Re: [MOSAIC] Interventions
Interestingly the clearinghouse also said Read Naturally was not effective, but it works for my students. Maybe because I read it as a repeated reading and questioning writing model. The children love that it increases their speed. I like it because it models reading with expression. They learn to slow down for comprehension. We play around with it and they eventually write their own questions. The parents also time them at home looking for expression instead of speed reading How do you do your repeated reading. Pat K to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting. e.e. cummings On Jan 17, 2009, at 7:44 PM, rogers...@comcast.net wrote: We mostly use repeated reading which is research based. Some groups who are not working on fluency use a packaged program (Soar to Success- the district provided it for every grade level through our latest reading adoption and it is not a good program) because the district says that the law says it must be a research based program delivered with fidelity. My school has no money but we are making great strides with repeated reading and guided reading. The thing is most of the research behind the programs is insignificant and usually conducted by the company. If you go to the WHat works clearinghouse you will see that Voyager, an intervention program highly pushed in our district is not a very effective program unless you are working on alphabetics. Interestingly enough DIBELS and Voyager come from the same company. Susan - Original Message - From: Beverlee Paul beverleep...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Friday, January 16, 2009 11:02:06 PM GMT -05:00 US/Canada Eastern Subject: Re: [MOSAIC] Interventions So...I'm rapidly forming a picture that I'm hoping is premature and incorrect: Do almost all of you do purchased programs for interventions? I'd love to hear from some of you who provide increased instruction within your existing literacy program, or smaller groups, or individual help...something that increases the engaged time but isn't really a program? On Fri, Jan 16, 2009 at 7:23 PM, re...@aol.com wrote: Thanks, Jen, for your reply.? I'll look into SIPPS.? We've been talking about Fundations for gr. 1 students who are struggling with fluency and cracking that code.? Wilson is painful, but for the 2 second grade students I have in it who are getting great instruction in comprehension and leveled text in class, it's working.? And they're so proud of themselves! Martha -Original Message- From: cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Thu, 15 Jan 2009 8:39 pm Subject: Re: [MOSAIC] Interventions Martha I do mainly the in class support and I supervise and train the staff working in the intervention programs. I do an occasional pull out group to learn the programs I must supervise. I am Wilson trained, but only two special educators are using it with a few tough cases. I cannot take teaching it. I like SIPPS the best of all of them... (SIPPS stands for Systematic Instruction in Phonics Phonemic Awareness and Sight words.) They do not pretend to teach comprehension and I don't agree with all of the philosophy behind it. I think that some of the research they quote in the rationale was misinterpreted. With some tweaking though, it has some good aspects when combined with balanced literacy instruction in the classroom. The aides can do SIPPS with some supervision. We are seeing some results in first grade...less in second and third but that makes sense since research tells us that phonics instruction is really only effective in grade K and 1. Fundations, (Wilson for primary) is working well in Kindergarten (I am coteaching this one) for 20 minutes a day...but again, the teachers in K are very strong in teaching comprehension at other times during the day. It seems to have escaped the deadly slow pace of Wilson for intermediate aged kids. The jury is out on Fluency Formula but Soar to Success seems to be keeping our kids with comprehension problems reading and interested. With a very few tweaks, it requires kids to actually think! Jennifer The effectiveness of the intervention is depending upon In a message dated 1/13/2009 10:03:51 P.M. Eastern Standard Time, re...@aol.com writes: That said... Would you share with us which of your interventions programs you find work best at which grade levels?? How did you determine which program to use with particular students?? Would you also clarifydo the IA's do Wilson, etc. and you do the in class support or do you do both?? -Martha **Inauguration '09: Get complete coverage from the
Re: [MOSAIC] Interventions - what about older kids
I teach in a middle school and have 6th and 8th graders who are in AIS (academic intervention services) classes. For those of you that teach this age level, what are you doing in your class? I find 8th grade the most difficult due to the age. Pat www.pawsofwood.com ** A Good Credit Score is 700 or Above. See yours in just 2 easy steps! (http://pr.atwola.com/promoclk/10075x1215855013x1201028747/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072%26hmpgID=62%26bcd=De cemailfooterNO62) ___ 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] DIBELS attn especially Michigan teachers
I am also in MI. 1st grade. We do not do dibels, and I really don't even know what they are. Our class sizes are 23 for 1st, 24 for 2nd grade. Wow, didn't realize it differed so much even within the same state. On Sat, Jan 17, 2009 at 10:29 PM, rogers...@comcast.net wrote: Richard Allington spoke at the International Reading Conference in Nashville in November. He mentioned in his session that there is a lawsuit in Florida over DIBELS and that they are not using the assessment because of the lawsuit. I have not been able to find any information about this online but I thought it was very interesting. He also mentioned that the Reading First initiative is ending at the end of the year because it has not proven effective. Does anyone know anything about either of these? Susan ___ 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] RTI Interventions
Do the teachers administer running records or accuracy checks on the second read of the student's small group reading book? If they students are reading on grade level, then these assessments should show they are reading the text at 95% or higher. I would also suggest using a comprehension rubric to make sure they are able to comprehend this grade level text. I am finding that the students that aren't able to meet the benchmark really have a decoding issue that is keeping them from fluently decoding the passage. So, they receive targeted interventions and move out of them asap. Trish - Original Message - From: mosaic-boun...@literacyworkshop.org on behalf of rogers...@comcast.net Sent: Sat, 1/17/2009 9:38pm To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] RTI Interventions We use DIBELS as our universal screener and I hate it! We have students in our school who have to participate in intervention groups who are reading on grade level just not fast enough to benchmark in DIBELS. Susan Original Message - From: Deb Green dgreen81...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, January 17, 2009 7:00:11 AM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] RTI Interventions One question I have is what is everyone using for universal screeners that shows increments of change? (beyond the obvious OBS/DRA etc.) Thanks, Deb G On Fri, Jan 16, 2009 at 11:02 PM, Beverlee Paul beverleep...@gmail.comwrote: So...I'm rapidly forming a picture that I'm hoping is premature and incorrect: Do almost all of you do purchased programs for interventions? I'd love to hear from some of you who provide increased instruction within your existing literacy program, or smaller groups, or individual help...something that increases the engaged time but isn't really a program? On Fri, Jan 16, 2009 at 7:23 PM, re...@aol.com wrote: Thanks, Jen, for your reply.? I'll look into SIPPS.? We've been talking about Fundations for gr. 1 students who are struggling with fluency and cracking that code.? Wilson is painful, but for the 2 second grade students I have in it who are getting great instruction in comprehension and leveled text in class, it's working.? And they're so proud of themselves! Martha -Original Message- From: cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Thu, 15 Jan 2009 8:39 pm Subject: Re: [MOSAIC] Interventions Martha I do mainly the in class support and I supervise and train the staff working in the intervention programs. I do an occasional pull out group to learn the programs I must supervise. I am Wilson trained, but only two special educators are using it with a few tough cases. I cannot take teaching it. I like SIPPS the best of all of them... (SIPPS stands for Systematic Instruction in Phonics Phonemic Awareness and Sight words.) They do not pretend to teach comprehension and I don't agree with all of the philosophy behind it. I think that some of the research they quote in the rationale was misinterpreted. With some tweaking though, it has some good aspects when combined with balanced literacy instruction in the classroom. The aides can do SIPPS with some supervision. We are seeing some results in first grade...less in second and third but that makes sense since research tells us that phonics instruction is really only effective in grade K and 1. Fundations, (Wilson for primary) is working well in Kindergarten (I am coteaching this one) for 20 minutes a day...but again, the teachers in K are very strong in teaching comprehension at other times during the day. It seems to have escaped the deadly slow pace of Wilson for intermediate aged kids. The jury is out on Fluency Formula but Soar to Success seems to be keeping our kids with comprehension problems reading and interested. With a very few tweaks, it requires kids to actually think! Jennifer The effectiveness of the intervention is depending upon In a message dated 1/13/2009 10:03:51 P.M. Eastern Standard Time, re...@aol.com writes: That said... Would you share with us which of your interventions programs you find work best at which grade levels?? How did you determine which program to use with particular students?? Would you also clarifydo the IA's do Wilson, etc. and you do the in class support or do you do both?? -Martha **Inauguration '09: Get complete coverage from the nation's capital. ( http://news.aol.com/main/politics/inauguration?ncid=emlcntusnews0003 ) ___ Mosaic mailing list
Re: [MOSAIC] workshop
Hello Jan, I don't think there are any hard and fast rules about readers' and writers' workshops, especially regarding when they should start or which should go first. There are so many ways to run these workshops, and so many ways to implement them, that these answers really depend on the students involved. Speaking only for myself, I can say that readers' and writers' workshops have looked differently in my classroom in different years and with different grade levels. What I think works is for a teacher to decide on the goals and then just give it a try. Having said all that, I can also say that what has worked for me in the past is to try to keep it as simple as possible, to make sure that I build independent work skills into the students, and be willing to change the structure if it isn't working in some way. :-) Renee On Jan 17, 2009, at 5:53 PM, wr...@att.net wrote: I am some more questions about workshop. They are all related. I should probably add that I teach middle school. Is it necessary to start writing workshop years before a school starts reading workshop? Does it matter which goes first? Can teachers start both in the same year? Is it necessary to have workshop during the majority of class time? Thanks for letting me know what has worked for you. Jan ___ 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. When you learn, teach. When you get, give. ~ Maya Angelou ___ 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] RtI
This is more addressed to secondary teachers, and is not directly related to mosaic of thought, so I promise this will be my only discussion on this site, but it seemed appropriate with all the RtI discussion. If you want to e-mail me about this privately I am glad to talk. As you read the national reports on RtI you'll see that not only are you offering a continum of services, beginning in the classroom and building with additional (outside of the gen ed classroom) time in smaller groups, but you need to be using methods that are researched based. I know that is a can of worms, but I am very comfortable with one model, that is even cited in some of the national material. The Strategic Instruction Model comes out of the University of Kansas in Lawrence. They understood the need for an RtI model before we were talking about it and have spent 30 years research validating their instructional strategies to address struggling learners in this time of information explosion. If you're interested in knowing more this is a good webiste http://www.kucrl.org/ Go to the bottom and click SIM This model utlizes 2 arms...there are instructional routines for the gen. ed classroom to make curriculum access easier for all students, especially struggling. And then for student who prove to need more there are Learning Strategies. Every resource/inclusion/reading teacher I've known to use the strategies tells me it was the first time they knew they were given the students a strategy that was going to serve them year after year in almost all content areas. You can contact KU to obtain information on using it at your site. Gina _ Windows Live™: Keep your life in sync. http://windowslive.com/howitworks?ocid=TXT_TAGLM_WL_t1_allup_howitworks_012009 ___ 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] RTI Interventions
We have similar situations with TPRI.? This is where teacher judgment is needed.? Mary Ann Prevatte -Original Message- From: rogers...@comcast.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sat, 17 Jan 2009 10:35 pm Subject: Re: [MOSAIC] RTI Interventions We use DIBELS as our universal screener and I hate it!? We have students in our school who have to participate in intervention groups who are reading on grade level just not fast enough to benchmark in DIBELS.? Susan Original Message - From: Deb Green dgreen81...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, January 17, 2009 7:00:11 AM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] RTI Interventions One question I have is what is everyone using for universal screeners that shows increments of change? ?(beyond the obvious OBS/DRA etc.) Thanks, Deb G On Fri, Jan 16, 2009 at 11:02 PM, Beverlee Paul beverleep...@gmail.comwrote: So...I'm rapidly forming a picture that I'm hoping is premature and incorrect: ?Do almost all of you do purchased programs for interventions? I'd love to hear from some of you who provide increased instruction within your existing literacy program, or smaller groups, or individual help...something that increases the engaged time but isn't really a program? On Fri, Jan 16, 2009 at 7:23 PM, re...@aol.com wrote: ?Thanks, Jen, for your reply.? I'll look into SIPPS.? We've been talking about Fundations for gr. 1 students who are struggling with fluency and cracking that code.? Wilson is painful, but for the 2 second grade students I have in it who are getting great instruction in comprehension and leveled text in class, it's working.? And they're so proud of themselves! Martha -Original Message- From: cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Thu, 15 Jan 2009 8:39 pm Subject: Re: [MOSAIC] Interventions ?Martha I do mainly the in class support and I supervise and train the staff ?working in the intervention programs. I do an occasional pull out group to ?learn the programs I must supervise. I am Wilson trained, but only two ?special educators are using it with a few tough cases. I cannot take teaching ?it. I like SIPPS the best of all of them... (SIPPS stands for Systematic ?Instruction in Phonics Phonemic Awareness and Sight words.) They do not ?pretend to teach comprehension and I don't agree with all of the philosophy ?behind it. I think that some of the research they quote in the ?rationale was misinterpreted. With some tweaking though, it has some ?good aspects when combined with balanced literacy instruction in the ?classroom. The aides can do SIPPS with some supervision. We are seeing some ?results in first grade...less in second and third but that makes sense since ?research tells us that phonics instruction is really only effective in grade K ?and 1. Fundations, (Wilson for primary) is working well in Kindergarten (I am coteaching this one) for 20 minutes a day...but again, the teachers in K are very strong in teaching comprehension at other times during the day. It seems to have escaped the deadly slow pace of Wilson for intermediate aged kids. The jury is out on Fluency Formula but Soar to Success seems to be keeping our kids with comprehension problems reading and interested. With a very few tweaks, it requires kids to actually think! Jennifer ?The effectiveness of the intervention is depending upon In a message ?dated 1/13/2009 10:03:51 P.M. Eastern Standard Time, re...@aol.com writes: That ?said... Would you share with us which of your interventions programs you ?find work best at which grade levels?? How did you determine which program ?to use with particular students?? Would you also clarifydo the IA's do ?Wilson, etc. and you do the in class support or do you do both?? -Martha **Inauguration '09: ?Get complete coverage from the nation's capital. ( http://news.aol.com/main/politics/inauguration?ncid=emlcntusnews0003 ) ___ 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
[MOSAIC] Come join me on First Grade Teachers
First Grade Teachers: An online community for first grade teachers and support staff There is a new grade level forum at .ning The address is http://first-grade-teachers.ning.com to join your grade level, just put your grade where you see first in the example above. Deb G Click the link below to Join: http://first-grade-teachers.ning.com/?xgi=7QSaApY If your email program doesn't recognize the web address above as an active link, please copy and paste it into your web browser Members already on First Grade Teachers Debbie P., Wilberta McCoy, Cheryl, Sheryl P, shira messinger About First Grade Teachers This is an online community for first grade teachers to exchange ideas, activities and resources. 133 members 12 discussions To control which emails you receive on the corner, or to opt-out, go to: http://first-grade-teachers.ning.com/?xgo=j7kahMdYxFcTDvGSFQsxI18lbJ3PaZCtDcAfFxAOn9IyXkYLz5ICkApIUTVNrQ6o ___ 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] workshop
Thank you, Renee, for your ideas. I noticed that in writers workshop in all the classes I visited students were writing about themselves, which is all they seem to do in all three years at the middle school I visited. I'd like my students to be able to write a research paper. I guess that if there are not any hard and fast rules, then I can use the workshop format to teach a research paper. That's good news for me. Jan - Original message from Renee phoenix...@sbcglobal.net: - Hello Jan, I don't think there are any hard and fast rules about readers' and writers' workshops, especially regarding when they should start or which should go first. There are so many ways to run these workshops, and so many ways to implement them, that these answers really depend on the students involved. Speaking only for myself, I can say that readers' and writers' workshops have looked differently in my classroom in different years and with different grade levels. What I think works is for a teacher to decide on the goals and then just give it a try. Having said all that, I can also say that what has worked for me in the past is to try to keep it as simple as possible, to make sure that I build independent work skills into the students, and be willing to change the structure if it isn't working in some way. :-) Renee On Jan 17, 2009, at 5:53 PM, wr...@att.net wrote: I am some more questions about workshop. They are all related. I should probably add that I teach middle school. Is it necessary to start writing workshop years before a school starts reading workshop? Does it matter which goes first? Can teachers start both in the same year? Is it necessary to have workshop during the majority of class time? Thanks for letting me know what has worked for you. Jan When you learn, teach. When you get, give. ~ Maya Angelou ___ 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] workshop
Don't forget that there are building steps to any project. You can't start with the end. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: wr...@att.net Date: Mon, 19 Jan 2009 01:20:56 To: Mosaic: A Reading Comprehension Strategies EmailGroupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] workshop Thank you, Renee, for your ideas. I noticed that in writers workshop in all the classes I visited students were writing about themselves, which is all they seem to do in all three years at the middle school I visited. I'd like my students to be able to write a research paper. I guess that if there are not any hard and fast rules, then I can use the workshop format to teach a research paper. That's good news for me. Jan - Original message from Renee phoenix...@sbcglobal.net: - Hello Jan, I don't think there are any hard and fast rules about readers' and writers' workshops, especially regarding when they should start or which should go first. There are so many ways to run these workshops, and so many ways to implement them, that these answers really depend on the students involved. Speaking only for myself, I can say that readers' and writers' workshops have looked differently in my classroom in different years and with different grade levels. What I think works is for a teacher to decide on the goals and then just give it a try. Having said all that, I can also say that what has worked for me in the past is to try to keep it as simple as possible, to make sure that I build independent work skills into the students, and be willing to change the structure if it isn't working in some way. :-) Renee On Jan 17, 2009, at 5:53 PM, wr...@att.net wrote: I am some more questions about workshop. They are all related. I should probably add that I teach middle school. Is it necessary to start writing workshop years before a school starts reading workshop? Does it matter which goes first? Can teachers start both in the same year? Is it necessary to have workshop during the majority of class time? Thanks for letting me know what has worked for you. Jan When you learn, teach. When you get, give. ~ Maya Angelou ___ 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] new to intermediate
Deb - Have you thought of using short story, poetry, and non-fiction text for your grade level and above readers for reading group selections, and having them form book clubs and choosing independent text for classroom reading? Book clubs are a way for students to read longer text and experience the social context of reading. Kathy -- Original message from Deb Stoner dsto...@insight.rr.com: -- I'm new to teaching 4th grade--coming from second/third for 15 years. Now that we are midway thru the year and a good amount of my students are on level or above. My question is this---I'm stuggling with how to incorporate longer chapter books into my guided reading sessions. It seems that by the time I get back to the group--sometimes a week later, I'm afraid students will loose momentum for the text. I've always taught my guided reading groups with shorter texts, and still do. However, I'm running out of those multi copy options from our bookroom as students move up in level . How do you keep the chapter book groups going that don't meet with you every day? Do you always assign them chapters to read on the days in between? thanks in advance for your help Deb There is no foot too small, that it cannot make an imprint on our world. ___ 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] workshop
While I think this is and should be true--that we teach research writing in LA classes, we cannot forget the role that research and writing ought to be playing in content area writing class. None of my children have ever written research papers INSIDE content area classes, which I think is truly appalling. Lori On 1/18/09 6:20 PM, wr...@att.net wr...@att.net wrote: Thank you, Renee, for your ideas. I noticed that in writers workshop in all the classes I visited students were writing about themselves, which is all they seem to do in all three years at the middle school I visited. I'd like my students to be able to write a research paper. I guess that if there are not any hard and fast rules, then I can use the workshop format to teach a research paper. That's good news for me. Jan - Original message from Renee phoenix...@sbcglobal.net: - Hello Jan, I don't think there are any hard and fast rules about readers' and writers' workshops, especially regarding when they should start or which should go first. There are so many ways to run these workshops, and so many ways to implement them, that these answers really depend on the students involved. Speaking only for myself, I can say that readers' and writers' workshops have looked differently in my classroom in different years and with different grade levels. What I think works is for a teacher to decide on the goals and then just give it a try. Having said all that, I can also say that what has worked for me in the past is to try to keep it as simple as possible, to make sure that I build independent work skills into the students, and be willing to change the structure if it isn't working in some way. :-) Renee On Jan 17, 2009, at 5:53 PM, wr...@att.net wrote: I am some more questions about workshop. They are all related. I should probably add that I teach middle school. Is it necessary to start writing workshop years before a school starts reading workshop? Does it matter which goes first? Can teachers start both in the same year? Is it necessary to have workshop during the majority of class time? Thanks for letting me know what has worked for you. Jan When you learn, teach. When you get, give. ~ Maya Angelou ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- Lori Jackson District Literacy Coach Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
