Re: [MOSAIC] Reading Response Journals

[kathleen vanleishout]

My background is in high school so this may seem unrealistic, but...have you 
ever considered really mailing these letters to the authors? That might provide 
some extra motivation. It's just a thought.
Kathy V.> Date: Tue, 2 Dec 2008 07:05:36 -0700> From: [EMAIL PROTECTED]> To: 
mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Reading Response Journals> > 
Probably the next thing I'd try is to allow/encourage them to write to each> 
other for a while instead of you. You could choose random partners or allow> 
choice.> > On Mon, Dec 1, 2008 at 6:57 PM, Yingling <[EMAIL PROTECTED]> wrote:> 
> > I am struggling to get my students to write quality letters within their> > 
reader's notebooks. It's December and they are still simply giving me> > 
summaries. I ask them questions and give comments in my letters back to> > them 
yet most of my kids aren't responding to my questions/comments. I've> > gone to 
giving the kids grades and their grades don't even seem to motivate> > some of 
them to do better. We've written sample letters together, I've> > shown them 
examples, I've written examples for them, I've given them letter> > starters. 
What do I do next? The kids seem to just want me to give them> > worksheets to 
complete - they don't want to think.> > Help please,> > Jenni> >> > 
___> > 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.> 
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Re: [MOSAIC] strategy lesson website

[beverleepaul]

Annie Karl's?
Sent from my BlackBerry Smartphone provided by Alltel

-Original Message-
From: "elisa kifer" <[EMAIL PROTECTED]>

Date: Tue, 2 Dec 2008 19:44:44 
To: Mosaic: A Reading Comprehension Strategies Email 
Group
Subject: [MOSAIC] strategy lesson website


PLEASE HELP!  I came across a website sometime back, that someone shared on
this serv, and now I can't find it.  I know there are tons of great websites
out there, but the one I have in mind has lots of mini lessons for each
strategy.  I can't remember the grade or anything, but I do know the website
is a teacher's and her theme of the website is frogs.  If anyone can help me
and is familiar with this website, please let me know.  THANKS
-- 
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
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Re: [MOSAIC] Reading Response Journals

[Yingling]

I have a short rubric that I use.  They are graded on correct letter format, 
spelling, date, and then content.





I was wondering how you grade the responses. I have tried the letter 
writing=
with my students every year, but find that it does become a dreaded task. 
=
I often can learn more about students through conversations and the 
shorter=
responses, but I am now struggling with how to give them a grade on those 
r=

esponses.  I often use rubrics, but would love to hear other ideas.

Deaneen Pashea
Wayne Center Elementary
Kendallville, Indiana




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Re: [MOSAIC] Reading Response Journals

[Wendy Jensen]

I have my 2nd graders write letters after a lot of modeling, and their feedback 
is usually positive.  However you have caught my attention with the tic-tac-toe 
idea.  What are some things you would put in the tic-tac-toe board for them to 
choose from?  I like the idea of it but am unsure of what to put in it.  Could 
you share some ideas for this?  Thanks!

Wendy
  - Original Message - 
  From: [EMAIL PROTECTED] 
  To: Mosaic: A Reading Comprehension Strategies 
EmailGroup 
  Sent: Tuesday, December 02, 2008 4:16 AM
  Subject: Re: [MOSAIC] Reading Response Journals


  How about a checklist or a tic-tac toe type list? Giving them a choice might 
help them to be more motivated. I talked with a former student of mine a while 
back and I asked him what he liked the most and least about my class. He gave 
me things he liked but one thing he hated. "I hated those stupid letters we 
always had to write."  I have since then given them more choices and it seems 
to make it more interesting for them.
  -- Original message from "Yingling" <[EMAIL 
PROTECTED]>: -- 


  > I am struggling to get my students to write quality letters within their 
  > reader's notebooks. It's December and they are still simply giving me 
  > summaries. I ask them questions and give comments in my letters back to 
  > them yet most of my kids aren't responding to my questions/comments. I've 
  > gone to giving the kids grades and their grades don't even seem to motivate 
  > some of them to do better. We've written sample letters together, I've 
  > shown them examples, I've written examples for them, I've given them letter 
  > starters. What do I do next? The kids seem to just want me to give them 
  > worksheets to complete - they don't want to think. 
  > Help please, 
  > Jenni 
  > 
  > 
  > ___ 
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  > Mosaic@literacyworkshop.org 
  > To unsubscribe or modify your membership please go to 
  > 
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
 
  > 
  > Search the MOSAIC archives at 
http://snipurl.com/MosaicArchive. 
  > 
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[MOSAIC] strategy lesson website

[elisa kifer]

PLEASE HELP!  I came across a website sometime back, that someone shared on
this serv, and now I can't find it.  I know there are tons of great websites
out there, but the one I have in mind has lots of mini lessons for each
strategy.  I can't remember the grade or anything, but I do know the website
is a teacher's and her theme of the website is frogs.  If anyone can help me
and is familiar with this website, please let me know.  THANKS
-- 
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
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Re: [MOSAIC] I need a list of books come from songs - like mentioned in Reading with Meaning

[Mary Milner]

In Tanni McGregor's book, Comprehension Connections, she lists some wordless
book choices.

-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Shannon Lauer
Sent: Tuesday, December 02, 2008 1:12 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] I need a list of books come from songs - like mentioned in
Reading with Meaning

I'm ordering some song books and wordless books for our school.  I'd  
like some titles of "song" books and wordless books.  I also know  
that there was some webpage or some unit of study designed just for  
wordless books.  Can someone point me in the right direction?

Thanks,

Shannon

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Re: [MOSAIC] Reading Response Journals

[SooZQ55164]

I stopped having my kids write letters. They thought that was the only way  
they could respond to a book. I have them record their thinking as they read in 
 different ways. I might have them respond to a question here and there  
depending on what strategy we are working on. At the end of a book we respond 
in  
different waysexplain how the character changed over time..what was 
the  message of this book & how do you know. I have even put kids from 
different 
 guided reading groups together and asked them to figure out how their main  
characters share some trait or characteristic. They have to explain their 
story  and have a conversation to determine it.
Sue
 
 
In a message dated 12/2/2008 5:19:58 A.M. Eastern Standard Time,  
[EMAIL PROTECTED] writes:

How  about a checklist or a tic-tac toe type list? Giving them a choice might 
help  them to be more motivated. I talked with a former student of mine a 
while back  and I asked him what he liked the most and least about my class. He 
gave me  things he liked but one thing he hated. "I hated those stupid letters 
we  always had to write."  I have since then given them more choices and it  
seems to make it more interesting for them.
-- Original message  from "Yingling" <[EMAIL PROTECTED]>: 
--  


> I am struggling to get my students to write quality letters  within their 
> reader's notebooks. It's December and they are still  simply giving me 
> summaries. I ask them questions and give comments in  my letters back to 
> them yet most of my kids aren't responding to my  questions/comments. I've 
> gone to giving the kids grades and their  grades don't even seem to 
motivate 
> some of them to do better. We've  written sample letters together, I've 
> shown them examples, I've  written examples for them, I've given them 
letter 
> starters. What do I  do next? The kids seem to just want me to give them 
> worksheets to  complete - they don't want to think. 
> Help please, 
> Jenni  
> 
> 
> ___  
> Mosaic mailing list 
> Mosaic@literacyworkshop.org 
> To  unsubscribe or modify your membership please go to 
>  http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.  
> 
> Search the MOSAIC archives at  http://snipurl.com/MosaicArchive. 
>  
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**Life should be easier. So should your homepage. Try the NEW 
AOL.com. 
(http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom0002)
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Re: [MOSAIC] I need a list of books come from songs - like mentioned inReading with Meaning

[Zukotynski, Pamela]

There is a list on The Reading Lady website if memory services me right.  Pam Z

Pamela Zukotynski
Special Education Teacher 
Liberty Elementary School
[EMAIL PROTECTED]



-Original Message-
From: [EMAIL PROTECTED] on behalf of Shannon Lauer
Sent: Tue 12/2/2008 1:11 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] I need a list of books come from songs - like mentioned 
inReading with Meaning
 
I'm ordering some song books and wordless books for our school.  I'd  
like some titles of "song" books and wordless books.  I also know  
that there was some webpage or some unit of study designed just for  
wordless books.  Can someone point me in the right direction?

Thanks,

Shannon

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Re: [MOSAIC] I need a list of books come from songs - like mentioned inReading with Meaning

[Ljackson]

This list was developed about two years ago, so I cannot speak to availability, 
but here are some suggestions:

http://www.tcsdk12.org/literacy//Book%20Lists/Nonfiction%20Text%20Sets_files/Song%20Books.pdf

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

- Original message -
From: Shannon Lauer <[EMAIL PROTECTED]>
To: mosaic@literacyworkshop.org
Date: Tuesday, December 02, 2008  1:13 PM
Subject: [MOSAIC] I need a list of books come from songs - like mentioned 
inReading with Meaning

> I'm ordering some song books and wordless books for our school.  I'd  
> like some titles of "song" books and wordless books.  I also know  
> that there was some webpage or some unit of study designed just for  
> wordless books.  Can someone point me in the right direction?
> 
> Thanks,
> 
> Shannon
> 
> ___
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> Mosaic@literacyworkshop.org
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> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 
> 


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Re: [MOSAIC] Reading Response Journals

[Deaneen Pashea]

I was wondering how you grade the responses. I have tried the letter writing=
 with my students every year, but find that it does become a dreaded task. =
 I often can learn more about students through conversations and the shorter=
 responses, but I am now struggling with how to give them a grade on those r=
esponses.  I often use rubrics, but would love to hear other ideas.

Deaneen Pashea
Wayne Center Elementary
Kendallville, Indiana

-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]
kshop.org] On Behalf Of Becky Trieger
Sent: Tuesday, December 02, 2008 1:17 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Reading Response Journals

I think the purpose of the letters has been forgotten. Teachers latch
onto the Fountas & Pinnell system whether or not it works. After
several years and constant reevaluation, adapting, modeling, etc. I
decided it was simply a chore and didn't benefit my readers. I have
not abandoned response notebooks... just amended them to fit my
style, students, and philosophy.

I teach third grade and focus more on short responses... using sticky
notes to record thinking on the run and preparing for partner
conversations. I have the kids bring their notebooks to read aloud
and mini lessons and we "respond" in a variety of ways during those
times. I have a section for group work and any guided reading
responses are written in the notebook as well. We even do prompted
extended responses in a section. I strive for balance and felt the
weekly letter writing did not yield greater understanding and became
a dreaded task.
--
Becky Trieger
Vachel Lindsay Elementary
Springfield, IL

Working Together to Achieve Outstanding Results!

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Re: [MOSAIC] Reading Response Journals

[Lisa Szyska]

> I think the purpose of the letters has been forgotten.
> Teachers latch onto the Fountas & Pinnell system whether
> or not it works. 

***
I cannot agree with this statement more!  We need to trust ourselves to know 
what our students need and understand why we are doing certain things.  
Lisa
2/3 IL


  

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[MOSAIC] I need a list of books come from songs - like mentioned in Reading with Meaning

[Shannon Lauer]

I'm ordering some song books and wordless books for our school.  I'd  
like some titles of "song" books and wordless books.  I also know  
that there was some webpage or some unit of study designed just for  
wordless books.  Can someone point me in the right direction?


Thanks,

Shannon

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Re: [MOSAIC] Reading Response Journals

[yingli...@frontiernet.net]

Sorry, I forgot to mention I teach 5th grade, but I'm the only one in my
building that uses reader's notebooks.





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[MOSAIC] Reading Response Journals

[Becky Trieger]

I think the purpose of the letters has been forgotten. Teachers latch 
onto the Fountas & Pinnell system whether or not it works. After 
several years and constant reevaluation, adapting, modeling, etc. I 
decided it was simply a chore and didn't benefit my readers. I have 
not abandoned response notebooks... just amended them to fit my 
style, students, and philosophy.


I teach third grade and focus more on short responses... using sticky 
notes to record thinking on the run and preparing for partner 
conversations. I have the kids bring their notebooks to read aloud 
and mini lessons and we "respond" in a variety of ways during those 
times. I have a section for group work and any guided reading 
responses are written in the notebook as well. We even do prompted 
extended responses in a section. I strive for balance and felt the 
weekly letter writing did not yield greater understanding and became 
a dreaded task.

--
Becky Trieger
Vachel Lindsay Elementary
Springfield, IL

Working Together to Achieve Outstanding Results!

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Re: [MOSAIC] Reading Response Journals

[Beverlee Paul]

For an inspirational book for you, you might like to read Nancie Atwell's
The Reading Zone.  She works with older kids but the foundation of what she
talks about needs to begin with you.  I think it might help jog some more
creative juices and give you a long-term view you'd enjoy considering.

On Tue, Dec 2, 2008 at 9:11 AM, Lisa Szyska <[EMAIL PROTECTED]> wrote:

> Jenni,
> I know what you are describing--I assume these letters are ala Fountas &
> Pinnell--which means you expect one a week.  I don't think that is an
> unreasonable expectation, and it leaves plenty of room for the many choices
> that people have mentioned (tic-tac-toe, etc.)for additional reading
> responses.  I agree with stressing the purpose to your students...mine know
> that it is another way for us to "talk" about their books.  Have you
> suggested letter starters (ala F & P) or required them for certain kids?
> (E.g. At the beginning of letter writing, we post many stems, and I require
> them...Today while I read, I wondered...) Some of the more "worksheet"
> trained students like the security of an assignment...it doesn't mean they
> don't want to think. (Although, there are certainly always the couple who
> just want to rush & get the work done:o) They just aren't used to doing it
> on their own and choosing their topics.  This uncertainty, coupled with some
> students'
>  desire to fill the page, can lead to those summaries.  That laundry list
> letter of topics that F & P have in Guiding Readers and Writers is
> completely overwhelming...I stopped giving it out after the first year of
> implementation.  If you're using it, I would either modify it or stop
> altogether.
>
> One thing that helps with my 3rd graders is to confer with them about their
> letters...I have seen vast improvements from some students after we've just
> taken the time to talk, not about the quality of thinking or the quality of
> the letter, but first about their book.  This is where you can also
> determine if their book choice is correct, etc.  THEN, I can talk about ways
> they can tell me that in their letters.  I like the once a week letter
> format, b/c I have had some very interesting dialogue with many students and
> have learned much about them as readers.  In Illinois, the letters are also
> more authentic bridge to extended response writing for the state test.
>
> Hope any of this helps!
> Lisa
> 2/3 IL
>
>
> --- On Mon, 12/1/08, Yingling <[EMAIL PROTECTED]> wrote:
>
> > From: Yingling <[EMAIL PROTECTED]>
> > Subject: [MOSAIC] Reading Response Journals
> > To: "Mosaic: A Reading Comprehension Strategies Email Group" <
> mosaic@literacyworkshop.org>
> > Date: Monday, December 1, 2008, 7:57 PM
> > I am struggling to get my students to write quality letters
> > within their reader's notebooks.  It's December and
> > they are still simply giving me summaries.  I ask them
> > questions and give comments in my letters back to them yet
> > most of my kids aren't responding to my
> > questions/comments.  I've gone to giving the kids grades
> > and their grades don't even seem to motivate some of
> > them to do better.  We've written sample letters
> > together, I've shown them examples, I've written
> > examples for them, I've given them letter starters.
> > What do I do next?  The kids seem to just want me to give
> > them worksheets to complete - they don't want to think.
> > Help please,
> > Jenni
> >
> > ___
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> > Mosaic@literacyworkshop.org
> > To unsubscribe or modify your membership please go to
> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> >
> > Search the MOSAIC archives at
> > http://snipurl.com/MosaicArchive.
>
>
>
>
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>
>
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Re: [MOSAIC] Reading Response Journals

[kimberlee hannan]

I have 7th graders that have been "scripted textbook"and "worksheeted" to
death in elementary.  No one's ever trusted that they understood what they
were reading or even reading it, so they have had to prove they read the
book not enjoyed it.  The summary is almost an ingrained instinct.  Nor,
they have ever learned that the author's job is to make the reader feel
something. (Boredom is an emotion in my room) They read the words, period.
When I ask them what they think of the book, I they shrug.  To cure this I
have to constantly model, model, model.  It takes a long time to break the
habit.

However,  when the summaries just won't stop, I approach from three
directions:
1. When I read aloud, picture book, novel, poem, I stop and discuss
connections, clarifications, predictions...etc.  I use this when I model the
responding, "Remember when we talked about..."
2.  I also scan responses into my computer, from students that fit what I am
asking for, and present them . ( Ask permission from the student and remove
any identifying marks.)  I show them and just ask orally and discuss:
summary or response?  Why?  They will begin to recognize the difference.
3. When I individually conference with them, I can have them reread their
entry and decide if it was a summary or response.  Remind them of our groups
discussions.

I love the peer to peer responding you talk about.  I just haven't had the
nerve to try it yet.

Kim

On Tue, Dec 2, 2008 at 6:05 AM, Beverlee Paul <[EMAIL PROTECTED]>wrote:

> Probably the next thing I'd try is to allow/encourage them to write to each
> other for a while instead of you.  You could choose random partners or
> allow
> choice.
>
> On Mon, Dec 1, 2008 at 6:57 PM, Yingling <[EMAIL PROTECTED]>
> wrote:
>
> > I am struggling to get my students to write quality letters within their
> > reader's notebooks.  It's December and they are still simply giving me
> > summaries.  I ask them questions and give comments in my letters back to
> > them yet most of my kids aren't responding to my questions/comments.
>  I've
> > gone to giving the kids grades and their grades don't even seem to
> motivate
> > some of them to do better.  We've written sample letters together, I've
> > shown them examples, I've written examples for them, I've given them
> letter
> > starters.  What do I do next?  The kids seem to just want me to give them
> > worksheets to complete - they don't want to think.
> > Help please,
> > Jenni
> >
> > ___
> > Mosaic mailing list
> > Mosaic@literacyworkshop.org
> > To unsubscribe or modify your membership please go to
> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> >
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> >
> >
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>
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>
>


-- 
Kim
---
Kimberlee Hannan
7th CORE-ELA & WH
Sequoia Middle School
Fresno, California 93702

The best teachers teach from the heart, not from the book.  ~Author Unknown

[EMAIL PROTECTED]
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Re: [MOSAIC] Reading Response Journals

[Lisa Szyska]

Jenni,
I know what you are describing--I assume these letters are ala Fountas & 
Pinnell--which means you expect one a week.  I don't think that is an 
unreasonable expectation, and it leaves plenty of room for the many choices 
that people have mentioned (tic-tac-toe, etc.)for additional reading responses. 
 I agree with stressing the purpose to your students...mine know that it is 
another way for us to "talk" about their books.  Have you suggested letter 
starters (ala F & P) or required them for certain kids? (E.g. At the beginning 
of letter writing, we post many stems, and I require them...Today while I read, 
I wondered...) Some of the more "worksheet" trained students like the security 
of an assignment...it doesn't mean they don't want to think. (Although, there 
are certainly always the couple who just want to rush & get the work done:o) 
They just aren't used to doing it on their own and choosing their topics.  This 
uncertainty, coupled with some students'
 desire to fill the page, can lead to those summaries.  That laundry list 
letter of topics that F & P have in Guiding Readers and Writers is completely 
overwhelming...I stopped giving it out after the first year of implementation.  
If you're using it, I would either modify it or stop altogether.

One thing that helps with my 3rd graders is to confer with them about their 
letters...I have seen vast improvements from some students after we've just 
taken the time to talk, not about the quality of thinking or the quality of the 
letter, but first about their book.  This is where you can also determine if 
their book choice is correct, etc.  THEN, I can talk about ways they can tell 
me that in their letters.  I like the once a week letter format, b/c I have had 
some very interesting dialogue with many students and have learned much about 
them as readers.  In Illinois, the letters are also more authentic bridge to 
extended response writing for the state test.

Hope any of this helps!
Lisa
2/3 IL


--- On Mon, 12/1/08, Yingling <[EMAIL PROTECTED]> wrote:

> From: Yingling <[EMAIL PROTECTED]>
> Subject: [MOSAIC] Reading Response Journals
> To: "Mosaic: A Reading Comprehension Strategies Email Group" 
> 
> Date: Monday, December 1, 2008, 7:57 PM
> I am struggling to get my students to write quality letters
> within their reader's notebooks.  It's December and
> they are still simply giving me summaries.  I ask them
> questions and give comments in my letters back to them yet
> most of my kids aren't responding to my
> questions/comments.  I've gone to giving the kids grades
> and their grades don't even seem to motivate some of
> them to do better.  We've written sample letters
> together, I've shown them examples, I've written
> examples for them, I've given them letter starters. 
> What do I do next?  The kids seem to just want me to give
> them worksheets to complete - they don't want to think.
> Help please,
> Jenni 
> 
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
> Search the MOSAIC archives at
> http://snipurl.com/MosaicArchive.


  

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Re: [MOSAIC] Reading Response Journals

[Beverlee Paul]

Probably the next thing I'd try is to allow/encourage them to write to each
other for a while instead of you.  You could choose random partners or allow
choice.

On Mon, Dec 1, 2008 at 6:57 PM, Yingling <[EMAIL PROTECTED]> wrote:

> I am struggling to get my students to write quality letters within their
> reader's notebooks.  It's December and they are still simply giving me
> summaries.  I ask them questions and give comments in my letters back to
> them yet most of my kids aren't responding to my questions/comments.  I've
> gone to giving the kids grades and their grades don't even seem to motivate
> some of them to do better.  We've written sample letters together, I've
> shown them examples, I've written examples for them, I've given them letter
> starters.  What do I do next?  The kids seem to just want me to give them
> worksheets to complete - they don't want to think.
> Help please,
> Jenni
>
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
>
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Re: [MOSAIC] Reading Response Journals

[Waingort Jimenez, Elisa]

I've also found that when introducing or reintroducing a written response of 
some kind it has helped for the kids to do it with me in the circle.  I do this 
with writing notebook entries and reading responses, as well.  If they have 
questions everybody gets the benefit of hearing them and if they need an answer 
they can listen in.  Otherwise, just being together somehow has helped.  And, 
as Kim has mentioned below, giving them time to turn and talk with a partner 
also produces better results and lessens the anxiety of those who might be 
apprehensive.  The oral rehearsing gets them going.
Elisa

Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada


 
Jenni- We have been doing a journal writing where my second graders
learned about writing on a topic and adding three details. After a
couple of weeks of instruction and practice time, this became an
independent work for them. As I read them over, I decided to make it
an instructional tool again since several children were thinking a
line of writing was a sentence. I did some whole group work, and then
assigned topics to groups to write about individually while they
discussed among their groups.

It seemed that encouraging them to discuss or verbally rehearse while
writing was motivating along with introducing a paragraph writing
check list. I hope these little steps to independence are helpful to
you too. Journals are again an independent writing time in my
classroom.

Kim
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Re: [MOSAIC] Reading Response Journals

[kim lum]

Jenni- We have been doing a journal writing where my second graders
learned about writing on a topic and adding three details. After a
couple of weeks of instruction and practice time, this became an
independent work for them. As I read them over, I decided to make it
an instructional tool again since several children were thinking a
line of writing was a sentence. I did some whole group work, and then
assigned topics to groups to write about individually while they
discussed among their groups.

It seemed that encouraging them to discuss or verbally rehearse while
writing was motivating along with introducing a paragraph writing
check list. I hope these little steps to independence are helpful to
you too. Journals are again an independent writing time in my
classroom.

Kim
On 12/2/08, suzie herb <[EMAIL PROTECTED]> wrote:
> What grade do you teach Jenni?
>
>
>  --- On Tue, 2/12/08, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote:
>
>  > From: [EMAIL PROTECTED] <[EMAIL PROTECTED]>
>  > Subject: Re: [MOSAIC] Reading Response Journals
>
> > To: "Mosaic: A Reading Comprehension Strategies Email Group" 
> > 
>
> > Received: Tuesday, 2 December, 2008, 9:16 PM
>
> > How about a checklist or a tic-tac toe type list? Giving
>  > them a choice might help them to be more motivated. I talked
>  > with a former student of mine a while back and I asked him
>  > what he liked the most and least about my class. He gave me
>  > things he liked but one thing he hated. "I hated those
>  > stupid letters we always had to write."  I have since
>  > then given them more choices and it seems to make it more
>  > interesting for them.
>  > -- Original message from "Yingling"
>  > <[EMAIL PROTECTED]>: --
>  >
>  >
>  > > I am struggling to get my students to write quality
>  > letters within their
>  > > reader's notebooks. It's December and they are
>  > still simply giving me
>  > > summaries. I ask them questions and give comments in
>  > my letters back to
>  > > them yet most of my kids aren't responding to my
>  > questions/comments. I've
>  > > gone to giving the kids grades and their grades
>  > don't even seem to motivate
>  > > some of them to do better. We've written sample
>  > letters together, I've
>  > > shown them examples, I've written examples for
>  > them, I've given them letter
>  > > starters. What do I do next? The kids seem to just
>  > want me to give them
>  > > worksheets to complete - they don't want to think.
>  >
>  > > Help please,
>  > > Jenni
>  > >
>  > >
>  > > ___
>  > > 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.
>
>
>
>   Start your day with Yahoo!7 and win a Sony Bravia TV. Enter now 
> http://au.docs.yahoo.com/homepageset/?p1=other&p2=au&p3=tagline
>
>  ___
>
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>
>

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Re: [MOSAIC] Reading Response Journals

[suzie herb]

What grade do you teach Jenni?


--- On Tue, 2/12/08, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote:

> From: [EMAIL PROTECTED] <[EMAIL PROTECTED]>
> Subject: Re: [MOSAIC] Reading Response Journals
> To: "Mosaic: A Reading Comprehension Strategies Email Group" 
> 
> Received: Tuesday, 2 December, 2008, 9:16 PM
> How about a checklist or a tic-tac toe type list? Giving
> them a choice might help them to be more motivated. I talked
> with a former student of mine a while back and I asked him
> what he liked the most and least about my class. He gave me
> things he liked but one thing he hated. "I hated those
> stupid letters we always had to write."  I have since
> then given them more choices and it seems to make it more
> interesting for them.
> -- Original message from "Yingling"
> <[EMAIL PROTECTED]>: -- 
> 
> 
> > I am struggling to get my students to write quality
> letters within their 
> > reader's notebooks. It's December and they are
> still simply giving me 
> > summaries. I ask them questions and give comments in
> my letters back to 
> > them yet most of my kids aren't responding to my
> questions/comments. I've 
> > gone to giving the kids grades and their grades
> don't even seem to motivate 
> > some of them to do better. We've written sample
> letters together, I've 
> > shown them examples, I've written examples for
> them, I've given them letter 
> > starters. What do I do next? The kids seem to just
> want me to give them 
> > worksheets to complete - they don't want to think.
> 
> > Help please, 
> > Jenni 
> > 
> > 
> > ___ 
> > Mosaic mailing list 
> > Mosaic@literacyworkshop.org 
> > To unsubscribe or modify your membership please go to 
> >
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
> > 
> > Search the MOSAIC archives at
> http://snipurl.com/MosaicArchive. 
> > 
> ___
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> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
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> 
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> http://snipurl.com/MosaicArchive.


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Re: [MOSAIC] Reading Response Journals

[mjeffer1]

How about a checklist or a tic-tac toe type list? Giving them a choice might 
help them to be more motivated. I talked with a former student of mine a while 
back and I asked him what he liked the most and least about my class. He gave 
me things he liked but one thing he hated. "I hated those stupid letters we 
always had to write."  I have since then given them more choices and it seems 
to make it more interesting for them.
-- Original message from "Yingling" <[EMAIL PROTECTED]>: 
-- 


> I am struggling to get my students to write quality letters within their 
> reader's notebooks. It's December and they are still simply giving me 
> summaries. I ask them questions and give comments in my letters back to 
> them yet most of my kids aren't responding to my questions/comments. I've 
> gone to giving the kids grades and their grades don't even seem to motivate 
> some of them to do better. We've written sample letters together, I've 
> shown them examples, I've written examples for them, I've given them letter 
> starters. What do I do next? The kids seem to just want me to give them 
> worksheets to complete - they don't want to think. 
> Help please, 
> Jenni 
> 
> 
> ___ 
> Mosaic mailing list 
> Mosaic@literacyworkshop.org 
> To unsubscribe or modify your membership please go to 
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. 
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. 
> 
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