Re: [MOSAIC] Nancy Boyles
Deb - It's a great book with some great ideas, but as Kelly said, "What ends up happening though is that teachers then are only teaching to those questions and there is so much more to reading than answering open-ended responses. Kelly AB" it can also be very limiting.?? It basically takes open-ended questions that are typically asked on the CT Mastery Test, and provides two things: #1 - the reading strategy behind being able to respond to the question, and #2, ? strategies for the written response.? The danger is that folks focus on the written response BEFORE really thinking about what has to occur DURING reading in order to even answer the question. Nancy Boyles does provide great picture book titles, fiction and nonfiction, to support the thinking, which is helpful for teachers who are not yet comfortable unpacking the picture books in their own collection.? What I do like about her suggested titles is that they are well written, by a variety of authors, many are newer titles and are multicultural.?? Hope that helps. Martha On 7/25/09 11:53 AM, "debhold...@aol.com" wrote: Has anyone read and used the book:? That's a Grea Answer by Nancy Boyles?? Would you recommend this purchase?? Why or why not? Thank you. Deb Holden ___ 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] Nancy Boyles
Thank you for your thoughtful reply. It helps me slide off the ledge I've been resting on for several months while her books lie on my possibilities book on amazon. On Sat, Jul 25, 2009 at 7:48 PM, wrote: > > > > Deb - It's a great book with some great ideas, but as Kelly said, > "What ends up happening though is that teachers then are only teaching to > those questions and there is so much more to reading than > answering open-ended responses. Kelly AB" > > it can also be very limiting.?? It basically takes open-ended questions > that are typically asked on the CT Mastery Test, and provides two things: #1 > - the reading strategy behind being able to respond to the question, and #2, > ? strategies for the written response.? The danger is that folks focus on > the written response BEFORE really thinking about what has to occur DURING > reading in order to even answer the question. > > Nancy Boyles does provide great picture book titles, fiction and > nonfiction, to support the thinking, which is helpful for teachers who are > not yet comfortable unpacking the picture books in their own collection.? > What I do like about her suggested titles is that they are well written, by > a variety of authors, many are newer titles and are multicultural.?? > Hope that helps. > Martha > > > > > > > > On 7/25/09 11:53 AM, "debhold...@aol.com" wrote: > > > > Has anyone read and used the book:? That's a Grea Answer by Nancy Boyles?? > Would > you recommend this purchase?? Why or why not? > > Thank you. > > Deb Holden > ___ > 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] Nancy Boyles
I teach outside of New Haven, inside the range of districts devoted to Nancy Boyles, and just got my masters in reading from the university where she teaches, so I had to buy many of her books. My opinion is that her books are very good for finding worksheets you can xerox and use right away with students. They are quite structured. They also are very explicit about what students should say/write in response to texts. I think they can be good resources for beginning teachers, teachers who are just starting to move away from just working out of a teacher guide, or when a teacher just doesn't have a lot of time and needs to pull something quickly. I think teachers who already do a lot with comprehension and have read To Understand by Ellin Keene or books in that vein might find that Nancy doesn't push either students or teachers hard enough. I've also attended a lot of workshops with the Reading and Writing Project that Lucy Calkins heads, and have read lots of books written by people connected to that. I feel like those people and their writings bring up important questions, push me to grapple with the answers, and ultimately help make me become smarter and inspire me to grow as a teacher. I feel like Nancy Boyles writes about similar important ideas relating to comprehension, but more gives teachers the answers she has come up with. There are sometimes when I appreciate how she articulates comprehension ideas and breaks them down explicitly to share with children, but her books aren't professional development books I treasure and reread. I do have several on my shelves and pull them out on Mondays when I didn't work hard enough over the weekend and need to grab something to give students. Rather than a mentor, Nancy Boyles (through her books) is more like the colleague who hands you worksheets in the xerox room. That's my opinion. There are lots of people in my district who LOVE her. (I'm not sure whether those people are teacher who read Lucy Calkins or Ellin Keene or Debby Miller, though.) Natasha -- Message: 24 Date: Sat, 25 Jul 2009 11:53:01 -0400 From: debhold...@aol.com Subject: [MOSAIC] Nancy Boyles To: mosaic@literacyworkshop.org Message-ID: <8cbdb571f7a05e1-148c-1...@webmail-da05.sysops.aol.com> Content-Type: text/plain; charset="us-ascii" Has anyone read and used the book:? That's a Grea Answer by Nancy Boyles?? Would you recommend this purchase?? Why or why not? Thank you. Deb Holden - ___ 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] SSR & gaps in reading series
What is LBD? Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Carmen Matsuura Date: Sat, 25 Jul 2009 13:02:00 To: MOSAIC Subject: [MOSAIC] SSR & gaps in reading series > I am required to use the HM reading series. At grade level 4 what they > call phonics is not what I consider phonics. > I feel your pain. We will be required to use the LBD reading series in grades K-5 starting this year. It is lacking in so many areas. Luckily, we've been told to keep the program pure at the beginning and then we may be able to bring in other components/ideas (literature circles, authentic texts, etc.) to fill in the gaps. Hopefully you'll be able to do the same and provide for phonics teaching using real texts. In The Book Whisperer, Donalyn Miller was able to fill in the gaps and in particular provide for SSR even though she was required to follow a program. _ Windows Live™ Hotmail®: Celebrate the moment with your favorite sports pics. Check it out. http://www.windowslive.com/Online/Hotmail/Campaign/QuickAdd?ocid=TXT_TAGLM_WL_QA_HM_sports_photos_072009&cat=sports ___ 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] Groups
Elisa, I was catching up and read about your writing club. I would love to have your notes. I teach 3rd grade and have a lunch time book club. Joanne/Ohio jst...@wadsnet.com On Jul 23, 2009, at 9:46 AM, Waingort Jimenez, Elisa wrote: Hi, I did a writing club this past year with the grades 1 - 3 at my school. I never expected to get the response I got and I didn't turn anyone away. During the year a few kids dropped out (they called it quitting, which for some reason the term "quitting" bothers me but that's another post) but for the most part they all stayed for the entire year - end of October - end of April. I had to do two lunch times to accomodate the numbers. This year I'm planning to just do one day (two days back-to-back was a bit too much for me) and limit the numbers to 25, preferrably 20. I did a presentation on writing club at my local teachers convention. If you are interested I can send it to you offline and if you have any specific questions, please feel free to ask. Also, this year one of the 1st grade teachers is thinking of doing writing club for the grade ones which means I could just focus on the upper grades. 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/ I would like to get some suggestions from you guys on ideas for starting some sort of book club, writing club, poetry club, etc. to do with students either during lunch, before or after school. What things have you done? This is my third year as a reading specialist at a K-5 school.I don't know if I want to target remedial readers or high readers. My principal is all for doing things above and beyond and I would like to bring something fresh to the table this year. I appreciate any suggestions you may have. ___ 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] SSR & gaps in reading series
> I am required to use the HM reading series. At grade level 4 what they > call phonics is not what I consider phonics. > I feel your pain. We will be required to use the LBD reading series in grades K-5 starting this year. It is lacking in so many areas. Luckily, we've been told to keep the program pure at the beginning and then we may be able to bring in other components/ideas (literature circles, authentic texts, etc.) to fill in the gaps. Hopefully you'll be able to do the same and provide for phonics teaching using real texts. In The Book Whisperer, Donalyn Miller was able to fill in the gaps and in particular provide for SSR even though she was required to follow a program. _ Windows Live™ Hotmail®: Celebrate the moment with your favorite sports pics. Check it out. http://www.windowslive.com/Online/Hotmail/Campaign/QuickAdd?ocid=TXT_TAGLM_WL_QA_HM_sports_photos_072009&cat=sports ___ 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] phonics question- 2nd grade teacher
Yes I agree that aren't phonics. I must have a phonics objective listed for each week in language arts, and this is what I will be using. Rosie-who is phonically challenged! -Original Message- From: beverleep...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sat, Jul 25, 2009 5:22 pm Subject: Re: [MOSAIC] phonics question- 2nd grade teacher I can't believe HM calls this phonics! Paul McKee must be spinning in his grave!! Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: "John Ferrara" Date: Sat, 25 Jul 2009 16:21:27 To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] phonics question- 2nd grade teacher Rosie, you are right, it's not phonics . I have to use HM, too. Those pieces of language that we mostly focus on: roots, endings, prefixes, suffixes, compound words, etc. in 3rd, 4th , 5th are officially called "structural analysis" and aren't technically phonics, but go hand in hand with phonics once the students have the basics of phonics down. Structural analysis contributes to improving vocabulary and reading fluency in the upper elem. grades. - Original Message - From: To: Sent: Saturday, July 25, 2009 3:08 PM Subject: Re: [MOSAIC] phonics question- 2nd grade teacher I am required to use the HM reading series. At grade level 4 what they call phonics is not what I consider phonics. For instance ...base words, suffixes, contractions, word roots, and homophones. In my mind this is not phonics, I would call this word work. Rosie -Original Message- From: Jackson,Jane A To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Wed, Jul 22, 2009 11:07 pm Subject: Re: [MOSAIC] phonics question- 2nd grade teacher Phonic Instruction should be in all grades through grade 6.. and when done effectively will impact students reading when continued through grade 8... Spelling skills are increased -- word recognition and retention, as well as meaning are impacted. Look through the research. You will find that phonics is most effective when taught with direct explicit instruction - and then taken right into the text. Lesson on the spelling and formation of the mouth and sound plus as students are older and you add affixes they directly change the meanings. Phonics instruction at upper grades also allows the student to look at language origins. But, again -- each time there is instruction in phonics you must locate it in the book or passage you are reading and discuss it in context. That's where students make the connection between reading is writing -- writing is for reading and spelling it appropriately makes it readable! From: mosaic-bounces+jjackso=nwmissouri@literacyworkshop.org on behalf of Jeanne Garringer Sent: Wed 7/22/2009 7:42 AM To: mosaic listserve Subject: Re: [MOSAIC] phonics question- 2nd grade teacher I have taught for 18 years in either grades K or 1, and I am a real proponent of systematic phonics instruction as providing a solid base of letter/sound representation in terms of decoding strategies for beginning readers. Please check out the National Reading Panel's findings in the area of phonics. The information is very comprehensive and serves as a good rationale in terms of a research base for using phonics instruction in your classroom. Now in terms of "do all children need phonics?", not all children learn in the same fashion, so I would advocate a more "balanced" approach that would include whole language instruction as well as the phonics. Afterall, our goal is for every word to eventually become a sight word. I have found that phonics instruction is most helpful for my students that struggle; however, my stronger readers use phonics skills to help them decode more difficult words and when they are writing to help them spell words. The bottom line is "gaining meaning" from text. Children can decode words all day, but if they aren't gaining meaning from what they are reading, then technically they are not "reading". So yes, teach phonics along side other word recognition strategies in order to catch all readers. Make sure that these skills are taught and applied in context of real text. Decodeable phoncis texts tend to be boring and have very little plot. The children don't like them either. You say that you teach 2nd grade so if your K and 1st grade teachers have provided your children with a solid reading base (including phonics), you can focus more fully on teaching the comprehension strategies such as those outlined in Mosaic of Thought. I hope this helps. Jeanne Garringer Date: Wed, 22 Jul 2009 02:06:36 + From: swill...@comcast.net To: mosaic@literacyworkshop.org Subject: [MOSAIC] phonics question- 2nd grade teacher Hello All, I'm a second gra
Re: [MOSAIC] phonics question- 2nd grade teacher
I can't believe HM calls this phonics! Paul McKee must be spinning in his grave!! Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: "John Ferrara" Date: Sat, 25 Jul 2009 16:21:27 To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] phonics question- 2nd grade teacher Rosie, you are right, it's not phonics . I have to use HM, too. Those pieces of language that we mostly focus on: roots, endings, prefixes, suffixes, compound words, etc. in 3rd, 4th , 5th are officially called "structural analysis" and aren't technically phonics, but go hand in hand with phonics once the students have the basics of phonics down. Structural analysis contributes to improving vocabulary and reading fluency in the upper elem. grades. - Original Message - From: To: Sent: Saturday, July 25, 2009 3:08 PM Subject: Re: [MOSAIC] phonics question- 2nd grade teacher >I am required to use the HM reading series. At grade level 4 what they >call phonics is not what I consider phonics. For instance ...base words, >suffixes, contractions, word roots, and homophones. In my mind this is not >phonics, I would call this word work. > > Rosie > > > -Original Message- > From: Jackson,Jane A > To: Mosaic: A Reading Comprehension Strategies Email Group > > Sent: Wed, Jul 22, 2009 11:07 pm > Subject: Re: [MOSAIC] phonics question- 2nd grade teacher > > > > > > > > > > > Phonic Instruction should be in all grades through grade 6.. and when done > effectively will impact students reading when continued through grade 8... > Spelling skills are increased -- word recognition and retention, as well > as > meaning are impacted. Look through the research. You will find that > phonics is > most effective when taught with direct explicit instruction - and then > taken > right into the text. Lesson on the spelling and formation of the mouth and > sound > plus as students are older and you add affixes they directly change the > meanings. Phonics instruction at upper grades also allows the student to > look at > language origins. But, again -- each time there is instruction in phonics > you > must locate it in the book or passage you are reading and discuss it in > context. > That's where students make the connection between reading is writing -- > writing > is for reading and spelling it appropriately makes it readable! > > > > From: mosaic-bounces+jjackso=nwmissouri@literacyworkshop.org on behalf > of > Jeanne Garringer > Sent: Wed 7/22/2009 7:42 AM > To: mosaic listserve > Subject: Re: [MOSAIC] phonics question- 2nd grade teacher > > > > > I have taught for 18 years in either grades K or 1, and I am a real > proponent of systematic phonics instruction as providing a solid base of > letter/sound representation in terms of decoding strategies for beginning > readers. Please check out the National Reading Panel's findings in the > area of > phonics. The information is very comprehensive and serves as a good > rationale > in terms of a research base for using phonics instruction in your > classroom. > > Now in terms of "do all children need phonics?", not all children > learn in > the same fashion, so I would advocate a more "balanced" approach that > would > include whole language instruction as well as the phonics. Afterall, our > goal > is for every word to eventually become a sight word. I have found that > phonics > instruction is most helpful for my students that struggle; however, my > stronger > readers use phonics skills to help them decode more difficult words and > when > they are writing to help them spell words. > > The bottom line is "gaining meaning" from text. Children can decode > words > all day, but if they aren't gaining meaning from what they are reading, > then > technically they are not "reading". So yes, teach phonics along side > other word > recognition strategies in order to catch all readers. Make sure that > these > skills are taught and applied in context of real text. Decodeable phoncis > texts > tend to be boring and have very little plot. The children don't like them > either. > > You say that you teach 2nd grade so if your K and 1st grade teachers > have > provided your children with a solid reading base (including phonics), you > can > focus more fully on teaching the comprehension strategies such as those > outlined > in Mosaic of Thought. I hope this helps. > > Jeanne Garringer > > > > > >> Date: Wed, 22 Jul 2009 02:06:36 + >> From: swill...@comcast.net >> To: mosaic@literacyworkshop.org >> Subject: [MOSAIC] phonics question- 2nd grade teacher >> >> >> >> Hello All, >> >> >> >> I'm a second grade school teacher. Throughout my time in school the > great > phonics controversy has popped up more than once. I would like your take > on the > topic. Do all children need to be taught phonics? Why or why not? >> >> >> >> >> Than
Re: [MOSAIC] Nancy Boyles
Deb, Our whole building was bought the book by our principal. Teachers have enjoyed it very much. Nancy came to our school, that was great too. It is based on the CMT (CT mastery test) strand questions, which would help you if you teach in CT. As a coach, I think it offers good ideas to scaffold teaching to answer specific open-ended questions. What ends up happening though is that teachers then are only teaching to those questions and there is so much more to reading than answering open-ended responses. I have seen this happen before and am guilty of it myself. One book become the "be all, end all" and we forget about all the other important strategies and aspects of teaching reading that are necessary for our students to become strong, life-long readers. Kelly AB On 7/25/09 11:53 AM, "debhold...@aol.com" wrote: Has anyone read and used the book:? That's a Grea Answer by Nancy Boyles?? Would you recommend this purchase?? Why or why not? Thank you. Deb Holden ___ 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] phonics question- 2nd grade teacher-Framing
Another hmm, how do children learn to read in countries where there is no system based on phonics. For instance, Japan or China? Is there a corresponding sound to each symbol? Or is it more just sight recognition of each symbol? Do the symbols mean different things in different contexts? Rosie -Original Message- From: Waingort Jimenez, Elisa To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Thu, Jul 23, 2009 8:39 am Subject: Re: [MOSAIC] phonics question- 2nd grade teacher-Framing Hmm. You got me thinking, Nancy. The thing about the phonics vs. whole language frame is that there is no vs since phonics is one of the cueing systems we use as readers and whole language is a philosophy of teaching and learning, and for some of us it's also the way we live our lives. On a very basic level, whole language teaching is about looking at the whole (comprehension) and then moving into the parts (the pieces that help us to become better comprehenders). But, if we don't recognize that we are already comprehending when we approach a piece of text due to our background knowledge (schema) and other cues that the text provides us, then we are stuck in the false dichomoty of phonics vs whole language. For example, my almost-five-year-old son can read the McDonalds logo and20knows that he can get a Happy Meal with a toy and that there is a playground at McDonalds despite the fact that he has never set foot in a McDonald's in his life. He is comprehending the "McDonalds text" due to TV commercials, his friends experiences, etc. Whole language teachers understand that there is no contest here because we understand this fundamental difference. However, many teachers have been led to believe that there is a "legitimate war" (still) being waged out there (and that it should continue) and phonics is the way to go because the way children learn to read is to phonicate them to death. Of course, this may be considered the extreme but so is the phonics vs. whole language nondebate, as far as I'm concerned. If we can begin to understand this a little better then maybe we will all be in a position to fight back. Just to make my point as redundant as I can make it: whole language teachers teach phonics but phonics teachers can't teach whole language. Make sense? 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/ On another listserv, some of us are talking about George Lakoff's book. In it he talks about how political dialogue shapes our thoughts by the frames that surround it. Apparently the mind set of the separation of whole language and phonics has framed some thinking by some posters here. Whole language teachers have been stating and restating the point that whole language includes phonics. Several whole language teachers have posted that whole language includes phonics, and yet people are still repeating that they are exclusive of each other. Since this is a list about comprehension, I think this is a perfect example of how to tackle this kind of problem if it was in our classroom. What strategies should be used to help increase understanding? And as whole language teachers, do any of you have any ideas of how we can reframe this long held belief to strengthen understandings about whole language and let others know it is a strong and current theory of how children learn to read? Nancy In a message dated 7/23/2009 12:54:07 A.M. Eastern Daylight Time, ds...@aol.com writes: I have been reading the responses to your question. I think we need a balance of phonics and whole language. My father taught high school English, he always pushed phonics which I found difficult at time. I also loved reading which he gave me. As student I wish I was given a balance of both. Today we need=2 0to look at the strengths of our students to see to direct our teaching. We can't use just one way to teach children words and reading. This is what differentiation is all about. Diane Weiss New Hyde Park-Garden City Park **What's for dinner tonight? Find quick and easy dinner ideas for any occasion. (http://food.aol.com/dinner-tonight?ncid=emlcntusfood0009) ___ 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. **What's for dinner tonight? Find quick and easy dinner ideas for any occasion. (http://food.aol.com/dinner-tonight?ncid=emlcntusfood0009) __
[MOSAIC] Read Alouds
I have taught kindergarten for the past two years and I would have to say reading aloud to them while they sit on on the carpet is one of their favorite parts of the whole day. Even if you don't teach primary its great to pick a chapter book and read it to your class when you have some time before lunch, dismissal, or an extra five or ten minutes here or there. JeNnIfEr GiAnCaRlO ___ 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] phonics question- 2nd grade teacher
Rosie, you are right, it's not phonics . I have to use HM, too. Those pieces of language that we mostly focus on: roots, endings, prefixes, suffixes, compound words, etc. in 3rd, 4th , 5th are officially called "structural analysis" and aren't technically phonics, but go hand in hand with phonics once the students have the basics of phonics down. Structural analysis contributes to improving vocabulary and reading fluency in the upper elem. grades. - Original Message - From: To: Sent: Saturday, July 25, 2009 3:08 PM Subject: Re: [MOSAIC] phonics question- 2nd grade teacher I am required to use the HM reading series. At grade level 4 what they call phonics is not what I consider phonics. For instance ...base words, suffixes, contractions, word roots, and homophones. In my mind this is not phonics, I would call this word work. Rosie -Original Message- From: Jackson,Jane A To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Wed, Jul 22, 2009 11:07 pm Subject: Re: [MOSAIC] phonics question- 2nd grade teacher Phonic Instruction should be in all grades through grade 6.. and when done effectively will impact students reading when continued through grade 8... Spelling skills are increased -- word recognition and retention, as well as meaning are impacted. Look through the research. You will find that phonics is most effective when taught with direct explicit instruction - and then taken right into the text. Lesson on the spelling and formation of the mouth and sound plus as students are older and you add affixes they directly change the meanings. Phonics instruction at upper grades also allows the student to look at language origins. But, again -- each time there is instruction in phonics you must locate it in the book or passage you are reading and discuss it in context. That's where students make the connection between reading is writing -- writing is for reading and spelling it appropriately makes it readable! From: mosaic-bounces+jjackso=nwmissouri@literacyworkshop.org on behalf of Jeanne Garringer Sent: Wed 7/22/2009 7:42 AM To: mosaic listserve Subject: Re: [MOSAIC] phonics question- 2nd grade teacher I have taught for 18 years in either grades K or 1, and I am a real proponent of systematic phonics instruction as providing a solid base of letter/sound representation in terms of decoding strategies for beginning readers. Please check out the National Reading Panel's findings in the area of phonics. The information is very comprehensive and serves as a good rationale in terms of a research base for using phonics instruction in your classroom. Now in terms of "do all children need phonics?", not all children learn in the same fashion, so I would advocate a more "balanced" approach that would include whole language instruction as well as the phonics. Afterall, our goal is for every word to eventually become a sight word. I have found that phonics instruction is most helpful for my students that struggle; however, my stronger readers use phonics skills to help them decode more difficult words and when they are writing to help them spell words. The bottom line is "gaining meaning" from text. Children can decode words all day, but if they aren't gaining meaning from what they are reading, then technically they are not "reading". So yes, teach phonics along side other word recognition strategies in order to catch all readers. Make sure that these skills are taught and applied in context of real text. Decodeable phoncis texts tend to be boring and have very little plot. The children don't like them either. You say that you teach 2nd grade so if your K and 1st grade teachers have provided your children with a solid reading base (including phonics), you can focus more fully on teaching the comprehension strategies such as those outlined in Mosaic of Thought. I hope this helps. Jeanne Garringer Date: Wed, 22 Jul 2009 02:06:36 + From: swill...@comcast.net To: mosaic@literacyworkshop.org Subject: [MOSAIC] phonics question- 2nd grade teacher Hello All, I'm a second grade school teacher. Throughout my time in school the great phonics controversy has popped up more than once. I would like your take on the topic. Do all children need to be taught phonics? Why or why not? Thank you, 2nd grade School Teacher ___ 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. _ Windows Live(tm) SkyDrive(tm): Store, access, and share your photos. See how. http://windowslive.com/Online/SkyDrive?ocid=TXT_TAGLM_WL_CS_SD_photos_072009 __
Re: [MOSAIC] phonics question- 2nd grade teacher
I am required to use the HM reading series. At grade level 4 what they call phonics is not what I consider phonics. For instance ...base words, suffixes, contractions, word roots, and homophones. In my mind this is not phonics, I would call this word work. Rosie -Original Message- From: Jackson,Jane A To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Wed, Jul 22, 2009 11:07 pm Subject: Re: [MOSAIC] phonics question- 2nd grade teacher Phonic Instruction should be in all grades through grade 6.. and when done effectively will impact students reading when continued through grade 8... Spelling skills are increased -- word recognition and retention, as well as meaning are impacted. Look through the research. You will find that phonics is most effective when taught with direct explicit instruction - and then taken right into the text. Lesson on the spelling and formation of the mouth and sound plus as students are older and you add affixes they directly change the meanings. Phonics instruction at upper grades also allows the student to look at language origins. But, again -- each time there is instruction in phonics you must locate it in the book or passage you are reading and discuss it in context. That's where students make the connection between reading is writing -- writing is for reading and spelling it appropriately makes it readable! From: mosaic-bounces+jjackso=nwmissouri@literacyworkshop.org on behalf of Jeanne Garringer Sent: Wed 7/22/2009 7:42 AM To: mosaic listserve Subject: Re: [MOSAIC] phonics question- 2nd grade teacher I have taught for 18 years in either grades K or 1, and I am a real proponent of systematic phonics instruction as providing a solid base of letter/sound representation in terms of decoding strategies for beginning readers. Please check out the National Reading Panel's findings in the area of phonics. The information is very comprehensive and serves as a good rationale in terms of a research base for using phonics instruction in your classroom. Now in terms of "do all children need phonics?", not all children learn in the same fashion, so I would advocate a more "balanced" approach that would include whole language instruction as well as the phonics. Afterall, our goal is for every word to eventually become a sight word. I have found that phonics instruction is most helpful for my students that struggle; however, my stronger readers use phonics skills to help them decode more difficult words and when they are writing to help them spell words. The bottom line is "gaining meaning" from text. Children can decode words all day, but if they aren't gaining meaning from what they are reading, then technically they are not "reading". So yes, teach phonics along side other word recognition strategies in order to catch all readers. Make sure that these skills are taught and applied in context of real text. Decodeable phoncis texts tend to be boring and have very little plot. The children don't like them either. You say that you teach 2nd grade so if your K and 1st grade teachers have provided your children with a solid reading base (including phonics), you can focus more fully on teaching the comprehension strategies such as those outlined in Mosaic of Thought. I hope this helps. Jeanne Garringer Date: Wed, 22 Jul 2009 02:06:36 + From: swill...@comcast.net To: mosaic@literacyworkshop.org Subject: [MOSAIC] phonics question- 2nd grade teacher Hello All, I'm a second grade school teacher. Throughout my time in school the great phonics controversy has popped up more than once. I would like your take on the topic. Do all children need to be taught phonics? Why or why not? Thank you, 2nd grade School Teacher ___ 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. _ Windows Live(tm) SkyDrive(tm): Store, access, and share your photos. See how. http://windowslive.com/Online/SkyDrive?ocid=TXT_TAGLM_WL_CS_SD_photos_072009 ___ 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] phonics question- 2nd grade teacher
I have never really "got" phonics. When my students have to sort words into categories based on their phonics rules I always have to a colleague tell me the answer. I obviously did not learn to read this way...and I have two college degrees. Rosie -Original Message- From: Renee To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Wed, Jul 22, 2009 7:21 pm Subject: Re: [MOSAIC] phonics question- 2nd grade teacher Once again.. Whole language includes phonics instruction. Phonics instruction is part of whole language teaching. Whole language teachers teach phonics as part of their language program. OK, I guess that's more than once. sigh Renee On Jul 22, 2009, at 3:20 PM, Jeanne Crider wrote: Yes phonics is important, but within a balanced approach. You > can't be only phonics based nor can you only use "whole language". > You have to look at each child as an individual and base your > instruction on their needs. Of course you can't memorize all the > words in the English language, that's where meaning comes in to > play. Meaning is what reading is all about. - Original Message - From: "Cindy" To: "mosaic" acyworkshop.org> Sent: Wednesday, July 22, 2009 4:30 PM Subject: [MOSAIC] phonics question- 2nd grade teacher Phonics is a necessary component of learning to read. You can't >> memorize all of the words in the English language. You need >> skills to know how to approach a words you don't know. I did a >> lot of subbing in the middle schools during the whole language >> time. The kids who had no phonics stood out and had no clue how >> to approach words they hadn't memorized. Cindy/VA ___ Mosaic mailing list mos...@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 mos...@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. "And in the end, the love you take is equal to the love you make." ~ John Lennon / Paul McCartney ~ Carry T hat Weight ___ Mosaic mailing list mos...@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] integrating picture books in all content areas
I got a grant for about 10 titles of this author, with 7 books of each title. I plan to use them to introduce math concepts in small groups. Rosiec -Original Message- From: craigz...@aol.com To: mosaic@literacyworkshop.org Sent: Fri, Jul 24, 2009 12:17 am Subject: Re: [MOSAIC] integrating picture books in all content areas Megan, I've just purchased a series of picture books for math called MathStart by Stuart J Murphy, published by Harper Collins. There are 3 levels: Level 1--ages 3 and up, Level 2--ages 6 and up, and Level 3--ages 7 and up. Also included are suggestions for adults to use with children, activities to help extend the concepts presented, and other books that reinforce the same concept. The web site is: _www.mathstartbooks.com_ (http://www.mathstartbooks.com) . My 6 year old granddaughter loves these books. Sue Zahn **An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! (http://pr.atwola.com/promoclk/100126575x1222377105x1201454426/aol?redir= http://www.freecreditreport.com/pm/default.aspx?sc=668072&hmpgID=62&bcd=Jul yExcfooterNO62) ___ 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] Maybe we should begin a whole language umbrella again
For those interested in joining an online TAWL, please visit us at: http://listserv.arizona.edu/archives/tawl.html Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me > To: mosaic@literacyworkshop.org > Date: Sat, 25 Jul 2009 09:11:54 -0400 > From: drmarinac...@aol.com > Subject: Re: [MOSAIC] Maybe we should begin a whole language umbrella again > > > > > > No that is perfect:) How do you get on this list? > > > > > -Original Message- > From: wr...@att.net > Sent: Fri, Jul 24, 2009 3:10 pm > Subject: Re: [MOSAIC] Maybe we should begin a whole language umbrella again > > > > > > > > > > > Maybe I misunderstand what you all are writing about, but there is a list for > whole langauage. Right? It's called Teachers Applying Whole Language. Or > are > you thinking of something different? > Jan > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > > ___ > 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] Student Teaching Advise
My biggest advice would be to listen and watch with an open mind. When it is your turn to start teaching, take a few minutes to jot down some ideas of how you thought your lesson went and if you had it to do all over again, what would you do differently. If you keep a journal, you'll start to notice trends or personal growth (or both). As for the your critic teacher, I would say that not turning over the reins can happen for a number of reasons. Personality could be one. She might not have thought you were ready. Maybe there was something that need to be taught in a certain way and it was just easier to do that way due to time. I think that some student teachers forget that the responsibility for children ultimately lies with the classroom teacher. Also, I have had a few teachers that came to me thinking they had nothing to learn. They had learned it all in their coursework so they just needed to get student teaching over with so they could get a job and do everything their way. I feel sorry for those teachers because they missed out on so many learning opportunities. Finally, I would just add that it is about depth of understanding and NOT breadth of coverage. If your teacher makes a suggestion to you even though you might not agree, try it out and see what happens. You might be surprised! Good luck! Sue In a message dated 7/23/2009 10:47:37 A.M. Eastern Daylight Time, tifd...@hotmail.com writes: Hi, my name is Tiffany Heikkila and I am a student in the special education program at Wayne State University. I will be graduating in the spring of 2010! I am going to be student teaching in the fall in a second grade classroom. I want to know if there is anyone who can give me advice on what it takes to be an excellent student teacher. Also, in my pre-student teaching, I was assigned with a teacher who never let me take control. If this situation is to happen in my student teaching, how would I conference with the teacher about having more control in a way that would not come over as being rude or pushy? Thank you for your time, Tiffany Heikkila _ NEW mobile Hotmail. Optimized for YOUR phone. Click here. http://windowslive.com/Mobile?ocid=TXT_TAGLM_WL_CS_MB_new_hotmail_072009 ___ 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. **An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! (http://pr.atwola.com/promoclk/100126575x1222585106x1201462830/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072&hmpgID=62&bcd=Jul yExcfooterNO62) ___ 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] Mickelson Exxon Mobile Teachers Academy
I just returned from some of the best professional development I have ever received in the areas of math and science. The Mickelson Exxon Mobile Teacher Academy was a whirlwind week of fantastic hands on learning sessions. My head is still spinning. Golfer Phil Mickleson, his wife Amy and Exxon-Mobile put on a state of the art academy for teachers in grades 3-5! We were treated like royalty! I would encourage anyone who is interested to go to: sendmyteacher.com to find out more!! Sue Moore **An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! (http://pr.atwola.com/promoclk/100126575x1222585106x1201462830/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072&hmpgID=62&bcd=Jul yExcfooterNO62) ___ 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] Maybe we should begin a whole language umbrella again
Literacies for All--which is linked through NCTE, as is the online TAWL group. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me > To: mosaic@literacyworkshop.org > Date: Sat, 25 Jul 2009 10:50:40 -0400 > From: drmarinac...@aol.com > Subject: Re: [MOSAIC] Maybe we should begin a whole language umbrella again > > > Thanks so much Lori. What is the name of the Whole Language Group > conference:)? > > > > > > > > -Original Message- > From: EDWARD JACKSON > To: mosaic@literacyworkshop.org > Sent: Fri, Jul 24, 2009 9:05 pm > Subject: Re: [MOSAIC] Maybe we should begin a whole language umbrella again > > > > > > > > > > > > And there is a whole language umbrella conference, but the name was changed > to > help folks retain funding. > > > Lori Jackson M.Ed.Reading Specialist > Broken Bow, NE > > > > > > > EMAILING FOR THE GREATER GOOD > Join me > >> From: wr...@att.net >> To: mosaic@literacyworkshop.org >> Date: Fri, 24 Jul 2009 19:10:23 + >> Subject: Re: [MOSAIC] Maybe we should begin a whole language umbrella again >> >> Maybe I misunderstand what you all are writing about, but there is a list >> for > whole langauage. Right? It's called Teachers Applying Whole Language. Or > are > you thinking of something different? >> Jan >> >> >> ___ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> > ___ > 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] Maybe we should begin a whole language umbrella again
No that is perfect:) How do you get on this list? -Original Message- From: wr...@att.net Sent: Fri, Jul 24, 2009 3:10 pm Subject: Re: [MOSAIC] Maybe we should begin a whole language umbrella again Maybe I misunderstand what you all are writing about, but there is a list for whole langauage. Right? It's called Teachers Applying Whole Language. Or are you thinking of something different? Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ 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] Maybe we should begin a whole language umbrella again
Thanks so much Lori. What is the name of the Whole Language Group conference:)? -Original Message- From: EDWARD JACKSON To: mosaic@literacyworkshop.org Sent: Fri, Jul 24, 2009 9:05 pm Subject: Re: [MOSAIC] Maybe we should begin a whole language umbrella again And there is a whole language umbrella conference, but the name was changed to help folks retain funding. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me > From: wr...@att.net > To: mosaic@literacyworkshop.org > Date: Fri, 24 Jul 2009 19:10:23 + > Subject: Re: [MOSAIC] Maybe we should begin a whole language umbrella again > > Maybe I misunderstand what you all are writing about, but there is a list for whole langauage. Right? It's called Teachers Applying Whole Language. Or are you thinking of something different? > Jan > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ 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] Nancy Boyles
Has anyone read and used the book:? That's a Grea Answer by Nancy Boyles?? Would you recommend this purchase?? Why or why not? Thank you. Deb Holden ___ 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] Independant Reading
I have my students engage in SSR when I meet with guided reading groups. It works very well because I spend several weeks setting up how to choose books and what this time should look and sound like. Whitney Hamilton, Third Grade Kit Carson Elementary 450 Tates Creek Road Richmond, KY 40475 whitney.hamil...@madison.kyschools.us 859-624-4525 -Original Message- From: mosaic-bounces+whitney.hamilton=madison.kyschools...@literacyworkshop.org on behalf of Jaclyn Clark Sent: Fri 7/24/2009 12:51 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] Independant Reading Does anyone have any comments about idenpendant reading and their practices in the classroom with DEAR time of Silent Sustained Reading? Thanks, Jaclyn Second Grade Teacher ___ 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] Grouping Students
-Original Message- Date: Friday, July 24, 2009 10:02:49 pm To: "Mosaic: A Reading Comprehension Strategies Email Group" From: lindafa...@comcast.net Subject: Re: [MOSAIC] Grouping Students I use the end-of-year benchmark information to help me know where to reassess each student. I find that so many kids do not read regularly across the summer that these e-o-y scores are often not valid in September. Once the results are compiled, I can then create my guided reading groups. I use the Fountas and Pinnell Benchmark assessment kit. Linda - Original Message - From: "Karen Carol Ramgadoo" To: "Mosaic: A Reading Comprehension Strategies Email Group" Cc: mosaic@literacyworkshop.org Sent: Friday, July 24, 2009 12:40:32 PM GMT -06:00 US/Canada Central Subject: Re: [MOSAIC] Grouping Students Hello Everyone, I am preparing for the upcoming school year. I was wondering, in the beginning of the year how do you place students into reading groups? Do you look at the previous years? test scores? Or do you just place them based on teacher observation? Thank you, Karen _ ___ 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] Read Alouds (Brooke Harman)
OR before the child is born:) -Original Message- From: brookenicole...@comcast.net To: mosaic@literacyworkshop.org Sent: Fri, Jul 24, 2009 4:22 pm Subject: [MOSAIC] Read Alouds (Brooke Harman) The power of reading aloud to children before they ever enter school is imense. There have been many studies done on this topic, most that I have researched was with infants and toddlers and outcomes of these children were far better?off then children who had no to little literacy experiences at home. Reading aloud should and must start when a child is born. There was much brain research done that related to the development of an infant's brain and by the time an infant is one they have mastered the sounds of their spoken language, so that is a perfect opportunity to be sharing with your child great literature. Also is it recommended by researchers that a minimum of three read alouds a day is needed. I am also researching this topic! :)? ? Thanks, Brooke ___ 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.
