-lesson.  I think this will help too.  My principal is  
also trying to give me another 15 minutes, which will put me back to  
the amount of time I had last year, which still was tight, but 15  
minutes is 15 minutes.

As for my writing mini-lessons, I may need to just spend more days on  
a topic and spread out what I need to say over a few days in order to  
keep my lessons short, especially when it is a topic that I know they  
struggle with (like using dialogue).  I just feel the pressure to  
cover a lot of ground by February, so I think I tend to over plan.

Thanks for all of your good advice.  I knew I would find some answers  
on this list. :)
Mary


On Sep 26, 2008, at 7:22 AM, elia kifer wrote:

> I agree with Camille, keep your mini lesson very explicit, and  
> short.  I do
> realize it is hard to get the read aloud in, do the vocab, then  
> teach the
> lesson, have time for them to practice with you, then they practice
> independently, but if you keep the teaching part short, chances are  
> they'll
> remember what you said and us what you said.  If you are still new  
> to this,
> just give it a little more time, the school year is still new.  You  
> will get
> in the swing of things.
>
> On Thu, Sep 25, 2008 at 9:23 PM, Mary Manges <[EMAIL PROTECTED]>  
> wrote:
>
>> Hi everyone,
>> I'm wondering how long most of you have each day for teaching  
>> language
>> arts?  I teach fifth grade and have about 90 minutes to teach reading
>> and writing.  I've basically divided it into two 45 minute blocks.
>> This is the first year that I am following STW and Comprehension
>> Toolkit, but I'm really struggling to get everything in.  In the past
>> I taught strategies, somewhat haphazardly, but I wasn't struggling as
>> much with time.  I know that with STW and the Toolkit I am doing a
>> better job, it is just taking so long.  I'm not sure I can speed
>> things up without sacrificing the depth of thinking that comes with
>> the lesson.  Today it took almost 35 minutes to get through the  
>> lesson
>> on questioning, which didn't allow much for independent practice with
>> the strategy.  I also try to incorporate literature discussions into
>> everything as I know how important talk is to reading.  Add in  
>> testing
>> pressure, in PA I have to prepare them for both the reading and
>> writing assessments (by February and early March).  Every time I  
>> think
>> about testing season my heart starts racing.  My scores were the pits
>> last year, so there is  a lot of pressure to show some  
>> improvement.  I
>> have that "hamster in the wheel" feeling.
>>
>> I'm also struggling to get through writing workshop in the alloted
>> time.  I have had trouble keeping my writing workshop mini-lessons
>> mini.  I've always had this problem to an extent, but it just seems
>> worse this year.  We're working on using dialogue in narrative, which
>> is a difficult thing for fifth graders, as most have not used it or
>> been taught how to use it.  My mini-lesson turned into a maxi-lesson,
>> I didn't get it finished, and they didn't even have time to write.
>> I'm wondering if it is me or the time that is the big issue.  I'm
>> basically the only person in my small, rural district who teaches  
>> this
>> way.  Everyone else uses the basal texts for both subject, so I'm
>> desperately seeking some help from this group.
>>
>> Thanks!
>> Mary
>>
>> ___
>> 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.
>>
>>
>
>
> -- 
> Elisa M. Kifer
> Third Grade Literacy Teacher
> Fox Meadow Elementary
>
>
> "Love of reading and writing is not taught, it is created.
> Love of reading and writing is not required, it is inspired.
> Love of reading and writing is not demanded, it is exemplified.
> Love of reading and writing, is not exacted, it is quickened.
> Love of reading and writing is not solicited, it is activated."
> -Russell Stauffer, 1980
> ___
> 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.

Re: [MOSAIC] Language arts block length

[Waingort Jimenez, Elisa]

I think that your comment below is an example of very powerful teaching.  For 
one thing, and there are many others, it lets kids know that learning is about 
weaving connected ideas over time.  And, it promotes that sustaining thinking 
on a particular idea is critical to learning something well.
Elisa

Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada


As for my writing mini-lessons, I may need to just spend more days on  
a topic and spread out what I need to say over a few days in order to  
keep my lessons short, especially when it is a topic that I know they  
struggle with (like using dialogue).  I just feel the pressure to  
cover a lot of ground by February, so I think I tend to over plan.

Thanks for all of your good advice.  I knew I would find some answers  
on this list. :)
Mary


___
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] Language arts block length

[Andrea Jenkins]

I can relate with how difficult it is to keep it short. What I tell teachers
(myself included) is that any asides you're tempted to throw into your
lesson, either use them as a mid-lesson teaching point or save for another
lesson entirely. 

An example is "And writers remember that good writers also use more
interesting words for said!" If you're using the words "and" and "also"
AFTER your mini-lesson, then those are the moments/lessons to save for
another time.

Make sense?

Andrea

"Waingort Jimenez, Elisa" <[EMAIL PROTECTED]> wrote: 
>I think that your comment below is an example of very powerful teaching. 
>For one thing, and there are many others, it lets kids know that learning
>is about weaving connected ideas over time.  And, it promotes that
>sustaining thinking on a particular idea is critical to learning something
>well.
>Elisa
>
>Elisa Waingort
>Grade 2 Spanish Bilingual
>Dalhousie Elementary
>Calgary, Canada
>
>
>As for my writing mini-lessons, I may need to just spend more days on  
>a topic and spread out what I need to say over a few days in order to  
>keep my lessons short, especially when it is a topic that I know they  
>struggle with (like using dialogue).  I just feel the pressure to  
>cover a lot of ground by February, so I think I tend to over plan.
>
>Thanks for all of your good advice.  I knew I would find some answers  
>on this list. :)
>Mary
>
>
>
>___
>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] Language arts block length

[jan sanders]

Hi Mary-
If the mini-lessons aren't mini, then perhaps they have more than one teaching 
point?  Too much at once?  Could the lesson be broken down in parts over two or 
three days?  The students need practice time -that is how they process the 
information.  Without the practice time, it becomes a lecture.  
One way to help with keeping the lesson to 10 minutes is to set a timer.  When 
it goes off, you know you need to wrap it up and let them go try it.  The 
trying it is valuable learning time.
Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer
  - Original Message - 
  From: Mary Manges 
  To: Mosaic: A Reading Comprehension Strategies Email 
Group 
  Sent: Thursday, September 25, 2008 7:23 PM
  Subject: [MOSAIC] Language arts block length


  Hi everyone,
  I'm wondering how long most of you have each day for teaching language  
  arts?  I teach fifth grade and have about 90 minutes to teach reading  
  and writing.  I've basically divided it into two 45 minute blocks.   
  This is the first year that I am following STW and Comprehension  
  Toolkit, but I'm really struggling to get everything in.  In the past  
  I taught strategies, somewhat haphazardly, but I wasn't struggling as  
  much with time.  I know that with STW and the Toolkit I am doing a  
  better job, it is just taking so long.  I'm not sure I can speed  
  things up without sacrificing the depth of thinking that comes with  
  the lesson.  Today it took almost 35 minutes to get through the lesson  
  on questioning, which didn't allow much for independent practice with  
  the strategy.  I also try to incorporate literature discussions into  
  everything as I know how important talk is to reading.  Add in testing  
  pressure, in PA I have to prepare them for both the reading and  
  writing assessments (by February and early March).  Every time I think  
  about testing season my heart starts racing.  My scores were the pits  
  last year, so there is  a lot of pressure to show some improvement.  I  
  have that "hamster in the wheel" feeling.

  I'm also struggling to get through writing workshop in the alloted  
  time.  I have had trouble keeping my writing workshop mini-lessons  
  mini.  I've always had this problem to an extent, but it just seems  
  worse this year.  We're working on using dialogue in narrative, which  
  is a difficult thing for fifth graders, as most have not used it or  
  been taught how to use it.  My mini-lesson turned into a maxi-lesson,  
  I didn't get it finished, and they didn't even have time to write.
  I'm wondering if it is me or the time that is the big issue.  I'm  
  basically the only person in my small, rural district who teaches this  
  way.  Everyone else uses the basal texts for both subject, so I'm  
  desperately seeking some help from this group.

  Thanks!
  Mary 

  ___
  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] Language arts block length and serendipity

[Renee]

In the good old days, long before NCLB and when teachers were treated 
more like people who actually knew what they were doing, we used to 
have what were called "teachable moments." When my son, (now age 32) 
was in third grade, he had a fantastic teacher who lived well outside 
the box. I was helping in class one day during reading time when there 
was a big racket up on the roof. The teacher sent out a child to find 
out what was going on. The student came back to say that there were men 
working on the roof. Soon after that, the electricity went off. The 
teacher asked the kids why they thought that happened. Lots of 
responses, all over the board. So the teacher suggested they call the 
electric company. He sent a child to the office to make the call (in 
those days, we did not have phones in our classrooms). Of course, the 
child came back with a note from the secretary wanting clarification, 
yadda yadda, but in the end the child made the call. What did kids 
learn here? Problem solving. Inferencing. Cause and effect. etc etc 
etc.

I shudder to think what happens these days when teachers are mandated 
to get *this* much done in *this* amount of time, and to teach *this* 
skill on *this* day.

Frankly, I long for the days when we weren't so nit-picky about 
discrete things and looked at education with a larger view. In general.

Just thinking on a Saturday morning
Renee

On Sep 27, 2008, at 8:11 AM, jan sanders wrote:

> Hi Mary-
> If the mini-lessons aren't mini, then perhaps they have more than one 
> teaching point?  Too much at once?  Could the lesson be broken down in 
> parts over two or three days?  

>   - Original Message -
>   From: Mary Manges
>   Hi everyone,
>   I'm wondering how long most of you have each day for teaching 
> language
>   arts?


"The thing always happens that you really believe in; and the belief in 
a thing makes it happen."
~ Frank Lloyd Wright



___
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] ReadWriteThink: Lesson Plan: Story Elements Alive

[Kukonis]

I am having trouble printing out some of their lesson plans. Do you need a  
password or membership?



**Looking for simple solutions to your real-life financial 
challenges?  Check out WalletPop for the latest news and information, tips and 
calculators.  (http://www.walletpop.com/?NCID=emlcntuswall0001)
___
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] ReadWriteThink: Lesson Plan: Story Elements Alive

[Renee]

What kind of trouble are you having? You should be able to just print 
them out... that's what they are there for!

Renee

On Sep 27, 2008, at 5:28 AM, [EMAIL PROTECTED] wrote:

> I am having trouble printing out some of their lesson plans. Do you 
> need a
> password or membership?

Deep down we must have real affection for each other, a clear 
realization or recognition of our shared human status.  At the same 
time, we must openly accept all ideologies and systems as a means of 
solving humanity's problems.  One country, one nation, one ideology, 
one system is not sufficient.
~ The Dalai Lama



___
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] Language arts block length and serendipity

[Beverlee Paul]

Our school is just starting 4-minute walkthroughs (amusingly dubbed
drive-bys by many on this list) and here is one of the things we heard
yesterday at our "debriefing."

Yes, you must have your objective up on the board or somewhere and your
children should know why they're learning such-and-such.  It will increase
their learning 29-44% if you do that.  And you should be teaching that
objective only!!  Research tells us that children learn only one thing at a
time.

I'm not sure where she's reading that research (which she liberally
sprinkles in comes from "Bob Marzano" (I don't think so), but what the whole
meeting made me want to do was to research retirement.  I never, ever in my
wildest dreams imagined I would retire to get away from education.  I
thought there would come a time when I was ready to do something else, but
that it would always be so hard to leave classrooms.  Now I just don't
know.

On Sat, Sep 27, 2008 at 9:19 AM, Renee <[EMAIL PROTECTED]> wrote:

> In the good old days, long before NCLB and when teachers were treated
> more like people who actually knew what they were doing, we used to
> have what were called "teachable moments." When my son, (now age 32)
> was in third grade, he had a fantastic teacher who lived well outside
> the box. I was helping in class one day during reading time when there
> was a big racket up on the roof. The teacher sent out a child to find
> out what was going on. The student came back to say that there were men
> working on the roof. Soon after that, the electricity went off. The
> teacher asked the kids why they thought that happened. Lots of
> responses, all over the board. So the teacher suggested they call the
> electric company. He sent a child to the office to make the call (in
> those days, we did not have phones in our classrooms). Of course, the
> child came back with a note from the secretary wanting clarification,
> yadda yadda, but in the end the child made the call. What did kids
> learn here? Problem solving. Inferencing. Cause and effect. etc etc
> etc.
>
> I shudder to think what happens these days when teachers are mandated
> to get *this* much done in *this* amount of time, and to teach *this*
> skill on *this* day.
>
> Frankly, I long for the days when we weren't so nit-picky about
> discrete things and looked at education with a larger view. In general.
>
> Just thinking on a Saturday morning
> Renee
>
> On Sep 27, 2008, at 8:11 AM, jan sanders wrote:
>
> > Hi Mary-
> > If the mini-lessons aren't mini, then perhaps they have more than one
> > teaching point?  Too much at once?  Could the lesson be broken down in
> > parts over two or three days?  
>
> >   - Original Message -
> >   From: Mary Manges
> >   Hi everyone,
> >   I'm wondering how long most of you have each day for teaching
> > language
> >   arts?
>
>
> "The thing always happens that you really believe in; and the belief in
> a thing makes it happen."
> ~ Frank Lloyd Wright
>
>
>
> ___
> 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] Language arts block length

[Beverlee Paul]

What do you mean when you say that your principal is trying to give you
another 15 minutes.  Does the principal plan your schedule?  I'm afraid
there's a whole world out there that amazes me.

On Sat, Sep 27, 2008 at 8:00 AM, Mary Manges <[EMAIL PROTECTED]> wrote:

>   My principal is
> also trying to give me another 15 minutes, which will put me back to
> the amount of time I had last year, which still was tight, but 15
> minutes is 15 minutes.
>
___
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] Language arts block length and serendipity

[Renee]

On Sep 27, 2008, at 8:59 AM, Beverlee Paul wrote:

> Our school is just starting 4-minute walkthroughs (amusingly dubbed
> drive-bys by many on this list) and here is one of the things we heard
> yesterday at our "debriefing."
>
> Yes, you must have your objective up on the board or somewhere and your
> children should know why they're learning such-and-such.  It will 
> increase
> their learning 29-44% if you do that.  And you should be teaching that
> objective only!!  Research tells us that children learn only one thing 
> at a
> time.

OH.  MY.  GOD.

Perhaps your principal is only able to learn one thing at a time.
Perhaps she is not fit to be a principal.

Renee

"Painting is just another way of keeping a diary."
  ~ Pablo Picasso



___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.

Search the MOSAIC archives at http://snipurl.com/MosaicArchive. 

Re: [MOSAIC] ReadWriteThink: Lesson Plan: Story Elements Alive

[Waingort Jimenez, Elisa]

You don´t need a password.  But are you having trouble printing or downloading? 
 Printing would be an internal problem, particular to your system.  Downloading 
may be a problem of compatability or maybe the server at the website is down 
momentarily.  I would try again in a little while.
Elisa

Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada


 
I am having trouble printing out some of their lesson plans. Do you need a  
password or membership?


___
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] Language arts block length and serendipity

[CNJPALMER]

 
OK, Bev...
I am going to be a devil's advocate hereI find that I rarely disagree  
with you, but I think this might be one of those rare instances. :-)
 
One of the biggest ah-hahs that came through my five rounds of lesson study  
last year was that I tried to do too much in my lessons. I learned that when I 
 kept a tighter focus throughout my lesson (ie...what did I want the children 
to  learn about visualizing today...)my lessons were better. Children 
actually  internalized the strategies better and applied the comprehension  
strategies independently AND the thinking was deeper when I tried not to do  
too much 
at once.
 
I do agree that sometimes we need to be able to jump off on that teachable  
moment. I also know that we need to plan our lessons based on what our kids  
need...not by checking off items on the state curriculum list. I also know that 
 
reading strategies are interdependent...but I do think we need to focus 
tightly  for a while to build a depth of understanding. 
 
 I also think we need to tell kids why they are learning what they are  
learning. Think about how Ellin Keene suggests that we ask children (after they 
 
have applied a strategy) what they know now that they didn't know before.  
Isn't 
that what we are doing...showing them the purpose behind the strategy? We  
have had to have our objectives up on the board in my district since the  
beginning of time I think...for at least the past 20 years. When I student  
taught 
in Baltimore county, it was the same. I am not sure that it is strictly  needed 
to have the objective on the board, but I do tend to agree that lessons  are 
meaningless unless the child has a purpose for learning and we do have a  
responsibility to make things clear.
Jennifer
 
 
In a message dated 9/27/2008 12:01:27 P.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

Our  school is just starting 4-minute walkthroughs (amusingly dubbed
drive-bys  by many on this list) and here is one of the things we heard
yesterday at  our "debriefing."

Yes, you must have your objective up on the board or  somewhere and your
children should know why they're learning  such-and-such.  It will increase
their learning 29-44% if you do  that.  And you should be teaching that
objective only!!  Research  tells us that children learn only one thing at a
time.

I'm not sure  where she's reading that research (which she liberally
sprinkles in comes  from "Bob Marzano" (I don't think so), but what the whole
meeting made me  want to do was to research retirement.  I never, ever in my
wildest  dreams imagined I would retire to get away from education.  I
thought  there would come a time when I was ready to do something else, but
that it  would always be so hard to leave classrooms.  Now I just  don't
know.








**Looking for simple solutions to your real-life financial 
challenges?  Check out WalletPop for the latest news and information, tips and 
calculators.  (http://www.walletpop.com/?NCID=emlcntuswall0001)
___
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 level assessment

[read3]

 Hi.
I went http://rwproject.tc.columbia.edu, but found that I needed to be a 
project member.? 
Do you have a different link that might help us?? I'm looking to find support 
for developing genre units of study for 3rd grade.?? If you (or anyone) has 
helpful information, it would be greatl appreciated.

Thanks, Andrea
Martha


 


 

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

Sent: Fri, 26 Sep 2008 11:36 am
Subject: Re: [MOSAIC] Guided Reading level assessment










Try the Teachers College Reading and Writing Project website. There are
leveled assessments to download.

Andrea
 



 

___
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] Language arts block length and serendipity

[sessax1]

I totally agree with what you are saying!!  We aren't teaching children to 
learn but how to take tests.  I long for the day when I can get back to those 
teachable moments and the have the ability to roll lwith it!  
Lisa
 Renee <[EMAIL PROTECTED]> wrote: 
> In the good old days, long before NCLB and when teachers were treated 
> more like people who actually knew what they were doing, we used to 
> have what were called "teachable moments." When my son, (now age 32) 
> was in third grade, he had a fantastic teacher who lived well outside 
> the box. I was helping in class one day during reading time when there 
> was a big racket up on the roof. The teacher sent out a child to find 
> out what was going on. The student came back to say that there were men 
> working on the roof. Soon after that, the electricity went off. The 
> teacher asked the kids why they thought that happened. Lots of 
> responses, all over the board. So the teacher suggested they call the 
> electric company. He sent a child to the office to make the call (in 
> those days, we did not have phones in our classrooms). Of course, the 
> child came back with a note from the secretary wanting clarification, 
> yadda yadda, but in the end the child made the call. What did kids 
> learn here? Problem solving. Inferencing. Cause and effect. etc etc 
> etc.
> 
> I shudder to think what happens these days when teachers are mandated 
> to get *this* much done in *this* amount of time, and to teach *this* 
> skill on *this* day.
> 
> Frankly, I long for the days when we weren't so nit-picky about 
> discrete things and looked at education with a larger view. In general.
> 
> Just thinking on a Saturday morning
> Renee
> 
> On Sep 27, 2008, at 8:11 AM, jan sanders wrote:
> 
> > Hi Mary-
> > If the mini-lessons aren't mini, then perhaps they have more than one 
> > teaching point?  Too much at once?  Could the lesson be broken down in 
> > parts over two or three days?  
> 
> >   - Original Message -
> >   From: Mary Manges
> >   Hi everyone,
> >   I'm wondering how long most of you have each day for teaching 
> > language
> >   arts?
> 
> 
> "The thing always happens that you really believe in; and the belief in 
> a thing makes it happen."
> ~ Frank Lloyd Wright
> 
> 
> 
> ___
> 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] Language arts block length and serendipity

[sessax1]

I really don't mind that walk throughs that our principals are doing becasue it 
is making me a better teacher.  Anyone can perfom for a formal evaluatiion but 
now teachers have to be on their toes at all times.  I have been taking classes 
on assessing students for learning, not of learning.  The main thing I have 
gotten is that we as teachers need to know what we want the kids to learn after 
every lesson so objectives are important.  I think we should look at some of 
the things we are being asked to do as good for the kids, which is why we are 
teachers right?  Granted their are some things that are absurd, but we need to 
weed through those and take the things that will help our kids and use them to 
make us better teachers. 
Lisa
 Beverlee Paul <[EMAIL PROTECTED]> wrote: 
> Our school is just starting 4-minute walkthroughs (amusingly dubbed
> drive-bys by many on this list) and here is one of the things we heard
> yesterday at our "debriefing."
> 
> Yes, you must have your objective up on the board or somewhere and your
> children should know why they're learning such-and-such.  It will increase
> their learning 29-44% if you do that.  And you should be teaching that
> objective only!!  Research tells us that children learn only one thing at a
> time.
> 
> I'm not sure where she's reading that research (which she liberally
> sprinkles in comes from "Bob Marzano" (I don't think so), but what the whole
> meeting made me want to do was to research retirement.  I never, ever in my
> wildest dreams imagined I would retire to get away from education.  I
> thought there would come a time when I was ready to do something else, but
> that it would always be so hard to leave classrooms.  Now I just don't
> know.
> 
> On Sat, Sep 27, 2008 at 9:19 AM, Renee <[EMAIL PROTECTED]> wrote:
> 
> > In the good old days, long before NCLB and when teachers were treated
> > more like people who actually knew what they were doing, we used to
> > have what were called "teachable moments." When my son, (now age 32)
> > was in third grade, he had a fantastic teacher who lived well outside
> > the box. I was helping in class one day during reading time when there
> > was a big racket up on the roof. The teacher sent out a child to find
> > out what was going on. The student came back to say that there were men
> > working on the roof. Soon after that, the electricity went off. The
> > teacher asked the kids why they thought that happened. Lots of
> > responses, all over the board. So the teacher suggested they call the
> > electric company. He sent a child to the office to make the call (in
> > those days, we did not have phones in our classrooms). Of course, the
> > child came back with a note from the secretary wanting clarification,
> > yadda yadda, but in the end the child made the call. What did kids
> > learn here? Problem solving. Inferencing. Cause and effect. etc etc
> > etc.
> >
> > I shudder to think what happens these days when teachers are mandated
> > to get *this* much done in *this* amount of time, and to teach *this*
> > skill on *this* day.
> >
> > Frankly, I long for the days when we weren't so nit-picky about
> > discrete things and looked at education with a larger view. In general.
> >
> > Just thinking on a Saturday morning
> > Renee
> >
> > On Sep 27, 2008, at 8:11 AM, jan sanders wrote:
> >
> > > Hi Mary-
> > > If the mini-lessons aren't mini, then perhaps they have more than one
> > > teaching point?  Too much at once?  Could the lesson be broken down in
> > > parts over two or three days?  
> >
> > >   - Original Message -
> > >   From: Mary Manges
> > >   Hi everyone,
> > >   I'm wondering how long most of you have each day for teaching
> > > language
> > >   arts?
> >
> >
> > "The thing always happens that you really believe in; and the belief in
> > a thing makes it happen."
> > ~ Frank Lloyd Wright
> >
> >
> >
> > ___
> > 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] Language arts block length and serendipity

[Beverlee Paul]

I would agree with most of what you said as well.  I do think that scattered
teaching won't get us anywhere in depth and that we need to draw out the
depth of thinking in a concentrated manner.  And an analogy appears to me
for what you're talking about.  I know so little about cameras that I'm not
sure how to word this, however, but I hope I'm understandable even so.

It appears to me that there would be a distinct advantage first in a
photographic study of something, let's say disease among certain trees, to
shooting something with a wide-angle lens at first.  Perhaps in this case it
would be a forest with some trees dying and other healthy.  Then we could
picture two trees side by side that look very different.  But, in order to
really concentrate on this problem, we'd need to use a close-up lens which
would show leaves from both trees, but where you could show small insects on
the diseased one.  And that is where you would need to focus in order to
truly understand the problem.  I, being me, would probably "finish up" a
presentation with a wide-angle lens again in order to generalize what we
have focused on. (But that's probably a learner trait of mine more than
anything else.)

Somewhat counterintuitively, in order to generalize we often need to focus
deeply on one issue and I believe that's why Ellin writes so powerfully
about the necessity of deciding what's essential.  One of my favorite parts
is "What outcomes are common when children and adults comprehend what they
read and are able to RETAIN AND REAPPLY what they have understood?"
(capitals mine)  I love it!  We spend so much instructional time
"reteaching" when there's no RE about it; they never dwelled in it long
enough to have ever gotten it.

And then we spend even more instructional time teaching content as discrete
pieces without ever finishing up with a wide-angle lens, so it's only a few
of the fortunate ones that make the leap into deeper understanding that is
necessary for reapplying--or actually applying, I'd say.

So my current understanding about what Ellin is saying in To Understand is
that we must get into something deeply in order to truly understand (and
comprehension strategies are some of the key vehicles), so that we can then
help learners to generalize for reapplication.

I think the point of departure for me yesterday was not in knowing what we
were going to teach and why, not in telling the learners that so they'd have
the wide-angle lens view first and then dwelling deeply in that, it was the
implication (and, to me, arrogance) of thinking that we human could learn
only one thing at a time.  (Of course, I may have been oversensitive to the
message given.)  When you look at brain-research you see that it is the
findings of patterns and the having of more things to connect in more ways
that is the essence of learning.  So, Jennifer, I strongly agree with you
that you have to focus and concentrate on what you hope the learners learn
deeply, and I need to also remember that it takes the connections to be able
to retain and reapply, as I think Ellin says.

I think I need to better blend my background in integrated learning with
what I know about lesson study, etcetera, and I don't mean to imply that
they are at all mutually exclusive.  Many in-depth lessons will integrate
into a far-greater understanding than will dibbles and dabbles of discrete
information.

So I do essentially agree, Jennifer, with all you wrote.

What I disagreed with yesterday is the presumption that learners can learn
only one thing at a time and that we as teachers absolutely control what
they learn.  If we're doing our job as well as we can, they're taking their
particular schema and going in directions we could never predict.  And maybe
we'll end up in places we'd never thought to put on the board.  That doesn't
mean that we haven't planned carefully and well (and multiple times, as in
lesson study); it just means that while we focus carefully, we'll probably
end up in wonderful and sometimes unexpected places when we dive in!

I'm so glad we don't have to think in either/ors here.  I learn a whole lot
more that way.  Bev


On Sat, Sep 27, 2008 at 10:20 AM, <[EMAIL PROTECTED]> wrote:

>
> OK, Bev...
> I am going to be a devil's advocate hereI find that I rarely disagree
> with you, but I think this might be one of those rare instances. :-)
>
> One of the biggest ah-hahs that came through my five rounds of lesson study
> last year was that I tried to do too much in my lessons. I learned that
> when I
>  kept a tighter focus throughout my lesson (ie...what did I want the
> children
> to  learn about visualizing today...)my lessons were better. Children
> actually  internalized the strategies better and applied the comprehension
> strategies independently AND the thinking was deeper when I tried not to do
>  too much
> at once.
>
> I do agree that sometimes we need to be able to jump off on that teachable
> moment. I also know that we need to plan our

Re: [MOSAIC] Guided Reading level assessment

[Waingort Jimenez, Elisa]

Hi,
I just tried the url below and every link I tried worked for me.  They are all 
very interesting.
Elisa

Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada



 

 Hi.
I went http://rwproject.tc.columbia.edu, but found that I needed to be a 
project member.? 
Do you have a different link that might help us?? I'm looking to find support 
for developing genre units of study for 3rd grade.?? If you (or anyone) has 
helpful information, it would be greatl appreciated.

Thanks, Andrea
Martha


 


 

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

Sent: Fri, 26 Sep 2008 11:36 am
Subject: Re: [MOSAIC] Guided Reading level assessment










Try the Teachers College Reading and Writing Project website. There are
leveled assessments to download.

Andrea
 



 

___
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] Guided Reading level assessment

[elisa kifer]

A wonderful unit on the Mystery genre can be found at Beth Newingham's
site.  Just google her and go to "Teacher Resources."  It is wonderful!
We've done it w/3rd grade the last 2 years.

On Sat, Sep 27, 2008 at 11:48 AM, <[EMAIL PROTECTED]> wrote:

>
>  Hi.
> I went http://rwproject.tc.columbia.edu, but found that I needed to be a
> project member.?
> Do you have a different link that might help us?? I'm looking to find
> support for developing genre units of study for 3rd grade.?? If you (or
> anyone) has helpful information, it would be greatl appreciated.
>
> Thanks, Andrea
> Martha
>
>
>
>
>
>
>
> -Original Message-
> From: Andrea Jenkins <[EMAIL PROTECTED]>
> To: 'Mosaic: A Reading Comprehension Strategies Email Group' <
> mosaic@literacyworkshop.org>
> Sent: Fri, 26 Sep 2008 11:36 am
> Subject: Re: [MOSAIC] Guided Reading level assessment
>
>
>
>
>
>
>
>
>
>
> Try the Teachers College Reading and Writing Project website. There are
> leveled assessments to download.
>
> Andrea
>
>
>
>
>
>
> ___
> 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.
>
>


-- 
Elisa M. Kifer
Third Grade Literacy Teacher
Fox Meadow Elementary


"Love of reading and writing is not taught, it is created.
Love of reading and writing is not required, it is inspired.
Love of reading and writing is not demanded, it is exemplified.
Love of reading and writing, is not exacted, it is quickened.
Love of reading and writing is not solicited, it is activated."
-Russell Stauffer, 1980
___
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 level assessment

[Maureen Robins]

Here's the link:
http://rwproject.tc.columbia.edu/#spotlight

You don't need to be a member.

Maureen Robins

On Fri, Sep 26, 2008 at 11:13 AM, Kelly Wade <[EMAIL PROTECTED]> wrote:

> #1
> 
>
> Hey all,
>
> My district used to participate in an online testing program that reported
> students' lexile levels. In that way, sixth grade teachers like me had
> access to an approximate reading level for students.
>
> Recently, we discontinued our use of that program. I would really like to
> find a quick test that gives me a guided reading level for my students so
> that I can find appropriate texts for them.
>
> Would you recommend IRI's? I have used them but find them a bit challenging
> timewise. Any other suggestions?
>
> Kelly W
> ___
> 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] Language arts block length and serendipity

[CNJPALMER]

 
So, Bev, It seems I have yet to find something we disagree on! :-)  LOL
 
Lesson study was such an Ah hah to me last year because I have always  
believed, as you do, of the interconnectedness of learning...that real  
learning 
requires the brain to make connections and see patterns. My  problem was trying 
to do to much of that in a single lesson--I tried to force  the connections by 
bringing in too much to begin with. I can give you an  example from lesson 
study that illustrates your point exactly. It  was an introductory lesson---at 
K, 
the kids had never been invited to  create mental images before, at least in 
a school setting. We used the  wonderful wordless Carl books to model creating 
mental images. If you know  the books, Carl is a dog who is left in charge of 
a baby for the day when mom  goes shopping. The baby, riding on Carl's back 
gets into all kinds of  shennanigans---going down a laundry shoot, getting into 
the refrigerator,  etc.  When we sent the kids to try to visualize on their 
own, we gave them  two photocopies of two drawings from the book that followed 
each other  immediately in the text but with a blank sheet of paper in between 
on which  to draw what they saw in their minds in between. (Think of it like 
a tiny scroll  as you would use for text mapping.) We got amazing pictures and 
amazing  thinking. At our debrief, we teachers had a very rich conversation 
about what we  really ended up teaching...mental images or INFERENCES-? Was our 
objective for  mental images really met or did we teach something other than 
what we thought we  were teaching. Truly, they were inferring what happened 
inbetween the two  pictures we gave them.  In the end we decided that it didn't 
really  matter...because our overall goal for the lesson study process was to 
help  children learn to think more deeply...and of course, these five year 
olds were  doing a great job of that. You can see how this illustrates your 
points...there  was some great learning here...but not exactly what we  
expected.

 
When we eventually got into modeling inferences with K, we certainly  built 
on the thinking they had done with the Carl lesson and had a fine-tuned,  
discreet outcome for several lessons that our students would understand the  
connections between the two strategies. Keeping the objective narrow for a  
particular lesson helped but over an entire unit we provided opportunities for  
those 
connections to be built. Does this make sense to you? I am still wrapping  my 
head around it all.
 
It really seems to me that what is getting under your skin is an  underlying 
philosophical difference about learning and teaching between you and  your 
administrators. You are a facilitator at heart--and you believe in the  
partnership of teachers and students in the learning process. You seem to be  
offended 
by the thought that what is learned and taught comes only from the  adults in 
the room. Please don't leave the classroom...maybe you need to find a  school 
where there is a better fit for your beliefs...
Jennifer

<>

 



**Looking for simple solutions to your real-life financial 
challenges?  Check out WalletPop for the latest news and information, tips and 
calculators.  (http://www.walletpop.com/?NCID=emlcntuswall0001)
___
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] Language arts block length and serendipity

[suzie herb]

This is long and on reflection, I feel good having written it as I am just so 
frustrated.  It's a venting. I love to read everyone's posts, I don't always 
say much but I love to read what you all  write.  Coming from an Australian 
teaching background the general US teaching requirements was all so foreign to 
me until, until we were given an American principal at our elementary 
International school.  We had already had American principals, don't get me 
wrong but principals who valued the expertise of the teachers and the 
incredible results that were always there in the must have 'tests'. Principals 
who were experienced educators from the States who valued the freedom of our 
unique school situation.  We are so lucky, we have classes of twenty, full time 
teaching assistants, and we let parents know that we can't cater for some type 
of learning difficulties.  That goes against the grain of most of us but you 
see, we now have to produce kids who are the 'best
 for the world'.  And we can only do that by looking it seems at the test 
scores and keeping the parents who pay incredible fees happy.  The very same 
parents who but for a few who were very happy with how it 'used to be'.  The 
kids all come from highly motivated, highly professional parents.  There is no 
such thing as discipline at our school unless you call, a kid not wearing his 
hat at break, s discipline problem.  So, where is this all taking me, oh yes.  
We once upon a time didn't have 'blocked reading and language arts time'.  Our 
curriculum was wonderful.  We had developed a fantastic number of social 
studies and science units from prep to grade five, had been able to order 
whatever resources we wanted, (yes anything we wanted) and from there our kids 
explored the world.  That world included authentic reading and writing, with 
literature circles, class read alouds and the most wonderful writing happening 
in every classroom.  Classrooms buzzed. 
 Kids in the centre module on the computers, finishing assignments, working 
collaboratively in groups, teachers working with small groups or one on one, 
parents in and out, sharing expertise, or just being in the room.  And kids 
just loving and connecting with their learning.  Now, we have lost our units 
because we have to teach 'reading workshop' and we will also have to teach 
'writing workshop' and this is on top of the adoption of everyday math.  We did 
have our own math curriculum based primarily on US standards but with the 
freedom to teach it in the way that best suited our kids.  The results were in 
the pudding.  The kids who stayed at the school all went on to finish year 12 
math at incredibly high levels...but who wanted to talk about those kids?  Who 
wanted to talk about the kids who had been so successful in the school?  No, we 
have thrown out everything.  Everything to teach to a 'rule'.  For us all to be 
put in boxes and to be teaching the
 same thing the same way at the same time.  Yes, we are stupid because we don't 
know how to really teach do we?  People who have been in the classroom for ten, 
twenty, thirty years?  so, what are we told?  Well, firstly, 'based on current 
research' or 'research shows' or maybe now this is not really the school for 
you?   Or, what about this 'Change is hard'...as if you are some stuck in the 
mud, difficult child who can't accept what is being forced down our throat 
which goes against everything that you know is good practice.  So Bev tell me 
about it?  Tell me about the disillusionment the loss, the terrible sadness 
that just pervades everything you now MUST do?  I refuse to give in and still 
work with my kids the way I know is 'best for kids'.  I  know what works.  I am 
a teacher.  I know how to inspire, to connect, to dream with kids. I based my 
teaching on such sound and solid research which includes hours spent reading 
what is posted here, reading the
 book recommendations and reading about what makes for successful readers and 
writers.  My research includes my own teaching experience, my results, by where 
those kids were and where they have gone to in learning and in their own 
passion for their learning. So, I am now working with an organization to 
develop my skills for adult learning and training programs in Australia.  It's 
a fantastic course, learning about how adults learn best..and here is my final 
point.  My tutor who I was on line with me last night said the biggest problem 
with the workplace is getting kids who have knowledge but not skills.  Which 
takes me to the post about the electricians on the roof example givenwhen 
we stop paying attention to the world around us and how that impacts us and 
teach to the 'standard' before we teach to the world, we really are failing in 
what it is we need to give our kids.  Mosaic has been the most wonderful refuge 
for me in finding like minded
 professionals, bent on continually working to find the best way for and with 
their kids, and I thank you 

Re: [MOSAIC] stopping and thinking/long

[joyw]

Elisa,
Join the late email reader's club. I've been so far behind that I don't
know that l'll ever catch up!

I think that what we are trying to accomplish is giving students a model
of how to think, how to help them become more conscious of that little
voice in their head. I don't think we are dictating when they should
think, or what they should think. I think we are introducing them to
this idea of dwelling in the words, soaking up the meaning; all the
while training that voice, learning to have that conversation.

Having said that, I reread a piece I wrote this summer, and there's no
doubt that I held back, leaving it up to the reader to wonder what's
going on. Although I do mention a storm, it's not until the last
paragraph that I mention the word tornado. I give many clues throughout
the piece, and if you live in the midwest you might make the connection
earlier because of the setting, the characters' actions and dialog.

But I'm still not convinced that this is what we are talking about. We
want students to read and think. Mostly, though, I want my students to
enjoy reading and to find it satisfying and worthwhile. To me, learning
the strategies can help them come closer to doing that.





___
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 level assessment

[read3]

 got it!? many thanks.


 


 

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

Sent: Sat, 27 Sep 2008 4:01 pm
Subject: Re: [MOSAIC] Guided Reading level assessment










Here's the link:
http://rwproject.tc.columbia.edu/#spotlight

You don't need to be a member.

Maureen Robins

On Fri, Sep 26, 2008 at 11:13 AM, Kelly Wade <[EMAIL PROTECTED]> wrote:

> #1
> 
>
> Hey all,
>
> My district used to participate in an online testing program that reported
> students' lexile levels. In that way, sixth grade teachers like me had
> access to an approximate reading level for students.
>
> Recently, we discontinued our use of that program. I would really like to
> find a quick test that gives me a guided reading level for my students so
> that I can find appropriate texts for them.
>
> Would you recommend IRI's? I have used them but find them a bit challenging
> timewise. Any other suggestions?
>
> Kelly W
> ___
> 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] scope & sequence 1st grade

[DENA MCARTHUR]

Mary,
I taught 1st grade for 11 years.  (This is my first year in 3rd grade.)  A 
couple of years ago, our education coop provided each grade with a pacing guide 
from Arkansas Reading First.  One of our neighboring schools has a wonderful 
literacy specialist that keeps an updated website.  This might be helpful to 
you.  http://www.jps.k12.ar.us/view/878
Deana


___
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.