Re: [MOSAIC] Mosaic: Vocabulary instruction

[Ljackson]

Thank you for sharing . This is a great resource.



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

- Original message -
From: lbu...@stny.rr.com
To: Mosaic@literacyworkshop.org
Date: Saturday, April 25, 2009  2:09 PM
Subject: [MOSAIC] Mosaic:  Vocabulary instruction

> Hi,
> 
> I saw the question about vocabulary graphic organizers.  The Frayer Model 
> works for working on a specific word and it is excellent, but I think you 
> were talking about something else I use. 
> 
> Here is a site where you can see some organizers on word knowledge:
> 
> 
> http://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html
> 
> Linda
> 
> 
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> 
> 


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Re: [MOSAIC] Question for posting

[Ljackson]

I am speaking very strictly from personal opinion, but I see this more 
productive for building comprehension skills when novels are self-selected or 
group-selected.  If the purpose of instruction is to build reading 
comprehension skills, then it will certainly go better if children are engaged 
emotionally with the novel.  That said, I know sooner or later we will all have 
to read things we do not care to read but when we do, the purpose of 
instruction often switches from teaching the reader to teaching the book. When 
children are matched or loosely aligned to books which they CAN read and they 
also are motivated to read, wonderful things happen. I can just rarely imagine 
that an entire group is ever ready for a single novel in just the same way. 
There is a place for novel read aloud but I not certain again that my own 
purpose would be to promote shared reading. For me, read aloud is the 
opportunity to push thinking, appreciation and to broaden reading horizons.  

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

- Original message -
From: sandra monsour 
To: mosaic@literacyworkshop.org
Date: Saturday, April 25, 2009 11:56 AM
Subject: [MOSAIC] Question for posting

> 
> I am currently a student teacher, I was hoping to pose a question in hopes 
> that I would learn from others experience. Are reading lengthy chapter books 
> as a whole class, beneficial for comprehensive testing?
> Books for 3rd graders such as Stuart Little or Charlotte's Web. Do you 
> think all the students are following a long as well as
> they might follow along and understand shorter chapter books? 
> 
> Sandra Monsour
> 
> 3rd Grade Elementary Student Teacher
> 
> 
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> 
> 


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[MOSAIC] Mosaic: Vocabulary instruction

[lbuice]

Hi,

I saw the question about vocabulary graphic organizers.  The Frayer Model works 
for working on a specific word and it is excellent, but I think you were 
talking about something else I use. 

Here is a site where you can see some organizers on word knowledge:


http://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

Linda


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Re: [MOSAIC] Question for posting

[SooZQ55164]

Sandra,
When you say that the students are following along, do you mean you are  
doing round robin reading or you are reading and they are following  along??
I teach 4th grade and since the students are reading at different levels,  
they are reading different novels at their own levels. 
Sue
 
 
In a message dated 4/25/2009 1:56:01 P.M. Eastern Daylight Time,  
sandramons...@hotmail.com writes:


I am  currently a student teacher, I was hoping to pose a question in hopes 
that I  would learn from others experience. Are reading lengthy chapter 
books as a  whole class, beneficial for comprehensive testing?
Books for  3rd graders such as Stuart Little or Charlotte's Web. Do you 
think all the  students are following a long as well as
they might follow  along and understand shorter chapter books? 

Sandra Monsour

3rd  Grade Elementary Student  Teacher


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[MOSAIC] Question for posting

[sandra monsour]

I am currently a student teacher, I was hoping to pose a question in hopes that 
I would learn from others experience. Are reading lengthy chapter books as a 
whole class, beneficial for comprehensive testing?
Books for 3rd graders such as Stuart Little or Charlotte's Web. Do you 
think all the students are following a long as well as
they might follow along and understand shorter chapter books? 

Sandra Monsour

3rd Grade Elementary Student Teacher


_
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Re: [MOSAIC] Your thoughts

[Diri]

From: Beverlee Paul 
To: Mosaic: A Reading Comprehension Strategies Email Group 

Sent: Thursday, October 9, 2008 10:00:38 AM
Subject: Re: [MOSAIC] Your thoughts

I think I'd just like to express this:  What I'd consider as a good reason
to do such a thing would NOT include it being easier for teachers.  That's
not why we're here.

On Thu, Oct 9, 2008 at 7:54 AM, Renee  wrote:

> I would like to just throw a wrench into the works, or however that
> metaphor goes.  I have two objections to ability grouping across
> classrooms. One is that research shows that the lower groups tend to
> stay lower without role models. But that's not my main objection.
>
> My main objection is that it detracts from the overall classroom
> community component of learning, as well as takes away from the
> opportunity to extend beyond "reading time" in real, authentic ways. If
> something comes up in reading that triggers a real, teachable moment,
> it is useless because some of the kids go away in an hour, and other
> kids (the ones who would have been there, otherwise) return, not having
> been present when whatever it was came up. It makes it harder to teach
> thematically in ways that truly connect to each other unless all the
> teachers are doing the same thing, in which case there is no reason to
> have been trading kids around.
>
> Just my two cents, again.
> Renee
>
>
> On Oct 8, 2008, at 7:49 PM, Wendy Jensen wrote:
>
> > Thanks for all your great thoughts and kind words on both sides of the
> > coin.  I love getting other perspectives because I don't always see
> > the big picture right away.  I think it is important to view all sides
> > before jumping in.  Especially when it comes to primary readers.
> > Another question hit me as I was reading your responses.  If within
> > our own classrooms, we differentiate by doing individual conferences,
> > small skill groups, and small guided groups that are flexible, what do
> > you think would be the advantage to doing the across grade-level
> > groupings instead?  My first thought is that it is the same thing only
> > different logistics.  Also, does it rattle any of the kiddos to be
> > moved from one classroom to another so often?  What are your
> > observations of this.  It sounds like they handle it fine.  I'm
> > curious what you think because I would bet that this comes up in our
> > discussions.  I appreciate your responses and you have given me food
> > for thought on the topic...keep it comin'
> >
> > Wendy
> >  - Original Message -
> >  From: elisa kifer
> >  To: echaves_ch...@yahoo.com ;
> > Mosaic: A Reading Comprehension Strategies Email
> > Group
> >  Sent: Wednesday, October 08, 2008 6:26 PM
> >  Subject: Re: [MOSAIC] Your thoughts
> >
> >
> >  Regardless of whether the kids are pulled out by ability or you are
> > grouping
> >  with your guided reading groups, I am a strong believer in pulling
> > groups
> >  based on ability.  BUT, more importantly, these groups MUST BE
> > FLEXIBLE.  If
> >  the groups are going to be flexible, then I think it would be great.
> >  Why
> >  hold your strong students back with skills and strategies they have
> > already
> >  mastered, and vice versa.  I use a similar technique.  Some of my
> > very low
> >  students go to a 2nd grade classroom for reading instruction, and
> > her top
> >  kids come to me for reading instruction  (3rd grade).  Within our
> >  classrooms, these students are in flexible guided reading groups.
> > It works
> >  for us, and it helps with planning.
> >
> >  On Wed, Oct 8, 2008 at 6:16 PM, chelo echaves
> > wrote > echaves_ch...@yahoo..com%3ewrote>:
> >
> >> hello Wendy
> >> I am not a teacher in the sense that most of you here are but I love
> >> reading and am involved in our own Public Library here in Cebu City,
> >> Philippines. My love for reading is whats keeping me here at MOSAIC
> >> :-) I
> >> learn alot here and not just about reading. I learn about people's
> >> generosity and bigness of heart always trying to find ways to help and
> >> better themselves in order to be better at  helping children
> >> read-Amazing!
> >> Anyways, experiencially I do this-I do what my gut feel tells me to
> >> do. You
> >> are your best and worst critic but I can sense your deep love for
> >> children
> >> to find their way through reading. so I am definite you will do whats
> >> best.
> >> Blessings
> >> Chelo
> >>
> >> --- On Thu, 9/10/08, Wendy Jensen
> >> mailto:wendyljen...@msn.com>> wrote:
> >>
> >> From: Wendy Jensen mailto:wendyljen...@msn.com>>
> >> Subject: [MOSAIC] Your thoughts
> >> To: "Mosaic: A Reading Comprehension Strategies Email" <
> >> mosaic@literacyworkshop.org>
>  >> Date: Thursday, 9 October, 2008, 6:19 AM
> >>
> >> My principal just asked us (again) today about how we would feel about
> >> abili