Re: [MOSAIC] Independent Reading

[pat wilson]

One of my favorite documents to use when working with teachers is the mapping 
guide by the University of Oregon. 

I know you are asking about older students, but this guide shows that 3rd 
graders should be able to read independently for 30 minutes a day...by the end 
of the year.  They begin with 5 minutes a day at the beginning of the year and 
move to 30 by the end of the year.  

There is a direct correlation between the minutes spent reading 'outside of the 
school day' with standardized testing. The more minutes students spend 
reading...the higher percentile quartile they score.

Many students don't have time to read at home...sports, friends, home life, 
etc.  SO..why not give them this opportunity to read during the school day?  I 
think this research is in Focus on Fluency.  

Hope this helps.

The information for the document above is: 

IDEAS
Institute for the Development of Educational
Achievement (IDEA), College of Education
University of Oregon
Eugene, Oregon 97403

Mapping Instruction to Achieve Instructional Priorities in Beginning Reading
Kindergarten - Grade 3.  Deborah C. Simmons and Edward J. Kame' enui  Prepared 
in part for the Office of the Under Secretary Planning and Evaluation Services 
U.S. Department of Education (Winter, 1999)
 

 
- Original Message -
From: [EMAIL PROTECTED] on behalf of Ljackson 
Sent: Mon, 11/17/2008 9:16pm
To: Mosaic: A Reading Comprehension Strategies Email Group 
Subject: Re: [MOSAIC] Independent Reading
 
 
I agree, Bill, but time is not so much the issue as how teachers monitor and 
support readers. The accountability factor has to matter, and not just for kids.



Lori Jackson
District Literacy Coach and Mentor
Todd County School District
Box 87
Mission SD 5755

- Original message -
From: William Roberts <[EMAIL PROTECTED]>
To: 'Mosaic: A Reading Comprehension Strategies Email Group' 

Date: Monday, November 17, 2008  6:30 PM
Subject: Re: [MOSAIC] Independent Reading

> 15 minutes done well is better than 30 minutes wasted.  If they can't do
> independent reading, it's all a waste until someone can teach them.  Also,
> some teachers think it's 30 minutes free time for them to read for
> themselves or grade papers when they should be monitoring the kids and
> helping them.
> Bill
> 
> -Original Message-
> From: [EMAIL PROTECTED]
> [mailto:[EMAIL PROTECTED] On Behalf Of laura herrel
> Sent: Monday, November 17, 2008 5:25 PM
> To: Mosaic@literacyworkshop.org
> Subject: [MOSAIC] Independent Reading
> 
> Our middle school 5-8 teachs Language Arts and Reading in two seperate
> periods - which I think is a sin. But that's not what I'm coming here to
> post about. Our principal recently said he does not want to see the students
> doing independent reading for longer than 15 minute during Reading class.
> Does anyone see anything wrong with having a 30 minute reading period a
> week?
> 
> It really irks me.
> ___
> 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.

___
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] "Put Thinking to the Test" book review

[bcwildman]

Put Thinking to the Test is an excellent text to assist students and teachers 
in preparing for the tests that have become a part of our lives.  Teachers no 
longer have to focus on “teaching to the test” they can focus on testing as a 
genre.  I appreciated the fact that ‘testing’ is treated as a genre.  Students 
need specific skills to apply to the task of testing.This application goes 
beyond content knowledge.  It is the ability to facilitate test jargon and use 
the comprehension skills taught through Mosaic of Thought.  I firmly believe 
that a child is more than a test score, yet, I find myself caught up in the 
demands of the rigor of our state test, the CSAP.  I find myself questioning, 
is my identity as a teacher reflected only in my student’s test scores.  This 
book provides a resource for going beyond “teaching to the test.”  Teachers who 
plan ahead can apply the cognitive skills they have utilized throughout their 
content curriculum.  Teaching “testing” as a genre in a th
oughtful, strategic manner makes sense.  The authors of this text have provided 
the framework, areas of focus, craft lessons, anchor charts, and soul searching 
that I needed in my own teaching practice.  From the beginning question, “What 
do we notice about ourselves as test takers”  to the end of the book, the focus 
is consistent.  ‘Learners can and should use thinking strategies at all times!’ 
  We don’t have to leave our integrity at the door and simply “practice for the 
big one!”   It is a book that I am utilizing in my day to day practice of 
teaching thinking!

-- Original message -- 
From: [EMAIL PROTECTED] (Lisa Glos) 

> Put Thinking to the Test was a great way for me to begin the year as a 
> support 
> teacher. I have always struggled with the contradiciton of giving students 
> the 
> tools to be decision makers as learners and then taking that control away 
> during 
> the already stressful time of assessment. By helping students transfer the 
> skills that they are already mastering (visualizing, making connections, 
> etc.) 
> and then applying those skills to released sample items you are able to help 
> students transfer their learning when they need to work independently. 
> 
> The Stories from the Classroom sections help to see how to use what is 
> discussed 
> on a variety of grade levels. Working with a variety of grade levels (and 
> with 
> teachers that have a range of experiences and background knowledge on best 
> practices) I need to be to move between concepts and reading levels (as well 
> as 
> working on other content areas) and this book will be an essential tool for 
> me 
> to do this. 
> 
> The craft lessons included in the chapters allow teachers to apply what is 
> being 
> covered in their classroom and the anchor charts/figures included help to 
> clear 
> up any confusion. 
> 
> This text will definitely be one of my major resources when I am supporting 
> instruction in the classrooms throughout my school. I am also recommending it 
> to friends who are now teaching in other schools. 
> 
> Lisa 
> 
> -- Original message -- 
> From: "Beverlee Paul" 
> 
> > Once again, I'm reminded of worksheets (such as some phonics or math 
> > practice worksheets) and how we just tend to look through what they're 
> > actually doing, forgetting to examine what they *are* doing (as compared to 
> > what we wish they'd do or what we think they do at first glance). 
> > 
> > Filling in sample items alone serves only 1 purpose: assessment. Scoring 
> > the sample items shows the teacher who can take that particular test. It 
> > doesn't, however, do anything to TEACH kids to take tests, which is 
> > what taking sample tests is purported to do. This is exactly what many 
> > phonics worksheets do and what all math computation worksheets do: test 
> > whether given children can do whatever phonics skill or comput ation skill 
> > you need kids to do. 
> > If the teachers and students actually teach/learn those skills, it will 
> > have 
> > to be done outside of the worksheet, then it can be tested by the 
> > worksheet. But let's not confuse assessing with teaching. Same with sample 
> > tests. If you administer them and score them, you'll probably know how each 
> > of your kids do at taking that test. But SOMETHING will have to be done to 
> > teach them if we want to raise performance on tests. Discussing sample 
> > items, discussing why one choice was eliminated and how one item is a 
> > better 
> > answer than another - modeling mental processes - think alouds - guided 
> > practice ...all these have the potential to teach test taking, which is an 
> > altogether different skill than assessing test-taking which administering 
> > sample item pre-tests does. 
> > 
> > I'm glad to read these reviews. Thanks to those who do this for us. Bev 
> > On Thu, Oct 30, 2008 at 9:34 AM, Katie Stover wrote: 
> > 
> > > First of all, everything I've

Re: [MOSAIC] Independent Reading

[Ljackson]

I agree, Bill, but time is not so much the issue as how teachers monitor and 
support readers. The accountability factor has to matter, and not just for kids.



Lori Jackson
 District Literacy Coach and Mentor
 Todd County School District
 Box 87
 Mission SD 5755

- Original message -
From: William Roberts <[EMAIL PROTECTED]>
To: 'Mosaic: A Reading Comprehension Strategies Email Group' 

Date: Monday, November 17, 2008  6:30 PM
Subject: Re: [MOSAIC] Independent Reading

> 15 minutes done well is better than 30 minutes wasted.  If they can't do
> independent reading, it's all a waste until someone can teach them.  Also,
> some teachers think it's 30 minutes free time for them to read for
> themselves or grade papers when they should be monitoring the kids and
> helping them.
> Bill
> 
> -Original Message-
> From: [EMAIL PROTECTED]
> [mailto:[EMAIL PROTECTED] On Behalf Of laura herrel
> Sent: Monday, November 17, 2008 5:25 PM
> To: Mosaic@literacyworkshop.org
> Subject: [MOSAIC] Independent Reading
> 
> Our middle school 5-8 teachs Language Arts and Reading in two seperate
> periods - which I think is a sin. But that's not what I'm coming here to
> post about. Our principal recently said he does not want to see the students
> doing independent reading for longer than 15 minute during Reading class.
> Does anyone see anything wrong with having a 30 minute reading period a
> week?
> 
> It really irks me.
> ___
> 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] Independent Reading

[Sundown Collins]

I teach in the same set up (5th-8th/ separate Writing & Reading) and I don't
mind it because it really lets me focus on teaching reading, intervention,
conferencing, etc. I also work with the writing teacher a ton to share trade
books and align our content. As for the time issue, with a class full of 30
5th graders, it is a real challenge to conference or hold small groups
during independent reading if it is only 15 min. many reluctant readers take
a few minutes to settle in, or get in the zone, update reading logs, find a
book, etc. Right now, our goal is 20 minutes each day in class of pure "in
the zone" reading. Some days we reach that, most we average about 15 minutes
or so. During that time, I pull a small group for support with a specific
strategy (we have reading groups later in the afternoon) and I conference
with students. It is our goal to reach 30 minutes by spring. And yes, much
of the research (Atwell, Fountas & Pinnell) shows that this is essential to
develop the skills, habits, and love of reading.

Hope that helps,
Sundown

On Mon, Nov 17, 2008 at 2:25 PM, laura herrel <
[EMAIL PROTECTED]> wrote:

> Our middle school 5-8 teachs Language Arts and Reading in two seperate
> periods - which I think is a sin. But that's not what I'm coming here to
> post about. Our principal recently said he does not want to see the
> students
> doing independent reading for longer than 15 minute during Reading class.
> Does anyone see anything wrong with having a 30 minute reading period a
> week?
>
> It really irks me.
> ___
> 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.
>
>


-- 
Sundown Collins
Fifth Grade Reading Teacher
KIPP San Francisco Bay Academy
415-609-8719
___
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] Independent Reading

[Tracy Gaestel]

This research base for independent reading is not what I have been hearing.
I would very much like to know how to find this latest research.
If you don't have it can you go back to those who "told" you, or can  
anyone else help out?


Thanks,
Tracy

On Mon, 17 Nov 2008 14:29:12 -0800, STEWART, L  
<[EMAIL PROTECTED]> wrote:


I teach third grade and I believe that 30 minutes is the minimum amount  
that they should be reading independently.  The latest research (I am  
told) supports independent reading.  We are supposed to be moving away  
form anything but short guided reading periods.


-Original Message-
From: [EMAIL PROTECTED]  
[mailto:[EMAIL PROTECTED] On Behalf Of laura herrel

Sent: Monday, November 17, 2008 5:25 PM
To: Mosaic@literacyworkshop.org
Subject: [MOSAIC] Independent Reading

Our middle school 5-8 teachs Language Arts and Reading in two seperate
periods - which I think is a sin. But that's not what I'm coming here to
post about. Our principal recently said he does not want to see the  
students

doing independent reading for longer than 15 minute during Reading class.
Does anyone see anything wrong with having a 30 minute reading period a
week?

It really irks me.
___
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] Independent Reading

[suzie herb]

Kids love to read when the environment supports itbe it for five or fifty 
minutes.  Our whole middle school has adopted it for the time straight after 
lunch and it's in it's third year 
thinkthe increase in library borrowing is an unbelievable statistic to show 
how much 'real
reading' is being done in this time.  And, yes, our teachers read at exactly 
the same time.  And, even better, kids and teachers actually chat about what 
they are reading.  

--- On Tue, 18/11/08, William Roberts <[EMAIL PROTECTED]> wrote:

From: William Roberts <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] Independent Reading
To: "'Mosaic: A Reading Comprehension Strategies Email Group'" 

Received: Tuesday, 18 November, 2008, 11:24 AM

15 minutes done well is better than 30 minutes wasted.  If they can't do
independent reading, it's all a waste until someone can teach them.  Also,
some teachers think it's 30 minutes free time for them to read for
themselves or grade papers when they should be monitoring the kids and
helping them.
Bill

-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of laura herrel
Sent: Monday, November 17, 2008 5:25 PM
To: Mosaic@literacyworkshop.org
Subject: [MOSAIC] Independent Reading

Our middle school 5-8 teachs Language Arts and Reading in two seperate
periods - which I think is a sin. But that's not what I'm coming here
to
post about. Our principal recently said he does not want to see the students
doing independent reading for longer than 15 minute during Reading class.
Does anyone see anything wrong with having a 30 minute reading period a
week?

It really irks me.
___
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.




  Make the switch to the world's best email. Get Yahoo!7 Mail! 
http://au.yahoo.com/y7mail
___
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] Independent Reading

[William Roberts]

15 minutes done well is better than 30 minutes wasted.  If they can't do
independent reading, it's all a waste until someone can teach them.  Also,
some teachers think it's 30 minutes free time for them to read for
themselves or grade papers when they should be monitoring the kids and
helping them.
Bill

-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of laura herrel
Sent: Monday, November 17, 2008 5:25 PM
To: Mosaic@literacyworkshop.org
Subject: [MOSAIC] Independent Reading

Our middle school 5-8 teachs Language Arts and Reading in two seperate
periods - which I think is a sin. But that's not what I'm coming here to
post about. Our principal recently said he does not want to see the students
doing independent reading for longer than 15 minute during Reading class.
Does anyone see anything wrong with having a 30 minute reading period a
week?

It really irks me.
___
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] Independent Reading

[STEWART, L]

I teach third grade and I believe that 30 minutes is the minimum amount that 
they should be reading independently.  The latest research (I am told) supports 
independent reading.  We are supposed to be moving away form anything but short 
guided reading periods.

-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of laura herrel
Sent: Monday, November 17, 2008 5:25 PM
To: Mosaic@literacyworkshop.org
Subject: [MOSAIC] Independent Reading

Our middle school 5-8 teachs Language Arts and Reading in two seperate
periods - which I think is a sin. But that's not what I'm coming here to
post about. Our principal recently said he does not want to see the students
doing independent reading for longer than 15 minute during Reading class.
Does anyone see anything wrong with having a 30 minute reading period a
week?

It really irks me.
___
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] Independent Reading

[laura herrel]

Our middle school 5-8 teachs Language Arts and Reading in two seperate
periods - which I think is a sin. But that's not what I'm coming here to
post about. Our principal recently said he does not want to see the students
doing independent reading for longer than 15 minute during Reading class.
Does anyone see anything wrong with having a 30 minute reading period a
week?

It really irks me.
___
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] Text-to-Self Mini-Lesson Question

[STEWART, L]

Hi Jan,
How do you hold your students accountable to your lesson during their 
independent reading?  Do you have a variety of tasks or one overriding 
assignment that the children have to complete?  The management and 
accountability piece interests me.
Thanks.
Leslie


Hi Meghan-
I am confused with the comment "it should take several days to get through a 
mini-lesson doing think aloud for the students with one picture".  To me a 
mini-lesson is just that -mini.  It has one teaching point and should take 
about 10 minutes.   I use a read aloud to model my thinking as a reader.  You 
do not have to read the whole book in one sitting.  I model the strategy I want 
my students to try, have them try it in a turn and talk with a partner, and 
then restate what I want them to try during independent reading and send them 
off to practice it.  I do believe it will take several days for the students to 
be able to fully take on the strategy.   When teaching schema, I would often 
get frustrated with the surface, go no where connections.  The character has a 
dog, so a child says I have a dog -however, the dog is not meaningful to the 
story...
So now I ask my students to figure out why the author wrote the story -what is 
the message.  Then they work on making a connection to the message of the 
story.   Example:  The message is you should try an be friends with people who 
are different than you.  I have a connection with this because when school 
started there was a new kid here from Georgia and he had no friends.  People 
thought he was weird because he talked "funny".  I made friends with him and 
you know what -he doesn't talk funny -he just sounds different than me.
I also learned over time, that if you want students to get better at something 
they need LOTS of practice time.  My independent reading time is 45 minutes.  
By the way, I teach 3rd grade this year.  I was a literacy/math coach for the 
past 7 years.
Jan
We must view young people not as empty bottles to be filled, but as candles to 
be lit.
-Robert Shaffer
  - Original Message -


___
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] Text-to-Self Mini-Lesson Question

[STEWART, L]

I just finished a mini-lesson unit on discovering the author's message and then 
the children just naturally started making "stronger" connections to the text 
through the message.  At the same time we covered an author's study.  I have 
been reading books by Eve Bunting:  The Wall, Going Home and A Day's Work.  The 
kids have been so engaged in their turn and talk conversations.  It has lent 
itself to text connections as well.  (I know you are only supposed to teach to 
one objective at a time but...).  I still want to read one more to them, Smoky 
Night before I stop.  I don't understand the advantage of picking up one of 
those books and just reading a portion of it.  How is this "building lifelong 
readers" when I only read a small portion of a beautifully written picture 
book? I know time is of the essence, but how can we really not have enough time 
to engage our children in reading before we send them off to do it on their 
own. I am hanging on to this joy regardless of what the experts say!


-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Deaneen Pashea
Sent: Monday, November 17, 2008 11:34 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question



-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]
kshop.org] On Behalf Of jan sanders
Sent: Saturday, November 15, 2008 7:16 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question

Hi Meghan-
I am confused with the comment "it should take several days to get through a=
 mini-lesson doing think aloud for the students with one picture".  To me a=
 mini-lesson is just that -mini.  It has one teaching point and should take=
 about 10 minutes.   I use a read aloud to model my thinking as a reader.  Y=
ou do not have to read the whole book in one sitting.  I model the strategy=
 I want my students to try, have them try it in a turn and talk with a partn=
er, and then restate what I want them to try during independent reading and=
 send them off to practice it.  I do believe it will take several days for t=
he students to be able to fully take on the strategy.   When teaching schema=
, I would often get frustrated with the surface, go no where connections.  T=
he character has a dog, so a child says I have a dog -however, the dog is no=
t meaningful to the story...
So now I ask my students to figure out why the author wrote the story -what=
 is the message.  Then they work on making a connection to the message of th=
e story.   Example:  The message is you should try an be friends with people=
 who are different than you.  I have a connection with this because when sch=
ool started there was a new kid here from Georgia and he had no friends.  Pe=
ople thought he was weird because he talked "funny".  I made friends with hi=
m and you know what -he doesn't talk funny -he just sounds different than me=
.
I also learned over time, that if you want students to get better at somethi=
ng they need LOTS of practice time.  My independent reading time is 45 minut=
es.  By the way, I teach 3rd grade this year.  I was a literacy/math coach f=
or the past 7 years.
Jan
We must view young people not as empty bottles to be filled, but as candles=
 to be lit.
-Robert Shaffer
  - Original Message -
  From: Pitzer, Meghan L.
  To: mosaic@literacyworkshop.org
  Sent: Thursday, November 13, 2008 10:48 AM
  Subject: [MOSAIC] Text-to-Self Mini-Lesson Question


  Hi!  I am just beginning to "teach" Reading the Mosaic way.  I have read t=
he book and absolutely love it!  I began with a schema lesson and started ri=
ght in to introducing text-to-self connections.  I was reading aloud a book=
 to the class that I could make connections with.  I was getting through a p=
icture book per lesson for 7 days.  I then talked to a good friend of mine o=
ver email who was floored that I was getting through that much!  She says th=
at it should take several days to get through a mini-lesson doing think alou=
d for the students with one picture.  I was just wondering if someone could=
 give me some insight as to what more I could be doing to make the lessons g=
o a little deeper and some ideas of books that are great to model this strat=
egy.  I feel that I am not being as effective as I could be.  Any suggestion=
s would be greatly appreciated!  Thanks!
  Meghan

  Meghan Pitzer
  3rd Grade Teacher
  Clay Springs Elementary
  (407) 884-2275 x2233

  --
  The information contained in this e-mail message is intended solely for
  the recipient(s) and may contain privileged information. Tampering with
  or altering the contents of this message is prohibited. This information
  is the same as any written document and may be subject to all rules
  governing public informati

Re: [MOSAIC] Response to Intervention question

[Waingort Jimenez, Elisa]

LOL.  Ooops!  Sorry!  Sometimes I'm not sure I'm quoting the right person but 
this time I was certain I had.
Elisa

Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada


 
Thanks for noticing me, but I am not the one who mentioned a triple dose of
intervention. It would be hard for anyone to get that much of anything out
of me because I am a minimalist by nature. One of the reasons why I like
this list is because it is helping me to become more encouraging to my
struggling students.

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.

Re: [MOSAIC] Text-to-Self Mini-Lesson Question

[Deaneen Pashea]

-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]
kshop.org] On Behalf Of jan sanders
Sent: Saturday, November 15, 2008 7:16 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question

Hi Meghan-
I am confused with the comment "it should take several days to get through a=
 mini-lesson doing think aloud for the students with one picture".  To me a=
 mini-lesson is just that -mini.  It has one teaching point and should take=
 about 10 minutes.   I use a read aloud to model my thinking as a reader.  Y=
ou do not have to read the whole book in one sitting.  I model the strategy=
 I want my students to try, have them try it in a turn and talk with a partn=
er, and then restate what I want them to try during independent reading and=
 send them off to practice it.  I do believe it will take several days for t=
he students to be able to fully take on the strategy.   When teaching schema=
, I would often get frustrated with the surface, go no where connections.  T=
he character has a dog, so a child says I have a dog -however, the dog is no=
t meaningful to the story...
So now I ask my students to figure out why the author wrote the story -what=
 is the message.  Then they work on making a connection to the message of th=
e story.   Example:  The message is you should try an be friends with people=
 who are different than you.  I have a connection with this because when sch=
ool started there was a new kid here from Georgia and he had no friends.  Pe=
ople thought he was weird because he talked "funny".  I made friends with hi=
m and you know what -he doesn't talk funny -he just sounds different than me=
.
I also learned over time, that if you want students to get better at somethi=
ng they need LOTS of practice time.  My independent reading time is 45 minut=
es.  By the way, I teach 3rd grade this year.  I was a literacy/math coach f=
or the past 7 years.
Jan
We must view young people not as empty bottles to be filled, but as candles=
 to be lit.
-Robert Shaffer
  - Original Message -
  From: Pitzer, Meghan L.
  To: mosaic@literacyworkshop.org
  Sent: Thursday, November 13, 2008 10:48 AM
  Subject: [MOSAIC] Text-to-Self Mini-Lesson Question


  Hi!  I am just beginning to "teach" Reading the Mosaic way.  I have read t=
he book and absolutely love it!  I began with a schema lesson and started ri=
ght in to introducing text-to-self connections.  I was reading aloud a book=
 to the class that I could make connections with.  I was getting through a p=
icture book per lesson for 7 days.  I then talked to a good friend of mine o=
ver email who was floored that I was getting through that much!  She says th=
at it should take several days to get through a mini-lesson doing think alou=
d for the students with one picture.  I was just wondering if someone could=
 give me some insight as to what more I could be doing to make the lessons g=
o a little deeper and some ideas of books that are great to model this strat=
egy.  I feel that I am not being as effective as I could be.  Any suggestion=
s would be greatly appreciated!  Thanks!
  Meghan

  Meghan Pitzer
  3rd Grade Teacher
  Clay Springs Elementary
  (407) 884-2275 x2233

  --
  The information contained in this e-mail message is intended solely for
  the recipient(s) and may contain privileged information. Tampering with
  or altering the contents of this message is prohibited. This information
  is the same as any written document and may be subject to all rules
  governing public information according to Florida Statutes. Any message
  that falls under Chapter 119 shall not be altered in a manner that
  misrepresents the activities of Orange County Public Schools.
  [References: Florida State Constitution I.24, Florida State Statutes
  Chapter 119, and OCPS Management Directive A-9.] If you have received
  this message in error, or are not the named recipient notify the sender
  and delete this message from your computer.
  ___
  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.


This message (including any attachments) is intended only for=0A=
the use of the individual or entity to which it is addressed and=0A=
may contain information that is non-publ

Re: [MOSAIC] Response to Intervention question

[Kare]

Thanks for noticing me, but I am not the one who mentioned a triple dose of
intervention. It would be hard for anyone to get that much of anything out
of me because I am a minimalist by nature. One of the reasons why I like
this list is because it is helping me to become more encouraging to my
struggling students.

Kare
On Mon, Nov 17, 2008 at 4:46 AM, Waingort Jimenez, Elisa <
[EMAIL PROTECTED]> wrote:

> Yes.  I guess where I was a little confused was when Kare talked about a
> 'huge dose of intervention'.  "A bit of extra help" makes sense.
> Elisa
>
>
___
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] Text-to-Self Mini-Lesson Question

[Pitzer, Meghan L.]

Thanks Jan!  That was very helpful!

Meghan Pitzer
3rd Grade Teacher
Clay Springs Elementary
(407) 884-2275 x2233

-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of jan sanders
Sent: Saturday, November 15, 2008 7:16 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question

Hi Meghan-
I am confused with the comment "it should take several days to get through a 
mini-lesson doing think aloud for the students with one picture".  To me a 
mini-lesson is just that -mini.  It has one teaching point and should take 
about 10 minutes.   I use a read aloud to model my thinking as a reader.  You 
do not have to read the whole book in one sitting.  I model the strategy I want 
my students to try, have them try it in a turn and talk with a partner, and 
then restate what I want them to try during independent reading and send them 
off to practice it.  I do believe it will take several days for the students to 
be able to fully take on the strategy.   When teaching schema, I would often 
get frustrated with the surface, go no where connections.  The character has a 
dog, so a child says I have a dog -however, the dog is not meaningful to the 
story...
So now I ask my students to figure out why the author wrote the story -what is 
the message.  Then they work on making a connection to the message of the 
story.   Example:  The message is you should try an be friends with people who 
are different than you.  I have a connection with this because when school 
started there was a new kid here from Georgia and he had no friends.  People 
thought he was weird because he talked "funny".  I made friends with him and 
you know what -he doesn't talk funny -he just sounds different than me.
I also learned over time, that if you want students to get better at something 
they need LOTS of practice time.  My independent reading time is 45 minutes.  
By the way, I teach 3rd grade this year.  I was a literacy/math coach for the 
past 7 years.
Jan
We must view young people not as empty bottles to be filled, but as candles to 
be lit.
-Robert Shaffer
  - Original Message -
  From: Pitzer, Meghan L.
  To: mosaic@literacyworkshop.org
  Sent: Thursday, November 13, 2008 10:48 AM
  Subject: [MOSAIC] Text-to-Self Mini-Lesson Question


  Hi!  I am just beginning to "teach" Reading the Mosaic way.  I have read the 
book and absolutely love it!  I began with a schema lesson and started right in 
to introducing text-to-self connections.  I was reading aloud a book to the 
class that I could make connections with.  I was getting through a picture book 
per lesson for 7 days.  I then talked to a good friend of mine over email who 
was floored that I was getting through that much!  She says that it should take 
several days to get through a mini-lesson doing think aloud for the students 
with one picture.  I was just wondering if someone could give me some insight 
as to what more I could be doing to make the lessons go a little deeper and 
some ideas of books that are great to model this strategy.  I feel that I am 
not being as effective as I could be.  Any suggestions would be greatly 
appreciated!  Thanks!
  Meghan

  Meghan Pitzer
  3rd Grade Teacher
  Clay Springs Elementary
  (407) 884-2275 x2233

  --
  The information contained in this e-mail message is intended solely for
  the recipient(s) and may contain privileged information. Tampering with
  or altering the contents of this message is prohibited. This information
  is the same as any written document and may be subject to all rules
  governing public information according to Florida Statutes. Any message
  that falls under Chapter 119 shall not be altered in a manner that
  misrepresents the activities of Orange County Public Schools.
  [References: Florida State Constitution I.24, Florida State Statutes
  Chapter 119, and OCPS Management Directive A-9.] If you have received
  this message in error, or are not the named recipient notify the sender
  and delete this message from your computer.
  ___
  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] Response to Intervention question

[Waingort Jimenez, Elisa]

Yes.  I guess where I was a little confused was when Kare talked about a 'huge 
dose of intervention'.  "A bit of extra help" makes sense.
Elisa

Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada



 
Sure it is, but a second grade student who hasn't gotten quite round to one to 
one matching and use of text needs a bit of extra help, IMO.



Lori Jackson
 District Literacy Coach and Mentor
 Todd County School District
 Box 87
 Mission SD 5755

___
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.