[MOSAIC] book, teacher voices
I am writing a book and could use some teacher voices. If you have used scrolls and textmapping in your classroom, please consider sharing something about how you used them and how they worked for you and your students. For example: * a classroom story (short and sweet is fine; more if you have it in you) * short supportive comments that could be sprinkled around for emphasis or interest. If this is something that you would like to discuss, or if you just want to send me your comments, please email me off list. As always, thanks so much for your interest and support! - Dave Dave Middlebrook The Textmapping Project A resource for teachers improving reading comprehension skills instruction. www.textmapping.org | Please share this site with your colleagues! USA: (609) 771-1781 [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] overwhelmed gen. ed
Hi Susan- I would love to know what the title of the book is- as I grew up in Kennewick, Washington! Thanks, Tami From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] [EMAIL PROTECTED] Sent: Friday, October 17, 2008 9:19 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] overwhelmed gen. ed Thank you for all of these posts so far. I agree that communication with the classroom teacher is essential and that was always a difficulty even with Reading Recovery. We invented/created different forms yet never seemed to hit on the one that worked, and I admit I wasn't consistent. We have PLC's (Professional Learning Communities) once a week, yet I am not always in the building where I do interventions nor is that always the topic of discussion. At this point, we need to spend more time on it. We are a Flint, Michigan district and all but one of our buildings are Title 1. The one that isn't is now Targeted Assistance, but will become full Title1 this year. Intervention and professional development are priorities! I also agree that the Merry-go-Round effect is kooky. We are making it a priority to be in the classroom during Reading Workshop, and make our pull-out time in addition to regular classroom reading instruction. This in itself is extremely difficult as you well know...important teaching and learning is always occurring and children cannot miss writing or math either. We have just read an interesting book (of course it is at school and the correct name is escaping me). It is about Catch-up Growth and documents the Kennewick, Washington School District progress toward the goal of 90% of 3rd graders reading at grade level. It was actually published by the district. I am not making a hard sell for the book, although it has some very interesting perspectives. One of the most interesting in the protected 120 minutes for literacy in which everyone in the school participates! Even the PE teacher is teaching reading. Their paraprofessionals are well trained and indispensable. There are definitely approaches in the book that I do not agree with, BUT it is thought-provoking and they did make their goal. We are very familiar with the Linda Dorn model and have used her web site extensively. Being a district formerly using Reading Recovery ): the small group, strategy based approach is wonderful. All work is done in the context of reading/writing...something I would have a hard time living without. I guess one of the major things we are grappling with is being able to address the needs of the teachers and children without purchasing a program. Our research base would be Marie Clay, Linda Dorn, etc. Is this possible, legal? A number of years ago our Title 1 facilitators created...Ok I will say it (a program) that they call ELI (Early Literacy Intervention). It is based completely on Reading Recovery and is used by our paraprofessionals. It is somewhat scripted, yet allows for tutor adaptation depending on the needs of the child. It is also strategy-based. Our Research and Assessment Administrator does not like it! He claims it is not research-based. So we have this dilemma. I have been rambling after the morning coffee. I love this LISTSERV and learn so much. Thanks for listening and sharing so freely. Susan -- Susan Nugent We cannot discover new oceans unless we have the courage to lose sight of the shore. - unknown Waingort Jimenez wrote: Hi Kare, There is such a document! I got it from the Choice Literacy Site. I cannot remember the name of the document but if you do a search on the site itself you may be able to find it. If I can track mine down in the next day or two I'll send more information. The idea is that the communication between classroom teacher and specialist that often happens in the hallway on the way somewhere else take place on paper instead. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada In a perfect world, someone would design a quick fill in the blanks type of memo that both teachers would fill out and send to the other at regular intervals. Kare ___ 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. __ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email __ This email (including attachments) is intended for the addressee(s) named above. No part of it should be reproduced, adapted or transmitted without the
Re: [MOSAIC] overwhelmed gen. ed
It sounds very much like Delivering on the Promise. If it is, it was written by a tax attorney who became the president of the school board there. He is, I believe, the CEO (or at least the leader) of the Levels Testing materials. (NWEA, MAP) You need to remember (at least according to my memory; it's been 5 years since I've read it) that the way they met their goal of 90%, etc. is measured by DIBELS and Levels testing. Tami, I would absolutely love further information from someone directly involved with Kennewick schools if you ever acquire any direct info. I think it would be salient to this group as there are very fundamental issues at work here. At first glance, it appears to be an entirely different topic, but I find the book, premise all about understanding and a mosaic of thought. Bev On Sat, Oct 18, 2008 at 5:58 AM, Tamara Westmoreland [EMAIL PROTECTED] wrote: Hi Susan- I would love to know what the title of the book is- as I grew up in Kennewick, Washington! Thanks, Tami From: [EMAIL PROTECTED] [ [EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] [ [EMAIL PROTECTED] Sent: Friday, October 17, 2008 9:19 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] overwhelmed gen. ed Thank you for all of these posts so far. I agree that communication with the classroom teacher is essential and that was always a difficulty even with Reading Recovery. We invented/created different forms yet never seemed to hit on the one that worked, and I admit I wasn't consistent. We have PLC's (Professional Learning Communities) once a week, yet I am not always in the building where I do interventions nor is that always the topic of discussion. At this point, we need to spend more time on it. We are a Flint, Michigan district and all but one of our buildings are Title 1. The one that isn't is now Targeted Assistance, but will become full Title1 this year. Intervention and professional development are priorities! I also agree that the Merry-go-Round effect is kooky. We are making it a priority to be in the classroom during Reading Workshop, and make our pull-out time in addition to regular classroom reading instruction. This in itself is extremely difficult as you well know...important teaching and learning is always occurring and children cannot miss writing or math either. We have just read an interesting book (of course it is at school and the correct name is escaping me). It is about Catch-up Growth and documents the Kennewick, Washington School District progress toward the goal of 90% of 3rd graders reading at grade level. It was actually published by the district. I am not making a hard sell for the book, although it has some very interesting perspectives. One of the most interesting in the protected 120 minutes for literacy in which everyone in the school participates! Even the PE teacher is teaching reading. Their paraprofessionals are well trained and indispensable. There are definitely approaches in the book that I do not agree with, BUT it is thought-provoking and they did make their goal. We are very familiar with the Linda Dorn model and have used her web site extensively. Being a district formerly using Reading Recovery ): the small group, strategy based approach is wonderful. All work is done in the context of reading/writing...something I would have a hard time living without. I guess one of the major things we are grappling with is being able to address the needs of the teachers and children without purchasing a program. Our research base would be Marie Clay, Linda Dorn, etc. Is this possible, legal? A number of years ago our Title 1 facilitators created...Ok I will say it (a program) that they call ELI (Early Literacy Intervention). It is based completely on Reading Recovery and is used by our paraprofessionals. It is somewhat scripted, yet allows for tutor adaptation depending on the needs of the child. It is also strategy-based. Our Research and Assessment Administrator does not like it! He claims it is not research-based. So we have this dilemma. I have been rambling after the morning coffee. I love this LISTSERV and learn so much. Thanks for listening and sharing so freely. Susan -- Susan Nugent We cannot discover new oceans unless we have the courage to lose sight of the shore. - unknown Waingort Jimenez wrote: Hi Kare, There is such a document! I got it from the Choice Literacy Site. I cannot remember the name of the document but if you do a search on the site itself you may be able to find it. If I can track mine down in the next day or two I'll send more information. The idea is that the communication between classroom teacher and specialist that often happens in the hallway on the way somewhere else take place on paper instead. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie
Re: [MOSAIC] overwhelmed gen. ed
I went to amazon to see if I remembered correctly about the book when I answered your post earlier. The 90% Reading Goal was published in 1998 and was written by Lynn Fielding, Nancy Kerr, Paul Rasier. The book I read was Delivering on the Promise of the 95% Reading and Math Goals published in 2004. The most fascinating part, and the part I took from the book, was a vehicle for early reading. I can't remember what they called it, but we call it SMART in our school (I think they did as well)--*S*tart *M*aking *A* *R*eader *T*oday. I think that has developed into a successful volunteer program in Oregon. On Sat, Oct 18, 2008 at 5:58 AM, Tamara Westmoreland [EMAIL PROTECTED] wrote: Hi Susan- I would love to know what the title of the book is- as I grew up in Kennewick, Washington! Thanks, Tami From: [EMAIL PROTECTED] [ [EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] [ [EMAIL PROTECTED] Sent: Friday, October 17, 2008 9:19 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] overwhelmed gen. ed Thank you for all of these posts so far. I agree that communication with the classroom teacher is essential and that was always a difficulty even with Reading Recovery. We invented/created different forms yet never seemed to hit on the one that worked, and I admit I wasn't consistent. We have PLC's (Professional Learning Communities) once a week, yet I am not always in the building where I do interventions nor is that always the topic of discussion. At this point, we need to spend more time on it. We are a Flint, Michigan district and all but one of our buildings are Title 1. The one that isn't is now Targeted Assistance, but will become full Title1 this year. Intervention and professional development are priorities! I also agree that the Merry-go-Round effect is kooky. We are making it a priority to be in the classroom during Reading Workshop, and make our pull-out time in addition to regular classroom reading instruction. This in itself is extremely difficult as you well know...important teaching and learning is always occurring and children cannot miss writing or math either. We have just read an interesting book (of course it is at school and the correct name is escaping me). It is about Catch-up Growth and documents the Kennewick, Washington School District progress toward the goal of 90% of 3rd graders reading at grade level. It was actually published by the district. I am not making a hard sell for the book, although it has some very interesting perspectives. One of the most interesting in the protected 120 minutes for literacy in which everyone in the school participates! Even the PE teacher is teaching reading. Their paraprofessionals are well trained and indispensable. There are definitely approaches in the book that I do not agree with, BUT it is thought-provoking and they did make their goal. We are very familiar with the Linda Dorn model and have used her web site extensively. Being a district formerly using Reading Recovery ): the small group, strategy based approach is wonderful. All work is done in the context of reading/writing...something I would have a hard time living without. I guess one of the major things we are grappling with is being able to address the needs of the teachers and children without purchasing a program. Our research base would be Marie Clay, Linda Dorn, etc. Is this possible, legal? A number of years ago our Title 1 facilitators created...Ok I will say it (a program) that they call ELI (Early Literacy Intervention). It is based completely on Reading Recovery and is used by our paraprofessionals. It is somewhat scripted, yet allows for tutor adaptation depending on the needs of the child. It is also strategy-based. Our Research and Assessment Administrator does not like it! He claims it is not research-based. So we have this dilemma. I have been rambling after the morning coffee. I love this LISTSERV and learn so much. Thanks for listening and sharing so freely. Susan -- Susan Nugent We cannot discover new oceans unless we have the courage to lose sight of the shore. - unknown Waingort Jimenez wrote: Hi Kare, There is such a document! I got it from the Choice Literacy Site. I cannot remember the name of the document but if you do a search on the site itself you may be able to find it. If I can track mine down in the next day or two I'll send more information. The idea is that the communication between classroom teacher and specialist that often happens in the hallway on the way somewhere else take place on paper instead. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada In a perfect world, someone would design a quick fill in the blanks type of memo that both teachers would fill out and send to the other at regular intervals.
