Re: [MOSAIC] Silent Sustained Reading
Our middle school did an amazing thing. After lunch each day 15 minutes was and is scheduled and the whole middle school grade 6, 7 and 8 and the teachers read at this time. It has made a hugh difference to the borrowing from the library and I know that parents who were concerned about their children not reading once they hit middle school. It has made such a difference to not only the kids but the whole school. INaturally, there were a few hiccups at the begining with kids not having books, not being focussed to begin with, but now three years into the program, the kids are moritfied if they don't get this time and it's just a part of the program.. I don't know what the issue is in the US (as I am not from your country) apart for time periods for Silent reading but ;unless kids are supported in providing books, time, place, peace, how can they ever realize the value and enjoyment of the time as well as the progression of skills that takes place. Isn't it a time too for students to independently apply the 'comprehension' and mini lesson skills on their own. I personally would give up everything BUT silent reading if I was told there was a choice. We talk about 'teaching writing' but how can we ask children to write without the experience with reading, and reading about things which most interest them? Always before silent reading I give the kids just a task to think about and we do a couple of minutes after the session and usually the focus is on the author's craft. For example, think about the the words that the author uses to create mood or look at how dialogue conveys information anything that I am working on in writing, I use as just a snippet of the silent reading time. Of course not all students are going to every day have the sorts of books that enable them to participate and that's fine too but the thing is that we get to hear and listen to what others have read. What makes you smile or frown as your read? Or laugh? Simple, simple things. I am lucky in that my students had a regular rotating classroom library of over two hundred books at various levels, on various subjects. There was never a reason for a child to not become engaged in a book even if at the beginning of the year it was and I spy book that an EAL student chose. It included cartoons, comic books, magazinespoetry books, everything that I could get my hands on. And when kids didn't have a book they actually chose a new or different genre for browsing. S. --- On Wed, 1/7/09, beverleep...@gmail.com wrote: From: beverleep...@gmail.com Subject: Re: [MOSAIC] Silent Sustained Reading To: "Mosaic: A Reading Comprehension Strategies Email Group" Received: Wednesday, 1 July, 2009, 12:51 PM We all would like it if we could do our jobs with our doors shut in our own little community. But sometimes the decisions made at another level impact us so severely that we're stuck. I wonder if this isn't a time your language arts (and content teachers as well, really) need to make a case for a regular language arts class (which would logically be heavy on writing) and a separate class for reading instruction. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: "Mark & Rachele' Thummel" Date: Tue, 30 Jun 2009 18:11:26 To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Silent Sustained Reading I struggle with the Silent Sustained Reading as well . . . and I was wondering what you all thought about it at the upper levels. I teach a section of 7th grade and 9th grade English. In both classes I'm expected to teach reading and writing in 55 minutes--we don't get a period of "reading" and a period of "writing". I would love to have my students silent read, but I always feel as though I'm "giving up" valuable writing and group literature time. I do teach with a teacher who has her students read all period on Fridays . . . but when I add that up, that's almost 7 weeks of silent reading in class! The added frustration is that students aren't reading outside of school, even when there is a grade attached--so I feel as though for some of these students, the only time they are reading is when it's "carved out" of class time. As I recall, the research says that for "struggling readers," the best thing to have them do is read. But when you only have 1 period to do reading and writing, I feel as though using "reading time" to do reading strategies is more valuable. But I'm interested to know what other middle/upper level teachers are doing about outside reading and SSR? -- From: Sent: Tuesday, June 30, 2009 12:01 PM To: Subject: [MOSAIC] Silent Sustained Reading > As teachers, do?you think that Silent Sustained Reading > improves?individual reading scores on standardized tests?? > ___ > Mosaic mailing li
Re: [MOSAIC] Readicide can be read on line for Free
--- On Wed, 1/7/09, Heather Green wrote: From: Heather Green Subject: Re: [MOSAIC] Copy of Readicide for Sale To: "Mosaic: A Reading Comprehension Strategies Email Group" Received: Wednesday, 1 July, 2009, 11:59 AM What did you think of it? On Tue, Jun 30, 2009 at 7:02 PM, Stephanie Perry wrote: > Hello all! > I have finished my copy of Readicide and am willing to sell it for $10 plus > $3 shipping ($13 total). I accept paypal only. If interested, send me an > email off the list at zeal4learn...@gmail.com. > > Thanks! > Stephanie > ___ > 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. Access Yahoo!7 Mail on your mobile. Anytime. Anywhere. Show me how: http://au.mobile.yahoo.com/mail ___ 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] Silent Sustained Reading
Definitely! Darlene S. Cook KindergartenLone Oak ElementaryPaducah, Kentucky 42001http://www.mccracken.k12.ky.us/loneoak/les/Teachers/dcook/home.htm --- On Tue, 6/30/09, cnjpal...@aol.com wrote: From: cnjpal...@aol.com Subject: Re: [MOSAIC] Silent Sustained Reading To: mosaic@literacyworkshop.org Date: Tuesday, June 30, 2009, 8:31 PM YES! But you have to teach children what real reading is...and make sure they are really reading. Jennifer In a message dated 6/30/2009 4:38:13 P.M. Eastern Daylight Time, linz...@aol.com writes: As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? **It's raining cats and dogs -- Come to PawNation, a place where pets rule! (http://www.pawnation.com/?ncid=emlcntnew0008) ___ 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] Silent Sustained Reading
I have a question in response to this question. Are we satisfied to create readers that can read proficiently, but who would never choose to? ___ 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] Silent Sustained Reading
I completely agree! There are many great things about teaching in a small district . . . but one of the drawbacks affecting the decision to add another class like "reading" is that we are limited to major schedule changes-- our middle school has to run a 6-period day to match the high school due to teachers crossing over between the two. If we add a "reading" class, then we would have to cut a middle school elective--something that many teachers are opposed to. So for now, I'm just attempting to make the best of the situation--and just thankful I have a job at this time:) I'm hoping to get the SSR conflict resolved before starting back up again in August. -- From: Sent: Tuesday, June 30, 2009 7:51 PM To: "Mosaic: A Reading Comprehension Strategies Email Group" Subject: Re: [MOSAIC] Silent Sustained Reading We all would like it if we could do our jobs with our doors shut in our own little community. But sometimes the decisions made at another level impact us so severely that we're stuck. I wonder if this isn't a time your language arts (and content teachers as well, really) need to make a case for a regular language arts class (which would logically be heavy on writing) and a separate class for reading instruction. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: "Mark & Rachele' Thummel" Date: Tue, 30 Jun 2009 18:11:26 To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Silent Sustained Reading I struggle with the Silent Sustained Reading as well . . . and I was wondering what you all thought about it at the upper levels. I teach a section of 7th grade and 9th grade English. In both classes I'm expected to teach reading and writing in 55 minutes--we don't get a period of "reading" and a period of "writing". I would love to have my students silent read, but I always feel as though I'm "giving up" valuable writing and group literature time. I do teach with a teacher who has her students read all period on Fridays . . . but when I add that up, that's almost 7 weeks of silent reading in class! The added frustration is that students aren't reading outside of school, even when there is a grade attached--so I feel as though for some of these students, the only time they are reading is when it's "carved out" of class time. As I recall, the research says that for "struggling readers," the best thing to have them do is read. But when you only have 1 period to do reading and writing, I feel as though using "reading time" to do reading strategies is more valuable. But I'm interested to know what other middle/upper level teachers are doing about outside reading and SSR? -- From: Sent: Tuesday, June 30, 2009 12:01 PM To: Subject: [MOSAIC] Silent Sustained Reading As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Copy of Readicide for Sale
What did you think of it? On Tue, Jun 30, 2009 at 7:02 PM, Stephanie Perry wrote: > Hello all! > I have finished my copy of Readicide and am willing to sell it for $10 plus > $3 shipping ($13 total). I accept paypal only. If interested, send me an > email off the list at zeal4learn...@gmail.com. > > Thanks! > Stephanie > ___ > 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] Silent Sustained Reading
We all would like it if we could do our jobs with our doors shut in our own little community. But sometimes the decisions made at another level impact us so severely that we're stuck. I wonder if this isn't a time your language arts (and content teachers as well, really) need to make a case for a regular language arts class (which would logically be heavy on writing) and a separate class for reading instruction. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: "Mark & Rachele' Thummel" Date: Tue, 30 Jun 2009 18:11:26 To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Silent Sustained Reading I struggle with the Silent Sustained Reading as well . . . and I was wondering what you all thought about it at the upper levels. I teach a section of 7th grade and 9th grade English. In both classes I'm expected to teach reading and writing in 55 minutes--we don't get a period of "reading" and a period of "writing". I would love to have my students silent read, but I always feel as though I'm "giving up" valuable writing and group literature time. I do teach with a teacher who has her students read all period on Fridays . . . but when I add that up, that's almost 7 weeks of silent reading in class! The added frustration is that students aren't reading outside of school, even when there is a grade attached--so I feel as though for some of these students, the only time they are reading is when it's "carved out" of class time. As I recall, the research says that for "struggling readers," the best thing to have them do is read. But when you only have 1 period to do reading and writing, I feel as though using "reading time" to do reading strategies is more valuable. But I'm interested to know what other middle/upper level teachers are doing about outside reading and SSR? -- From: Sent: Tuesday, June 30, 2009 12:01 PM To: Subject: [MOSAIC] Silent Sustained Reading > As teachers, do?you think that Silent Sustained Reading > improves?individual reading scores on standardized tests?? > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Silent Sustained Reading
I struggle with the Silent Sustained Reading as well . . . and I was wondering what you all thought about it at the upper levels. I teach a section of 7th grade and 9th grade English. In both classes I'm expected to teach reading and writing in 55 minutes--we don't get a period of "reading" and a period of "writing". I would love to have my students silent read, but I always feel as though I'm "giving up" valuable writing and group literature time. I do teach with a teacher who has her students read all period on Fridays . . . but when I add that up, that's almost 7 weeks of silent reading in class! The added frustration is that students aren't reading outside of school, even when there is a grade attached--so I feel as though for some of these students, the only time they are reading is when it's "carved out" of class time. As I recall, the research says that for "struggling readers," the best thing to have them do is read. But when you only have 1 period to do reading and writing, I feel as though using "reading time" to do reading strategies is more valuable. But I'm interested to know what other middle/upper level teachers are doing about outside reading and SSR? -- From: Sent: Tuesday, June 30, 2009 12:01 PM To: Subject: [MOSAIC] Silent Sustained Reading As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? ___ 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] Do we really need to teach explicit strategies?
Think about the construct of the Reading Workshop. The units of study are NOT strategy-driven most of the time. Sometimes the units are built around a genre or a literary element. So the minilessons become two-fold: 1) to address the content of that particular unit and 2) the HOW part and that is where the strategies come into play. That is my thinking. I would love to hear from others who use the Reading Workshop framework. Leslie P Literacy Coach NYC In a message dated 6/12/2009 12:47:31 P.M. Eastern Daylight Time, sz_h...@yahoo.com.au writes: Heather, your head is not full of new questions as much as questioning what this is all about. The premise is that we are teaching our students to think about their reading and 'the strategies' with 'some' explicit teaching will show those who have not worked it out themselves, how to 'think' and what things can be 'thought' about. Another point as been made in this conversation about our own reading and what we bring to it, and how it changes from one year to the next. Everytime we read the same book again, we develop a new or different understanding...it doesn't matter how old we are or how good a reader or how many times we have read the book. We are thinking, making the 'connections' that matter now and finding new 'hidden' meaning. Nobody has taught us new 'strategies' but every reading experience, life experience, discussion, movie, television program, brings a new level of experience, knowledge and understanding to what it is we are reading. I have re read books and though, after years and years, why didn't this jump out at me then, it's so obvious? It's the same for kids. We are so busy teaching 'strategies' that we don't tap into what is already there in understanding and then using what the kids are telling us as examples of 'buidling on prior knowledge', 'making inferences', 'connections' etc etc etc. When someone says the kids have insights way above what the teacher expected, it's true, when we allow the kids to go with the book and not 'teach it to destruction' we find out so much more about our kids as readers. I will never forget reading 'Lucy's Bay" to a group of fourth graders and the level of responses that just was far beyond any teaching of strategies could ever have asked for. It was a story every child could relate to in terms of being left being responsible for a sibling and something going wrong...but from that experience and knowledge came a depth of comprehension that surpassed anything I could have imagined. I'll never forget one child saying it's okay that the brother has forgiven himself but will Lucy (the sister who drowned) ever forgive him? I guess those are the sorts of questions being asked by kids about books that they 'become engaged' in that we are seeking. The whole 'connection' and discussion has to become 'natural' and part of the thinking of the kids without thinking, 'wow I am using the inference strategy now and two days ago I used the 'connection strategy'. That's not how we read. We are teaching and guiding deeper level thinking. Don't you think? --- On Fri, 12/6/09, Heather Green wrote: From: Heather Green Subject: [MOSAIC] Do we really need to teach explicit strategies? To: Mosaic@literacyworkshop.org Received: Friday, 12 June, 2009, 11:31 PM An earlier post really got me thinking about this. Do we REALLY need to teach explicit strategies? The quote someone posted earlier from a book-- something like-- we use these strategies when reading materials high above our reading levels like highly technical reading-- got to me. That these are more study skills... I realized I couldn't agree more. Do you think it would be enough to just get our kids to be voracious readers? (I teach 1st grade). Do you think it would be enough to teach just ONE strategy which would be Readers think while they read. You could MODEL the different ways readers do this-- by using their schema, making predictions, and connecting the text to themselves and other texts, but do we really need to go further than that? Could we ask students to do all these things by just having book club discussions where students, even 1st graders, get to talk about the books they're reading? My head is full of new questions ___ 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. Need a Holiday? Win a $10,000 Holiday of your choice. Enter now.http://us.lrd.yahoo.com/_ylc=X3oDMTJxN2x2ZmNpBF9zAzIwMjM2MTY2MTMEdG1fZG1lY2gDVGV4dCBMa W5rBHRtX2xuawNVMTEwMzk3NwR0bV9uZXQDWWFob28hBHRtX3BvcwN0YWdsaW5lBHRtX3BwdHkDY XVueg--/SIG=14600t3ni/**http%3A//au.rd.yahoo.com/mail/tagline/creativeholida ys/*http%3
Re: [MOSAIC] Silent Sustained Reading
I think SSR is one of the most powerful tools I have as a teacher. While the children are reading, I'm conferencing with them one on one, and since I go to them, the other students near them get to eavesdrop on our discussion. This helps me build a relationship with the student as well as giving me a peek at his or her abilities and progress. As far as student's who are not reading, they get a daily conference because that points to me that there is a problem of some kind that needs my attention. Sometimes it's not a reading problem, but a cry for attention. I give it to them because I figure if they need the additional instructional time, great. If they need behavioral guidance, great. At any rate, they get the attention they need and soon I have a quiet class. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org From: Ginger Anderson To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Tuesday, June 30, 2009 6:35:59 PM Subject: Re: [MOSAIC] Silent Sustained Reading Yes! If kids are actually reading - and I have to say all but two of my fourth graders truly would get lost in their books daily. It gives them a chance to use the skills that they are taught. They get to read favorite books and they love to talk about and recommend books to friends. It points me toward new mini-lessons. From: "linz...@aol.com" To: mosaic@literacyworkshop.org Sent: Tuesday, June 30, 2009 12:01:00 PM Subject: [MOSAIC] Silent Sustained Reading As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Silent Sustained Reading
YES! But you have to teach children what real reading is...and make sure they are really reading. Jennifer In a message dated 6/30/2009 4:38:13 P.M. Eastern Daylight Time, linz...@aol.com writes: As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? **It's raining cats and dogs -- Come to PawNation, a place where pets rule! (http://www.pawnation.com/?ncid=emlcntnew0008) ___ 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] Copy of Readicide for Sale
Hello all! I have finished my copy of Readicide and am willing to sell it for $10 plus $3 shipping ($13 total). I accept paypal only. If interested, send me an email off the list at zeal4learn...@gmail.com. Thanks! Stephanie ___ 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] Silent Sustained Reading
Actually Stephen Krashen found that it does by looking at wide number of studies. The NRP did not use all these studies in their recommendations. http://www.sdkrashen.com/articles/in-school%20FVR/index.html --- On Tue, 6/30/09, linz...@aol.com wrote: > From: linz...@aol.com > Subject: [MOSAIC] Silent Sustained Reading > To: mosaic@literacyworkshop.org > Date: Tuesday, June 30, 2009, 2:01 PM > As teachers, do?you think that Silent > Sustained Reading improves?individual reading scores on > standardized tests?? > ___ > 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] Silent Sustained Reading
Absolutely - OVER TIME Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: linz...@aol.com Date: Tue, 30 Jun 2009 15:01:00 To: Subject: [MOSAIC] Silent Sustained Reading As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? ___ 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] Silent Sustained Reading
Yes! If kids are actually reading - and I have to say all but two of my fourth graders truly would get lost in their books daily. It gives them a chance to use the skills that they are taught. They get to read favorite books and they love to talk about and recommend books to friends. It points me toward new mini-lessons. From: "linz...@aol.com" To: mosaic@literacyworkshop.org Sent: Tuesday, June 30, 2009 12:01:00 PM Subject: [MOSAIC] Silent Sustained Reading As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Silent Sustained Reading
As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? ___ 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] Focus on Adolescent literacy to chnage ReadingFirstfunding
That's the main clue that just because the original divisions were fluency and comp, it's too big a leap to say the new terms are direct replacements. Thet simply aren't, and I'm surprised that TS would imply they were. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: "Tracy Gaestel" Date: Tue, 30 Jun 2009 06:49:48 To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Focus on Adolescent literacy to chnage Reading Firstfunding From experience, in reading first fluency has come to mean reading fast. This sure isn't the same as language structure. JMO On Tue, 30 Jun 2009 05:24:14 -0700, Ann Schaefer wrote: > I don't understand why the language needs to be changed. If the teachers > have trouble with the new language, the parents certainly will too. I > think > we need to move away from teacher trade language so that we can involve > the > whole community to improve literacy. > > -Original Message- > From: mosaic-boun...@literacyworkshop.org > [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of > drmarinac...@aol.com > Sent: Monday, June 29, 2009 11:38 AM > To: mosaic@literacyworkshop.org > Subject: [MOSAIC] Focus on Adolescent literacy to chnage Reading > Firstfunding > > Can anyone understand why Tim Shanahan doesn't want to change to > "language > structure" and "meaning in context"? Was he one of the original authors > of > National Reading Panel? > > > Excerpt for Ed Weekly... > > Timothy Shanahan, a professor of urban education at the University of > Illinois at Chicago, said he favors the boost in funding for grades > 4-12 and for school literacy programs in general. "It should mean that > more > schools could participate, which is a good thing," he said. > > But he said the draft bill reflects some changes in wording from Reading > First legislation that aren't an improvement, because the new wording > won't > be well understood by most teachers. The new wording requires K-3 > programs > to provide "strategic and explicit instruction using phonological > awareness, > phonic decoding, vocabulary, language structure, and meaning in context." > Mr. Shanahan pointed out that "language structure" and "meaning in > context" > replace the words "reading fluency" and "reading comprehension" in > Reading > First. > > One of the Senate aides said the replacements were made to reflect the > latest terminology that educators are using. > > But Mr. Shanahan said the terminology in Reading First would be more > familiar to and better understood by teachers. > > -Original Message- > From: cnjpal...@aol.com > To: mosaic@literacyworkshop.org > Sent: Mon, Jun 29, 200 > 9 6:19 am > Subject: Re: [MOSAIC] Just Finished Readacide and The Reading Zone What > do > you think t... > > > > > > > > > > > > Joy > I would love for the discussion to begin again...I could use some help > moderating though. I am teaching summer school and am taking classes > this > summer so I have a pretty full plate. I do think Ellins' book is > something > everyone should read and discussion only enriches its messages. > Jennifer > In a message dated 6/28/2009 10:15:26 P.M. Eastern Daylight Time, > jwidm...@rocketmail.com writes: > > You can also read the archives from our two rounds discussing it, as > Jennifer suggested. Maybe there's enough interest to go at it again? > It is > really a valuable book with great implications for the classroom, to > me even > more than Mosaic of Thought. > > > Joy/NC/4 > > > > **It's raining cats and dogs -- Come to PawNation, a place > where pets rule! (http://www.pawnation.com/?ncid=emlcntnew0008) > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing
Re: [MOSAIC] Focus on Adolescent literacy to chnage Reading Firstfunding
I agree. Renee On Jun 30, 2009, at 6:45 AM, Beverlee Paul wrote: Well, I disagree with TS when he says that the proposed changes are a different way of saying fluency and comprehension. It's true that the phrases replace those words, but that's about where the similarity ends as I see it. The proposed phrases look to me to be syntax and semantics, which I'm guessing someone wants in there to parallel phonics. On Tue, Jun 30, 2009 at 6:24 AM, Ann Schaefer wrote: I don't understand why the language needs to be changed. If the teachers have trouble with the new language, the parents certainly will too. I think we need to move away from teacher trade language so that we can involve the whole community to improve literacy. -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of drmarinac...@aol.com Sent: Monday, June 29, 2009 11:38 AM To: mosaic@literacyworkshop.org Subject: [MOSAIC] Focus on Adolescent literacy to chnage Reading Firstfunding Can anyone understand why Tim Shanahan doesn't want to change to "language structure" and "meaning in context"? Was he one of the original authors of National Reading Panel? Excerpt for Ed Weekly... Timothy Shanahan, a professor of urban education at the University of Illinois at Chicago, said he favors the boost in funding for grades 4-12 and for school literacy programs in general. "It should mean that more schools could participate, which is a good thing," he said. But he said the draft bill reflects some changes in wording from Reading First legislation that aren't an improvement, because the new wording won't be well understood by most teachers. The new wording requires K-3 programs to provide "strategic and explicit instruction using phonological awareness, phonic decoding, vocabulary, language structure, and meaning in context." Mr. Shanahan pointed out that "language structure" and "meaning in context" replace the words "reading fluency" and "reading comprehension" in Reading First. One of the Senate aides said the replacements were made to reflect the latest terminology that educators are using. But Mr. Shanahan said the terminology in Reading First would be more familiar to and better understood by teachers. -Original Message- From: cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Mon, Jun 29, 200 9 6:19 am Subject: Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do you think t... Joy I would love for the discussion to begin again...I could use some help moderating though. I am teaching summer school and am taking classes this summer so I have a pretty full plate. I do think Ellins' book is something everyone should read and discussion only enriches its messages. Jennifer In a message dated 6/28/2009 10:15:26 P.M. Eastern Daylight Time, jwidm...@rocketmail.com writes: You can also read the archives from our two rounds discussing it, as Jennifer suggested. Maybe there's enough interest to go at it again? It is really a valuable book with great implications for the classroom, to me even more than Mosaic of Thought. Joy/NC/4 **It's raining cats and dogs -- Come to PawNation, a place where pets rule! (http://www.pawnation.com/?ncid=emlcntnew0008) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. "Our lives begin to end the day we become silent about things that matter." ~ Martin Luther King, Jr. ___ 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] Focus on Adolescent literacy to chnage ReadingFirstfunding
I agree with Deidra that there is great concern to too narrowly define comprehension, unless that's also part of it but wasn't mentioned in this particular piece. On Tue, Jun 30, 2009 at 7:24 AM, djchan wrote: > Maybe I didn't read correctly, but I understand Shanahan to say that the > new language (language structure and meaning in context) isn't "an > improvement because the new wording won't > be well understood by most teachers". I don't think teachers are the only > ones who will have problems with that language. Imagine school > administration officials defining these terms for their certified employees. > How many different interpretations will that provide? To me , language > structure doesn't mean reading fluency. Meaning in context seems to be a > much narrower definition of comprehension than I am comfortable with. > > Deidra Chandler > MA Early Childhood Ed. > MA Reading > Multisensory Structured Language Intervention tutor > > - Original Message - From: "Ann Schaefer" > To: "'Mosaic: A Reading Comprehension Strategies Email Group'" < > mosaic@literacyworkshop.org> > Sent: Tuesday, June 30, 2009 8:24 AM > Subject: Re: [MOSAIC] Focus on Adolescent literacy to chnage > ReadingFirstfunding > > > > I don't understand why the language needs to be changed. If the teachers >> have trouble with the new language, the parents certainly will too. I >> think >> we need to move away from teacher trade language so that we can involve >> the >> whole community to improve literacy. >> >> -Original Message- >> From: mosaic-boun...@literacyworkshop.org >> [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of >> drmarinac...@aol.com >> Sent: Monday, June 29, 2009 11:38 AM >> To: mosaic@literacyworkshop.org >> Subject: [MOSAIC] Focus on Adolescent literacy to chnage Reading >> Firstfunding >> >> Can anyone understand why Tim Shanahan doesn't want to change to "language >> structure" and "meaning in context"? Was he one of the original authors of >> National Reading Panel? >> >> >> Excerpt for Ed Weekly... >> >> Timothy Shanahan, a professor of urban education at the University of >> Illinois at Chicago, said he favors the boost in funding for grades >> 4-12 and for school literacy programs in general. "It should mean that >> more >> schools could participate, which is a good thing," he said. >> >> But he said the draft bill reflects some changes in wording from Reading >> First legislation that aren't an improvement, because the new wording >> won't >> be well understood by most teachers. The new wording requires K-3 programs >> to provide "strategic and explicit instruction using phonological >> awareness, >> phonic decoding, vocabulary, language structure, and meaning in context." >> Mr. Shanahan pointed out that "language structure" and "meaning in >> context" >> replace the words "reading fluency" and "reading comprehension" in Reading >> First. >> >> One of the Senate aides said the replacements were made to reflect the >> latest terminology that educators are using. >> >> But Mr. Shanahan said the terminology in Reading First would be more >> familiar to and better understood by teachers. >> >> -Original Message- >> From: cnjpal...@aol.com >> To: mosaic@literacyworkshop.org >> Sent: Mon, Jun 29, 200 >> 9 6:19 am >> Subject: Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do >> you think t... >> >> >> >> >> >> >> >> >> >> >> >> Joy >> I would love for the discussion to begin again...I could use some help >> moderating though. I am teaching summer school and am taking classes >> this >> summer so I have a pretty full plate. I do think Ellins' book is >> something >> everyone should read and discussion only enriches its messages. >> Jennifer >> In a message dated 6/28/2009 10:15:26 P.M. Eastern Daylight Time, >> jwidm...@rocketmail.com writes: >> >> You can also read the archives from our two rounds discussing it, as >> Jennifer suggested. Maybe there's enough interest to go at it again? >> It is >> really a valuable book with great implications for the classroom, to >> me even >> more than Mosaic of Thought. >> >> >> Joy/NC/4 >> >> >> >> **It's raining cats and dogs -- Come to PawNation, a place >> where pets rule! (http://www.pawnation.com/?ncid=emlcntnew0008) >> ___ >> 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] Focus on Adolescent literacy to chnage Reading Firstfunding
From experience, in reading first fluency has come to mean reading fast. This sure isn't the same as language structure. JMO On Tue, 30 Jun 2009 05:24:14 -0700, Ann Schaefer wrote: I don't understand why the language needs to be changed. If the teachers have trouble with the new language, the parents certainly will too. I think we need to move away from teacher trade language so that we can involve the whole community to improve literacy. -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of drmarinac...@aol.com Sent: Monday, June 29, 2009 11:38 AM To: mosaic@literacyworkshop.org Subject: [MOSAIC] Focus on Adolescent literacy to chnage Reading Firstfunding Can anyone understand why Tim Shanahan doesn't want to change to "language structure" and "meaning in context"? Was he one of the original authors of National Reading Panel? Excerpt for Ed Weekly... Timothy Shanahan, a professor of urban education at the University of Illinois at Chicago, said he favors the boost in funding for grades 4-12 and for school literacy programs in general. "It should mean that more schools could participate, which is a good thing," he said. But he said the draft bill reflects some changes in wording from Reading First legislation that aren't an improvement, because the new wording won't be well understood by most teachers. The new wording requires K-3 programs to provide "strategic and explicit instruction using phonological awareness, phonic decoding, vocabulary, language structure, and meaning in context." Mr. Shanahan pointed out that "language structure" and "meaning in context" replace the words "reading fluency" and "reading comprehension" in Reading First. One of the Senate aides said the replacements were made to reflect the latest terminology that educators are using. But Mr. Shanahan said the terminology in Reading First would be more familiar to and better understood by teachers. -Original Message- From: cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Mon, Jun 29, 200 9 6:19 am Subject: Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do you think t... Joy I would love for the discussion to begin again...I could use some help moderating though. I am teaching summer school and am taking classes this summer so I have a pretty full plate. I do think Ellins' book is something everyone should read and discussion only enriches its messages. Jennifer In a message dated 6/28/2009 10:15:26 P.M. Eastern Daylight Time, jwidm...@rocketmail.com writes: You can also read the archives from our two rounds discussing it, as Jennifer suggested. Maybe there's enough interest to go at it again? It is really a valuable book with great implications for the classroom, to me even more than Mosaic of Thought. Joy/NC/4 **It's raining cats and dogs -- Come to PawNation, a place where pets rule! (http://www.pawnation.com/?ncid=emlcntnew0008) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Focus on Adolescent literacy to chnage ReadingFirstfunding
When I first read Shanahan's statement that the "new" terminology "won't be well understood by most teachers" I was highly offended. Excuse me? Why is that? Because teachers are stupid and don't know what words mean? Please. At the same time, I see no reason to change from the word "comprehension" because that's what it is: comprehension. Renee On Jun 30, 2009, at 6:24 AM, djchan wrote: Maybe I didn't read correctly, but I understand Shanahan to say that the new language (language structure and meaning in context) isn't "an improvement because the new wording won't be well understood by most teachers". I don't think teachers are the only ones who will have problems with that language. Imagine school administration officials defining these terms for their certified employees. How many different interpretations will that provide? To me , language structure doesn't mean reading fluency. Meaning in context seems to be a much narrower definition of comprehension than I am comfortable with. Deidra Chandler MA Early Childhood Ed. MA Reading Multisensory Structured Language Intervention tutor - Original Message - From: "Ann Schaefer" To: "'Mosaic: A Reading Comprehension Strategies Email Group'" Sent: Tuesday, June 30, 2009 8:24 AM Subject: Re: [MOSAIC] Focus on Adolescent literacy to chnage ReadingFirstfunding I don't understand why the language needs to be changed. If the teachers have trouble with the new language, the parents certainly will too. I think we need to move away from teacher trade language so that we can involve the whole community to improve literacy. -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of drmarinac...@aol.com Sent: Monday, June 29, 2009 11:38 AM To: mosaic@literacyworkshop.org Subject: [MOSAIC] Focus on Adolescent literacy to chnage Reading Firstfunding Can anyone understand why Tim Shanahan doesn't want to change to "language structure" and "meaning in context"? Was he one of the original authors of National Reading Panel? Excerpt for Ed Weekly... Timothy Shanahan, a professor of urban education at the University of Illinois at Chicago, said he favors the boost in funding for grades 4-12 and for school literacy programs in general. "It should mean that more schools could participate, which is a good thing," he said. But he said the draft bill reflects some changes in wording from Reading First legislation that aren't an improvement, because the new wording won't be well understood by most teachers. The new wording requires K-3 programs to provide "strategic and explicit instruction using phonological awareness, phonic decoding, vocabulary, language structure, and meaning in context." Mr. Shanahan pointed out that "language structure" and "meaning in context" replace the words "reading fluency" and "reading comprehension" in Reading First. One of the Senate aides said the replacements were made to reflect the latest terminology that educators are using. But Mr. Shanahan said the terminology in Reading First would be more familiar to and better understood by teachers. -Original Message- From: cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Mon, Jun 29, 200 9 6:19 am Subject: Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do you think t... Joy I would love for the discussion to begin again...I could use some help moderating though. I am teaching summer school and am taking classes this summer so I have a pretty full plate. I do think Ellins' book is something everyone should read and discussion only enriches its messages. Jennifer In a message dated 6/28/2009 10:15:26 P.M. Eastern Daylight Time, jwidm...@rocketmail.com writes: You can also read the archives from our two rounds discussing it, as Jennifer suggested. Maybe there's enough interest to go at it again? It is really a valuable book with great implications for the classroom, to me even more than Mosaic of Thought. Joy/NC/4 **It's raining cats and dogs -- Come to PawNation, a place where pets rule! (http://www.pawnation.com/?ncid=emlcntnew0008) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacywor
Re: [MOSAIC] Focus on Adolescent literacy to chnage Reading Firstfunding
Well, I disagree with TS when he says that the proposed changes are a different way of saying fluency and comprehension. It's true that the phrases replace those words, but that's about where the similarity ends as I see it. The proposed phrases look to me to be syntax and semantics, which I'm guessing someone wants in there to parallel phonics. On Tue, Jun 30, 2009 at 6:24 AM, Ann Schaefer wrote: > I don't understand why the language needs to be changed. If the teachers > have trouble with the new language, the parents certainly will too. I > think > we need to move away from teacher trade language so that we can involve the > whole community to improve literacy. > > -Original Message- > From: mosaic-boun...@literacyworkshop.org > [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of > drmarinac...@aol.com > Sent: Monday, June 29, 2009 11:38 AM > To: mosaic@literacyworkshop.org > Subject: [MOSAIC] Focus on Adolescent literacy to chnage Reading > Firstfunding > > Can anyone understand why Tim Shanahan doesn't want to change to "language > structure" and "meaning in context"? Was he one of the original authors of > National Reading Panel? > > > Excerpt for Ed Weekly... > > Timothy Shanahan, a professor of urban education at the University of > Illinois at Chicago, said he favors the boost in funding for grades > 4-12 and for school literacy programs in general. "It should mean that more > schools could participate, which is a good thing," he said. > > But he said the draft bill reflects some changes in wording from Reading > First legislation that aren't an improvement, because the new wording won't > be well understood by most teachers. The new wording requires K-3 programs > to provide "strategic and explicit instruction using phonological > awareness, > phonic decoding, vocabulary, language structure, and meaning in context." > Mr. Shanahan pointed out that "language structure" and "meaning in context" > replace the words "reading fluency" and "reading comprehension" in Reading > First. > > One of the Senate aides said the replacements were made to reflect the > latest terminology that educators are using. > > But Mr. Shanahan said the terminology in Reading First would be more > familiar to and better understood by teachers. > > -Original Message- > From: cnjpal...@aol.com > To: mosaic@literacyworkshop.org > Sent: Mon, Jun 29, 200 > 9 6:19 am > Subject: Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do > you think t... > > > > > > > > > > > > Joy > I would love for the discussion to begin again...I could use some help > moderating though. I am teaching summer school and am taking classes > this > summer so I have a pretty full plate. I do think Ellins' book is > something > everyone should read and discussion only enriches its messages. > Jennifer > In a message dated 6/28/2009 10:15:26 P.M. Eastern Daylight Time, > jwidm...@rocketmail.com writes: > > You can also read the archives from our two rounds discussing it, as > Jennifer suggested. Maybe there's enough interest to go at it again? > It is > really a valuable book with great implications for the classroom, to > me even > more than Mosaic of Thought. > > > Joy/NC/4 > > > > **It's raining cats and dogs -- Come to PawNation, a place > where pets rule! (http://www.pawnation.com/?ncid=emlcntnew0008) > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Focus on Adolescent literacy to chnage ReadingFirstfunding
Maybe I didn't read correctly, but I understand Shanahan to say that the new language (language structure and meaning in context) isn't "an improvement because the new wording won't be well understood by most teachers". I don't think teachers are the only ones who will have problems with that language. Imagine school administration officials defining these terms for their certified employees. How many different interpretations will that provide? To me , language structure doesn't mean reading fluency. Meaning in context seems to be a much narrower definition of comprehension than I am comfortable with. Deidra Chandler MA Early Childhood Ed. MA Reading Multisensory Structured Language Intervention tutor - Original Message - From: "Ann Schaefer" To: "'Mosaic: A Reading Comprehension Strategies Email Group'" Sent: Tuesday, June 30, 2009 8:24 AM Subject: Re: [MOSAIC] Focus on Adolescent literacy to chnage ReadingFirstfunding I don't understand why the language needs to be changed. If the teachers have trouble with the new language, the parents certainly will too. I think we need to move away from teacher trade language so that we can involve the whole community to improve literacy. -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of drmarinac...@aol.com Sent: Monday, June 29, 2009 11:38 AM To: mosaic@literacyworkshop.org Subject: [MOSAIC] Focus on Adolescent literacy to chnage Reading Firstfunding Can anyone understand why Tim Shanahan doesn't want to change to "language structure" and "meaning in context"? Was he one of the original authors of National Reading Panel? Excerpt for Ed Weekly... Timothy Shanahan, a professor of urban education at the University of Illinois at Chicago, said he favors the boost in funding for grades 4-12 and for school literacy programs in general. "It should mean that more schools could participate, which is a good thing," he said. But he said the draft bill reflects some changes in wording from Reading First legislation that aren't an improvement, because the new wording won't be well understood by most teachers. The new wording requires K-3 programs to provide "strategic and explicit instruction using phonological awareness, phonic decoding, vocabulary, language structure, and meaning in context." Mr. Shanahan pointed out that "language structure" and "meaning in context" replace the words "reading fluency" and "reading comprehension" in Reading First. One of the Senate aides said the replacements were made to reflect the latest terminology that educators are using. But Mr. Shanahan said the terminology in Reading First would be more familiar to and better understood by teachers. -Original Message- From: cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Mon, Jun 29, 200 9 6:19 am Subject: Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do you think t... Joy I would love for the discussion to begin again...I could use some help moderating though. I am teaching summer school and am taking classes this summer so I have a pretty full plate. I do think Ellins' book is something everyone should read and discussion only enriches its messages. Jennifer In a message dated 6/28/2009 10:15:26 P.M. Eastern Daylight Time, jwidm...@rocketmail.com writes: You can also read the archives from our two rounds discussing it, as Jennifer suggested. Maybe there's enough interest to go at it again? It is really a valuable book with great implications for the classroom, to me even more than Mosaic of Thought. Joy/NC/4 **It's raining cats and dogs -- Come to PawNation, a place where pets rule! (http://www.pawnation.com/?ncid=emlcntnew0008) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Focus on Adolescent literacy to chnage Reading Firstfunding
I don't understand why the language needs to be changed. If the teachers have trouble with the new language, the parents certainly will too. I think we need to move away from teacher trade language so that we can involve the whole community to improve literacy. -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of drmarinac...@aol.com Sent: Monday, June 29, 2009 11:38 AM To: mosaic@literacyworkshop.org Subject: [MOSAIC] Focus on Adolescent literacy to chnage Reading Firstfunding Can anyone understand why Tim Shanahan doesn't want to change to "language structure" and "meaning in context"? Was he one of the original authors of National Reading Panel? Excerpt for Ed Weekly... Timothy Shanahan, a professor of urban education at the University of Illinois at Chicago, said he favors the boost in funding for grades 4-12 and for school literacy programs in general. "It should mean that more schools could participate, which is a good thing," he said. But he said the draft bill reflects some changes in wording from Reading First legislation that aren't an improvement, because the new wording won't be well understood by most teachers. The new wording requires K-3 programs to provide "strategic and explicit instruction using phonological awareness, phonic decoding, vocabulary, language structure, and meaning in context." Mr. Shanahan pointed out that "language structure" and "meaning in context" replace the words "reading fluency" and "reading comprehension" in Reading First. One of the Senate aides said the replacements were made to reflect the latest terminology that educators are using. But Mr. Shanahan said the terminology in Reading First would be more familiar to and better understood by teachers. -Original Message- From: cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Mon, Jun 29, 200 9 6:19 am Subject: Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do you think t... Joy I would love for the discussion to begin again...I could use some help moderating though. I am teaching summer school and am taking classes this summer so I have a pretty full plate. I do think Ellins' book is something everyone should read and discussion only enriches its messages. Jennifer In a message dated 6/28/2009 10:15:26 P.M. Eastern Daylight Time, jwidm...@rocketmail.com writes: You can also read the archives from our two rounds discussing it, as Jennifer suggested. Maybe there's enough interest to go at it again? It is really a valuable book with great implications for the classroom, to me even more than Mosaic of Thought. Joy/NC/4 **It's raining cats and dogs -- Come to PawNation, a place where pets rule! (http://www.pawnation.com/?ncid=emlcntnew0008) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
