Re: [MOSAIC] reading tests

[Stephanie Perry]

I also teach in California with most of my class being ELL's. What I
have found is that most grasped the strategy work we did, they did not
transfer the skills because they didn't understand the test language.
With ELL's, you should show them how the question will be asked on the
test, relate that question with your strategy work, and teach the test
vocab (i.e. Words like passage, statement, evidence). I highly
recommend using the STAR released test questions at cde.ca.gov. They
can help to show those first year test takers what to expect. Hope
that helps!


Stephanie
3rd/CA

On 3/11/09, Brenda White-Keller  wrote:
> Our district has formative and summative tests for reading which includes
> phonics, written conventions, and comprehension.  My students, 14 are ELL's
> and 8 are below grade level, did poorly.  Only 45% passed if you look at the
> test overall.  Some of their mistakes were careless, but I know the
> principal is really anxious for the students to pass the Calif. state test
> in the spring (yes, we test 2nd graders...go figure).  I guess I'm looking
> for encouragement  because I know you're all positive thinkers.  I'm trying
> to decide what to do with the info.  I spend time on comprehension
> strategies...predicting, visualizing, etc. but maybe I need to change my
> focus.  They are improving in the comprehension area.  Ok, help!!!
> Thanks,
> Brenda
> Ca/2
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[MOSAIC] reading tests

[Brenda White-Keller]

Our district has formative and summative tests for reading which includes 
phonics, written conventions, and comprehension.  My students, 14 are ELL's and 
8 are below grade level, did poorly.  Only 45% passed if you look at the test 
overall.  Some of their mistakes were careless, but I know the principal is 
really anxious for the students to pass the Calif. state test in the spring 
(yes, we test 2nd graders...go figure).  I guess I'm looking for encouragement  
because I know you're all positive thinkers.  I'm trying to decide what to do 
with the info.  I spend time on comprehension strategies...predicting, 
visualizing, etc. but maybe I need to change my focus.  They are improving in 
the comprehension area.  Ok, help!!!
Thanks,
Brenda 
Ca/2
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Re: [MOSAIC] Text structure and comprehension

[Waingort Jimenez, Elisa]

There is an article on Choice Literacy about using the frame of The Important 
Book to help young children write about their nonfiction topics.
It is part of a cluster about using nonfiction in the classroom, I think.  It 
is only available to members.  I would love to post the template but I think I 
could get in trouble if I do since it is password protected.
Elisa

Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada

The best and most beautiful things in the world cannot be seen or even touched. 
They must be felt within the heart. 
—Helen Keller

Visit my blog, A Teacher's Ruminations, and post a message.
http://waingortgrade2spanishbilingual.blogspot.com/

 
Lori
What a great idea! Maybe I can have the kids pick a structure and write their 
own book...
Jennifer

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Re: [MOSAIC] Text structure and comprehension

[cnjpalmer]

Lori
What a great idea! Maybe I can have the kids pick a structure and write their 
own book...
Jennifer


-Original Message-
From: Ljackson 
To: Mosaic: A Reading Comprehension Strategies Email Group 

Sent: Tue, 10 Mar 2009 9:52 pm
Subject: Re: [MOSAIC] Text structure and comprehension



This is so good--it is going in my notebook.  Thanks for the thorough 
explanation.  

The most successful lesson I did with determining importance was with my second 
grade class and The Important Book.  After reading this book and researching 
desserts, we used the structure to create our own nonfiction books.  

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

- Original message -
From: cnjpal...@aol.com
To: mosaic@literacyworkshop.org
Date: Tuesday, March 10, 2009  7:11 PM
Subject: [MOSAIC] Text structure and comprehension

> Hi everyone,
> I have been developing some ideas for teaching non-fiction text structures  
> that have really been helping my second graders internalize this abstract  
> concept. 
>  
> Two of these I have mentioned before:
> On the To Understand list, Peter posted a lesson on using a dresser analogy  
> to teach nonfiction. If you look on the To Understand archives on the  
> readinglady.com home page under a Wow Moment...you'll find it. The idea  
behind the 
> dresser is that just like you have a sock drawer and a sweatshirt  drawer in 
> your dresser...where you can open that drawer you will be easily able  to 
> find 

> what you need. Non fiction books have drawers too... the subtitles help  the 
> reader know what he or she will find in that section.  I used Peter's  idea 
with 
> great success. It is a great lesson.
>  
> My colleague and I then branched out and used a staircase to teach the  
> chronological/sequential text structures of biographies. As they read a 
> simple  

> biography of Dr. Seuss, the kids identified what the author wanted them to 
learn  
> in each section...then we laid those ideas out on sentence strips on a stair  
> case. Kids quickly realized that unlike books organized like a dresser, you  
> can't just hop to any part of the book as easily and have it make  
> sense...you 

> need to know what comes before and after. 
>  
> After teaching those two...we gave kids a choice and they had to figu
re out  
> if the books they chose to read were like a dresser or like a staircase...and 
>  

> they totally got it! These are kids that are all below level but are  
> internalizing these abstract concepts. I think they are getting it because we 
>  
are 
> taking our time and teaching for depth... The concrete models help but I  
think  
> the way we have asked the kids to discover for themselves how a book  is like 
> a dresser or staircase has helped too. Constructed knowledge is powerful  
> knowledge.
>  
> This week, we have started discussing descriptive text structures. I  brought 
> to school a floor length mirror and laid it on its side in the  middle of the 
> classroom rug. I asked the kids to think about how a book  could be like a 
> mirror. I divided the class in half...one on the side of  the mirror, the 
other 
> seeing only the back of the mirror. We began the lesson by  putting objects 
> in 

> front of the mirror and  the kids on the mirror side had  to start describing 
> the object to the kids who couldn't see the object on the  other side. The 
> key here was they had to describe what they saw in the  mirror...they 
> couldn't 

> just start telling all they knew about it. The idea  behind the mirror was to 
> first help kids know what describing really was  and THEN move it to an 
> abstract level. They told what they saw in  the mirror...and the nonfiction 
book was 
> really the mirror and you as the  reader can see what aspects of the object 
> the author wants you to see! Does that  make sense? Then we used Tomie 
DePaalo's 
> Quicksand book to identify  portions of it that were like a mirror...the 
> parts telling you all about the  features of quicksand. 
>  
> I wasn't sure if this mirror thing would work but I have to tell you it  
> really did help second graders get the idea that some books use words  to 
> show 
you 
> what something is like...you can get a picture of it...just  like a 
> reflection in the mirror. Tomorrow we will make our own list of what  
descriptive text 
> structures 
are like.
>  
> Later this week, we are going to do cause and effect structures We are  
> thinking of using a light bulb with a pull string for an analogy for this  
> one...but I am open to ideas! 
>  
> This is the first time I have really spent this much time on text  structures 
> with little people but it is paying dividends in comprehension. It  seems to 
> be helping them determine importance. 
> I would love to explore that idea with the rest of you...
> Have any of you taught determining importance with text structures? How has  
> it worked for you?
> Jennif

Re: [MOSAIC] Text structure and comprehension

[Ellen Joyce]

Stephanie Harvey's Comprehension Toolkit is absolutely wonderful for nonfiction!







"Mosaic: A Reading Comprehension Strategies Email Group" 
 writes:


>Hi everyone,
>I have been developing some ideas for teaching non-fiction text structures  
>that have really been helping my second graders internalize this abstract  
>concept. 
> 
>Two of these I have mentioned before:
>On the To Understand list, Peter posted a lesson on using a dresser analogy  
>to teach nonfiction. If you look on the To Understand archives on the  
>readinglady.com home page under a Wow Moment...you'll find it. The idea  
>behind the 
>dresser is that just like you have a sock drawer and a sweatshirt  drawer in 
>your dresser...where you can open that drawer you will be easily able  to find 
>what you need. Non fiction books have drawers too... the subtitles help  the 
>reader know what he or she will find in that section.  I used Peter's  idea 
>with 
>great success. It is a great lesson.
> 
>My colleague and I then branched out and used a staircase to teach the  
>chronological/sequential text structures of biographies. As they read a simple 
> 
>biography of Dr. Seuss, the kids identified what the author wanted them to 
>learn  
>in each section...then we laid those ideas out on sentence strips on a stair  
>case. Kids quickly realized that unlike books organized like a dresser, you  
>can't just hop to any part of the book as easily and have it make  sense...you 
>need to know what comes before and after. 
> 
>After teaching those two...we gave kids a choice and they had to figure out  
>if the books they chose to read were like a dresser or like a staircase...and  
>they totally got it! These are kids that are all below level but are  
>internalizing these abstract concepts. I think they are getting it because we  
>are 
>taking our time and teaching for depth... The concrete models help but I  
>think  
>the way we have asked the kids to discover for themselves how a book  is like 
>a dresser or staircase has helped too. Constructed knowledge is powerful  
>knowledge.
> 
>This week, we have started discussing descriptive text structures. I  brought 
>to school a floor length mirror and laid it on its side in the  middle of the 
>classroom rug. I asked the kids to think about how a book  could be like a 
>mirror. I divided the class in half...one on the side of  the mirror, the 
>other 
>seeing only the back of the mirror. We began the lesson by  putting objects in 
>front of the mirror and  the kids on the mirror side had  to start describing 
>the object to the kids who couldn't see the object on the  other side. The 
>key here was they had to describe what they saw in the  mirror...they couldn't 
>just start telling all they knew about it. The idea  behind the mirror was to 
>first help kids know what describing really was  and THEN move it to an 
>abstract level. They told what they saw in  the mirror...and the nonfiction 
>book was 
>really the mirror and you as the  reader can see what aspects of the object 
>the author wants you to see! Does that  make sense? Then we used Tomie 
>DePaalo's 
>Quicksand book to identify  portions of it that were like a mirror...the 
>parts telling you all about the  features of quicksand. 
> 
>I wasn't sure if this mirror thing would work but I have to tell you it  
>really did help second graders get the idea that some books use words  to show 
>you 
>what something is like...you can get a picture of it...just  like a 
>reflection in the mirror. Tomorrow we will make our own list of what  
>descriptive text 
>structures are like.
> 
>Later this week, we are going to do cause and effect structures We are  
>thinking of using a light bulb with a pull string for an analogy for this  
>one...but I am open to ideas! 
> 
>This is the first time I have really spent this much time on text  structures 
>with little people but it is paying dividends in comprehension. It  seems to 
>be helping them determine importance. 
>I would love to explore that idea with the rest of you...
>Have any of you taught determining importance with text structures? How has  
>it worked for you?
>Jennifer
> 
>**Worried about job security? Check out the 5 safest jobs in a 
>recession. 
>(http://jobs.aol.com/gallery/growing-job-industries?ncid=emlcntuscare0002)
>___
>Mosaic mailing list
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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] documentation about effectiveness of Houghton Mifflin Reading Program

[Mary Ann]

 You may be able to find information on HM at www.fcrr.org under reports. There 
are many program reviews/evaluations on this site. 


 

-Original Message-
From: Lisa Glos 
To: Mosaic: A Reading Comprehension Strategies Email Group 

Sent: Tue, 10 Mar 2009 3:21 pm
Subject: [MOSAIC] documentation about effectiveness of Houghton Mifflin Reading 
Program












I am sure that this has been answered before and I apologize for the repeat, 
but 
I was wondering if someone could help me find documentation about the 
effectiveness of Houghton Mifflin's Reading Program.? The programming committee 
at my school is looking at programs for next year and beyond.? The problem is, 
they chose two teachers to be on the committee and they have 3 years experience 
between them (all at this school).? When I expressed my concerns to the primary 
teacher on the committee she mentioned that they are thinking of keeping HM.? 



I know that I have a problem with 'boxed' programs because I don't believe that 
any one program meets all of ?the needs of our students, but I want to come 
with 
documentation to support my opinion; and my principal takes research over 
anecdotal information about how a program works in our classrooms. 



Thanks 

Lisa 




Lisa Glos 
Instructional Support Teacher 
Patterson Park Public Charter School 
Baltimore, MD 
waver...@comcast.net ?? 
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Re: [MOSAIC] Dibels or AIMSweb

[Christi Poteet]

We have used both.  AIMSweb has other components like Math, etc.  It is great 
for assessing K and 1st grade.  We also saw that AIMSweb identified more kids 
than Dibels - higher standards.  Our parents love the ability to see their 
students progress with the Progress Monitoring graphs.  The reading teachers 
keep track of their kids are a weekly basis for both Fluency and Comprehension. 
 The MAZE, or comprehension piece just shows whether they are reading for 
meaning as they go along.  It does not check Cause/Effect, Inference, etc., but 
is helpful when looking at a child's progress.
 
 
Christi A. Poteet
Reading Specialist
Delores Moye School
cpot...@ofallon90.net



From: mosaic-boun...@literacyworkshop.org on behalf of beverleep...@gmail.com
Sent: Mon 3/9/2009 3:12 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Dibels or AIMSweb



If you want to know what they do fast DIBELS and AIMSweb tests are for you.
--Original Message--
From: Val Swearingin
Sender:
To: Mosaic@literacyworkshop.org
ReplyTo: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] Dibels or AIMSweb
Sent: Mar 9, 2009 12:36 PM

We are investigating  student assessments that would be more specific on 
reading level/ability for our students.  We currently use the DRA two times a 
year, but wanted to find out what is working for you as classroom teachers to 
really know your students throughout the year.  Have you had good results with 
Dibles or AIMSweb?


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Sent from my BlackBerry Smartphone provided by Alltel

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Re: [MOSAIC] Dibels or AIMSweb

[lhaste]

 I like using running records on leveled coupled with  retelling.  It 
may seem too simplistic, but it gives me the snapshot that measures 
growth between DRA's that are administered twice-three times a year. I 
make sure to isolate the instructional level so I know at which level to 
instruct.


That way I have more time to instructit is an assessment I can do 
"on the run," without stopping instruction.  A biggie goal for me.


I don't fully buy into the DRA revision that required summary writing. 
I really liked the earlier DRA edition best especially for grade k-2 
students reading at grade level. The newer edition can convolute the 
reading/writing interpretation for students who present weaker in 
Fluency or Writing.  We do it as a division.  But it takes careful 
considerstion to assess the comprehension.  Some kids leave things out 
because they hate writing so muchthey get it, they just don't write 
it.  That is good to know because you can see how it impacts written 
responses.  But I can't assume that they didn't understand the reading 
when they leave out supporting details.  Having said that,  for begining 
of the year DRA2 is great for me.  It tells me all I want to know.  How 
kids read and how they respond.  I just hate to see my peers get bogged 
down using the instrument.  Makes me sad for their students.


On Mon, Mar 9, 2009 at  2:36 PM, Val Swearingin wrote:

We are investigating  student assessments that would be more specific 
on reading level/ability for our students.  We currently use the DRA 
two times a year, but wanted to find out what is working for you as 
classroom teachers to really know your students throughout the year.  
Have you had good results with Dibles or AIMSweb?


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.


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.

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