Re: [MOSAIC] Help with reading issue!

[EDWARD JACKSON]

I don't know how big your district is, but in my former district, a student 
delegation to a schoolboard meeting would surely have done the trick. A few 
annoyed parents pointing out that differentiation and equal access are grounded 
in IDEA would not hurt one bit.


Lori Jackson M.Ed.Reading Specialist
Broken Bow, NE






 EMAILING FOR THE GREATER GOOD
Join me

> Date: Thu, 30 Jul 2009 21:16:47 +
> From: nr...@rochester.rr.com
> To: Mosaic@literacyworkshop.org
> Subject: [MOSAIC] Help with reading issue!
> 
> Hi!
> I teach grades 6-8 students who read on a 1-3 rd grade level.  In my junior 
> high building there are very, very few books in the library for the students 
> to self select for independent reading.  Therefore we go over to the 
> Intermediate Building (which is another building right on campus) 2 times a 
> month to allow the students to make their own choices.  The librarian there 
> allows us to have our own time without any other classes so my students 
> really feel comfortable. My TA and I have been drivng the students over there 
> for the last 4 years when the weather is bad (about 50% of the time)  One of 
> my students is blind and the other has cerebral palsy with an unsteady gait.  
> Our Union is now forbidding us to put the kids in our own vehicles so I 
> requested a bus for 30 min twice a month.  My Principal says this is going to 
> be too expensive and the two librarians will coordinate so books can be sent 
> back and forth.
> How do I convince him that self selecting books is so important and critical 
> to low struggling reluctant readers?  To me, the library is like a candy 
> store just filled with amazing choices which you never know what you'll pick 
> till you get there!
> I know this is long so email me at nr...@rochester.rr.com with any ideas!
> 
> Please help!
> 
> Holly
> 
> 
> 
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[MOSAIC] anecdotal data

[Dave Middlebrook]

A penny for your thoughts:  If you used scrolls and textmapping in your
classrooms last year, would you take a moment to summarize how things went?
It could be as simple as, "I teach fourth grade language arts in Timbuktu,
and it made a big difference for eight of my twenty-four students."  (And
perhaps you could give an example of a lesson that worked particularly well,
or of a child who benefitted)

Your feedback would be much appreciated.

Thanks,

Dave Middlebrook
The Textmapping Project
A resource for teachers improving reading comprehension skills instruction.
www.textmapping.org   |   Please share this site with your colleagues!
USA: (609) 771-1781
dmiddlebr...@textmapping.org
Learning Diffabilities blog: http://diffabilities.wordpress.com



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Re: [MOSAIC] Ind. Reading (book whisperer)

[thomas]

Ellen chimed in with the point that she had discussed nancy atwell's last
book which takes the notion of not getting in the way of getting kids lost
in their books even further.  Were those comments ever posted in the
resources?  I think I know that she respects Atwell but would still hold out
for modeling and talking metacognitively about strategies some of the time.
Does anyone on the list know.  I need to read the Book Whisperer.  Have read
Nancy's last book.  Also Kelly Gallagher has a strong book on independent
reading.  He's a great high school teacher who has written some really good
books on bothr eading and writing.

Let's go forward with this discussion.  I wrestle with it much of the time!
Not with self-selected independent reading at all but with how much
facilitated teaching I do.

Sally


On 7/30/09 5:32 PM, "Waingort Jimenez, Elisa" 
wrote:

> I think it would be worthwhile having this discussion on the list.  I think
> this book may speak to many of the issues we've been discussing on this list
> lately.
> 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 bought and read "The Book Whisperer" in practically one sitting. I would
> love for anyone who has read it to email me off line for an informal book
> discussion. I have done many of the things that Donalyn has done in her
> classroom but would like to take it to HER level. I teach 8th graders so
> let me know your thoughts.
> 
> Thanks so much,
> Rhonda
> 
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> Mosaic@literacyworkshop.org
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> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
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> 



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Re: [MOSAIC] Ind. Reading (book whisperer)

[Waingort Jimenez, Elisa]

I think it would be worthwhile having this discussion on the list.  I think 
this book may speak to many of the issues we've been discussing on this list 
lately.
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 bought and read "The Book Whisperer" in practically one sitting. I would
love for anyone who has read it to email me off line for an informal book
discussion. I have done many of the things that Donalyn has done in her
classroom but would like to take it to HER level. I teach 8th graders so
let me know your thoughts.

Thanks so much,
Rhonda

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Re: [MOSAIC] Ind. Reading (book whisperer)

[Rhonda Brinkman]

I bought and read "The Book Whisperer" in practically one sitting. I would
love for anyone who has read it to email me off line for an informal book
discussion. I have done many of the things that Donalyn has done in her
classroom but would like to take it to HER level. I teach 8th graders so
let me know your thoughts.

Thanks so much,
Rhonda




 Hi Lauren,
> Although I haven't read it yet, The Book Whisperer was written by a grade
> 6 teacher in Texas and has been highly recommended on many lists that I
> belong to.  I got my copy through my public library.  You might want to
> check yours.
> Elisa
>
>



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Re: [MOSAIC] Help with reading issue!

[Rhonda Brinkman]

Holly,

In response to your comment  "My Principal says this is going to be too
expensive and the two librarians will coordinate so books can be sent back
and forth. How do I convince him that self selecting books is so important
and
> critical to low struggling reluctant readers?"

I would take him stacks and stacks of books, articles and research that
supports reading and ask him to please look through. After he has, maybe
he could reconsider his thoughts on the money issue. (I would highlight
and mark books to assist) heehee  Also, give the analogy of how a
basketball, baseball and piano player need to practice to get better. Well
so does a reader. . .



Good luck you will do this!

Rhonda
>
>
>
> ___



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Re: [MOSAIC] Scaffolded Silent Reading

[susan donnelly]

Ms Clark
 
I just left the interantional reading association's website using google
 
there so many cited articles for scaffolding sustained slient reading I too am 
currently researching this issue 
what a way to extend our students reading strategies 
thank you so much for asking this question 
have a sun filled week
Susan Donnelly





From: "Waingort Jimenez, Elisa" 
To: Mosaic: A Reading Comprehension Strategies Email Group 

Sent: Thursday, July 30, 2009 3:23:59 PM
Subject: Re: [MOSAIC] Scaffolded Silent Reading

I've never heard of scaffolded silent reading.  I may be able to take a guess 
at what it is but could you explain it to us instead?
Thanks,
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/



Hi fellow educators,
  I was recently researching Scaffolded Silent Reading (SSR) vs. Sustained
Silent Reading (ScSR) and found the prior to be much more structured as well
as thorough in holding students accountable to being on task in reading and
keeping track of their books.  Does anyone use ScSR in their classroom that
could tell me about their experiences with the strategy?

-- 
Thanks,
Jaclyn Clark
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[MOSAIC] Help with reading issue!

[nrich]

Hi!
I teach grades 6-8 students who read on a 1-3 rd grade level.  In my junior 
high building there are very, very few books in the library for the students to 
self select for independent reading.  Therefore we go over to the Intermediate 
Building (which is another building right on campus) 2 times a month to allow 
the students to make their own choices.  The librarian there allows us to have 
our own time without any other classes so my students really feel comfortable. 
My TA and I have been drivng the students over there for the last 4 years when 
the weather is bad (about 50% of the time)  One of my students is blind and the 
other has cerebral palsy with an unsteady gait.  Our Union is now forbidding us 
to put the kids in our own vehicles so I requested a bus for 30 min twice a 
month.  My Principal says this is going to be too expensive and the two 
librarians will coordinate so books can be sent back and forth.
How do I convince him that self selecting books is so important and critical to 
low struggling reluctant readers?  To me, the library is like a candy store 
just filled with amazing choices which you never know what you'll pick till you 
get there!
I know this is long so email me at nr...@rochester.rr.com with any ideas!

Please help!

Holly



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Re: [MOSAIC] Scaffolded Silent Reading

[Waingort Jimenez, Elisa]

I've never heard of scaffolded silent reading.  I may be able to take a guess 
at what it is but could you explain it to us instead?
Thanks,
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/


 
Hi fellow educators,
   I was recently researching Scaffolded Silent Reading (SSR) vs. Sustained
Silent Reading (ScSR) and found the prior to be much more structured as well
as thorough in holding students accountable to being on task in reading and
keeping track of their books.  Does anyone use ScSR in their classroom that
could tell me about their experiences with the strategy?

-- 
Thanks,
Jaclyn Clark
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Re: [MOSAIC] Independent Reading

[Jan Creasey]

I use weekly reading calendars where students record their  
independent reading.  There is a copy of the reading calendar, the  
rational, and how they are graded sheets on my website if you want to  
take a look.

http://teacherweb.com/CA/AltaLomaJuniorHigh/MrsCreaseyLA7

Jan Creasey
On Jul 30, 2009, at 10:13 AM, scarlethartdgrl wrote:

I teach 6th grade reading and was wondering if anybody had  
motivational suggestions, websites, or ideas for getting students  
to engage in independent reading.


Lauren Amiel
6th grade reading
Ramblewood Middle School
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Jan Creasey



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Re: [MOSAIC] Independent Reading

[Waingort Jimenez, Elisa]

Hi Lauren,
Although I haven't read it yet, The Book Whisperer was written by a grade 6 
teacher in Texas and has been highly recommended on many lists that I belong 
to.  I got my copy through my public library.  You might want to check yours.
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 teach 6th grade reading and was wondering if anybody had motivational 
suggestions, websites, or ideas for getting students to engage in independent 
reading.

Lauren Amiel
6th grade reading
Ramblewood Middle School
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Re: [MOSAIC] Cafe Book

[Susanne Lee]

I would highly recommend the Cafe book.  I dabbled with it last year with my 
2nd graders and I will use it this year in 3rd grade.   The daily 5 is more 
like a management system.  I will use it this year also, more like the "daily 
3".    The Cafe book explains how you can take your standards, align them with 
CAFE (Comprehension, Accuracy, Fluency, Expanding Vocab), and helps you become 
real specific as to what strategy the child needs.  It is great for individual 
conferences.   I like it and hope to use it more this year.  Check out their 
site if you want more info before you buy the book, but I do recommend it.  You 
can tailor both the cafe and daily 5 to your needs in the classroom.   Good 
luck!
Susanne
 


--- On Wed, 7/29/09, Stewart, L  wrote:


From: Stewart, L 
Subject: [MOSAIC] Cafe Book
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Date: Wednesday, July 29, 2009, 9:18 PM


Would someone please comment on the Cafe Book.  I would like to know how it 
differs from the Daily 5.  Can it be used on its own?  What does it add to 
Daily 5?  I bought The Daily 5 last summer, but it wasn't a good fit for my 
teaching style and third graders.

Leslie

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~



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Re: [MOSAIC] Independent Reading

[thomas]

Nancy Atwell - books and articles - my best and original source as a
fifth/sixth grade teacher!!

I wrote an article for The Reading Teacher - think in 96 describing my
experience of using some of Atwell's ideas and integrating that with the
research on intrinsic motivation that I was also doing at the time. There
are of course others.  I remember I  loved Cora Lee Five's article - forget
which journal.  And there is lots in the current literature.  Now one of my
favorite resources is a book on Reading Workshop - can't remember the title
and don't have it here with me on vacation but could send it when I get back
to school.  It's comprehensive and awesome and we bought it for all the
teachers at our school - every grade level adapted slightly for the very
young and for high school.


 A lot of people don't really understand the intrinsic motivation research -
and I didn't at the time I was teaching but was using approaches like
Atwell's and Calkins et al on writing and taking basically a whole language
stance as a teacher. Penny Oldfather did her dissertation in my classroom
with kids as co-researchers focusing on intrinsic motivation for learning.
(She and I and the children went on the do research together for the next 6
years funded by the National Reading Research Center.)  That's when I
discovered the many many years of research in t he field of motivation that
I had never really known (Had always thought of motivation as more fun and
rewards etc. which didn't really light my fire!).  Seems that the research
on intrinsic motivation and the practices I (and of course many others) was
using went hand in hand.  The arguments sometimes seem counterintuitive to
people - like extrinsic rewards (not just punishment) reduce intrinsic
motivation.  But check it all out.  A quick way in is to read Alfie Kohn's
Punished by Rewards.  It's super readable but he actually documents well the
scholarly research on the subject.

Just remember the big three findings from Deci and Ryan's meta-analysis of
half a century's worth of research on motivation.

Competence, choice (autonomy, and connectedness

Those were my big mantra.  We are intrinsically motivated when we feel
COMPETENT.  That's the Goldilocks research - not too hard, not too easy,
just right.  And in more academic words, working in the zone of proximal
development ala Vygotsky!  How educators assess also figures in here because
of course assessment/response lets us know how we're doing from the outside.
The kinds of feedback children receive is important - see all the writing
educators here on authentic formative assessment including self assessment.

Second we are more motivated when we feel autonomy - that we can have a say
over what happens to us.  For me this means CHOICE.  And the research says
it doesn't always have to be total choice.  But we do need a say!

CONNECTEDNESS has to do with the social nature of learning so the social
environment of the classroom where children learn from and with each other
is important.  And I include relevance as another kind of connectedness.
Children need to see their learning connected to the world outside of
school, to their lives.

So you see a reading workshop approach fits all of these as does writing
workshop.  As does I should add whole language theory and practice!!!

Sally

PS let me know if you want me to send the title of the book...







On 7/30/09 10:13 AM, "scarlethartdgrl" 
wrote:

> I teach 6th grade reading and was wondering if anybody had motivational
> suggestions, websites, or ideas for getting students to engage in independent
> reading.
> 
> Lauren Amiel
> 6th grade reading
> Ramblewood Middle School
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> 



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Re: [MOSAIC] Independent Reading

[thomas]

Day to Day Assessment in the Reading Workshop by FrankiSibberson.  Know it
sounds like assessment but it is much much morereally gives you a whole
approach with lots of examples from students and the problem solving along
the way etc.  VERY usable and geared specifically for 3 - 6 though as I said
it works all the way if you have a flexible mind!!!

I would still read someone like Atwell and others to understand practice in
depth!

Oh the joys of Amazon where I can search titles even if I'm not actually
ordering from them.  Like many on this list...I do support the publishers
who help keep publishing important work in education like this and the other
small publishers who are so important to a vibrant literacy life.
Nevertheless Amazon is often my search engine

Sally


On 7/30/09 10:13 AM, "scarlethartdgrl" 
wrote:

> I teach 6th grade reading and was wondering if anybody had motivational
> suggestions, websites, or ideas for getting students to engage in independent
> reading.
> 
> Lauren Amiel
> 6th grade reading
> Ramblewood Middle School
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> 
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> 



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[MOSAIC] Scaffolded Silent Reading

[Jaclyn Clark]

Hi fellow educators,
   I was recently researching Scaffolded Silent Reading (SSR) vs. Sustained
Silent Reading (ScSR) and found the prior to be much more structured as well
as thorough in holding students accountable to being on task in reading and
keeping track of their books.  Does anyone use ScSR in their classroom that
could tell me about their experiences with the strategy?

-- 
Thanks,
Jaclyn Clark
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[MOSAIC] Independent Reading

[scarlethartdgrl]

I teach 6th grade reading and was wondering if anybody had motivational 
suggestions, websites, or ideas for getting students to engage in independent 
reading.

Lauren Amiel
6th grade reading
Ramblewood Middle School
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[MOSAIC] paired reading

[Tara Downey]

Do you think paired reading is an effective reading strategy?  Have you seen 
any improvement in reading comprehension through the use of paired reading?
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[MOSAIC] Paired Reading

[Tara Downey]

How effective is paired reading in the classroom?  Have you seen any results 
when using paired reading?
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Re: [MOSAIC] phonics instruction--long

[Waingort Jimenez, Elisa]

I think that reflective and knowledgeable teachers is the key to the challenges 
we may encounter in the classroom.  I agree that if all we do is complain and 
don't have any suggestion to offer then it's not a good thing.  Thanks again 
for your comments.
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/


 
Elisa,
I guess that sentence did imply that, but it was meant as a more generic 
response to teachers who don't like teaching phonics because it's boring or 
they don't comprehend the importance of it. So many teachers on other 
mailrings complain about teaching phonics because all they have is an 
adopted reading series from which to gain information. I suppose that would 
cause anyone to hate teaching phonics. More and better teacher training is 
one answer but that's also another story.:)

Deidra Chandler

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Re: [MOSAIC] think aloud parent training

[Hoefling, Robyn]

Thank you Ginger for your parent training outline.  I was wondering when you 
schedule these workshops and what the attendance looks like.  We have tried 
these in our district with mixed success.  Often times the parents who attend 
are the ones already on board with reading to their children in a meaningful 
way and we never reach those parents who we would like to help. 

Robyn Hoefling
Literacy Coach Grades 3-5


From: ginger/rob [read.th...@sbcglobal.net]
Sent: Sunday, July 26, 2009 3:23 PM
To: 1 mosaic list
Subject: [MOSAIC] think aloud parent training

This is a resend from a couple years ago.
+
I actually do training in thinking aloud with the
parents. I designed this workshop as a way to begin to introduce the
comprehension strategies and being metacognitive to our parents.

Here's what I do in my hour and a half parent workshop.

First I ask the parents to turn and talk about what reading is. We chart
it. I stress that reading is much more than just reading the words. Huge
in my district. (along with reading fast!)

Next I have them turn and talk about the value of reading books with their
children and discussing them. We share back whole group. (I don't chart
this)

I briefly talk about the proficient reader research and what we now know
about what makes a strategic reader. (Reading is thinking, metacognition,
the little voice in our heads, interacting with the text, and all that)

I go over each strategy very briefly.

I tell them that one important way they can help their children become
strategic readers is to think aloud with them as they are reading together.
Thinking aloud is great because kids need to hear the metacognitive voice
outloud that we want them to have inside when they are reading. I tell them
that they can be the examples for their children.

I then model a general think aloud for them using the book Rudy's Pond by
Eve Bunting.
Then I model a think aloud with a Clifford book to show that you can think
aloud when reading a variety of texts to all ages.

 I make sure that I give make connections, sensory images,
questions, and inferences. I try to determine importance and synthesize
along the way. I also try to do some rereading or fix ups along the way.
But I do not talk about WHAT I am doing (at the time), I just read and think
out loud naturally like I would in my classroom or with a child.

I then have them turn and talk and share what they SAW ME DOING and HEARD ME
SAYING as I was reading the text. They share back whole group.  I stress
the things they don't notice.

Then I pass out to the tables the picture books that I use when training
adults (teachers/parents/administrators) to think aloud. I have them EACH
pick a book and then get a partner (if the group is huge I have the partner
group pick ONE book). I give them the following directions. This is always
hard for adults. They want to make it into a discussion and that is NOT my
purpose for this exercise. I want them to simply MODEL (the reader is the
one doing the work) a think aloud.

I tell them that at first this may not be easy and it may feel
uncomfortable. But all they have to do is read and pay attention to when
they have some thinking. When that happens, they are to STOP and share that
thinking. I tell them they can start out by saying, "I'm thinking..."
if that helps. They are NOT retelling the story. They are simply sharing
their thinking as they are reading.  Whatever bubbles up into their brains
or comes from their heart.

1.  Person A goes first with his/her book. Person B is to represent the
child (or the class if you are training teachers). For this exercise Person
B is NOT TO INTERACT with Person A- just "receive" the thinking. Person A
reads and shares his/her thinking.

2.  When about 10 minutes has gone by I tell them to switch and Person B now
will do the think aloud with his/her book.  Person A is to "receive" the
thinking.  Person B reads and shares his/her thinking.

3.  After 10 more minutes (and yes they often do not finish the books and
BOY do they want to!!!) I have them turn and talk and share how it FELT to
do the thinking outloud. We then share back whole group.

I've mentioned before how I choose VERY emotionally charged books. I do this
on purpose so that they will have something to think about. I warn them
that some of the books are tear jerkers. I even have a box of
tissues ready in case! But when reading with their children they can think
aloud with
any text. I do encourage them to read books TO their children that are
above their reading level. Because we know that kids can comprehend at a
higher listening level than they can read.

I then have them turn and talk about how they now envision themselves using
thinking aloud with their children. I tell them to imagine themselves
grabbing small snatches of time to get into a book- even in their busy
lives. Ultimately both the parent and the child will do the thinking aloud
as they a

Re: [MOSAIC] phonics instruction--long

[djchan]

Elisa,
I guess that sentence did imply that, but it was meant as a more generic 
response to teachers who don't like teaching phonics because it's boring or 
they don't comprehend the importance of it. So many teachers on other 
mailrings complain about teaching phonics because all they have is an 
adopted reading series from which to gain information. I suppose that would 
cause anyone to hate teaching phonics. More and better teacher training is 
one answer but that's also another story.:)


Deidra Chandler

- Original Message - 
From: "Waingort Jimenez, Elisa" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 


Sent: Thursday, July 30, 2009 2:25 AM
Subject: Re: [MOSAIC] phonics instruction--long


Hi Deirdre,
It was this line in your first post that initiated my response:  "Don't 
abandon what the students need just because you don't like to teach it!"

Thanks for clarifying your thinking.
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/


Elisa,
I'm sorry you inferred from my ramblings that I think teachers on this list
don't want to teach phonics. As someone posted earlier, I believe we all
agree that it needs to be taught, the vehicle for it's delivery is
different. I am a huge advocate for direct instruction for those who are
lagging behind. I also enjoy using guided discovery for those who are able
to identify patterns within words presented. I am a long time user of Words
Their Way and have witnessed the increase in spelling and vocabulary from
this program. I am also trained in Multisensory Structured Language
Instruction which gives me a different perspective on phonics, spelling, and
language. In my work with students in K-3 I have always provided a balanced
literacy program.

I am glad we can agree on the importance of phonics in our schools. Perhaps
our definition of phonics should include spelling patterns and language
patterns as a natural extension of our phonics instruction. I have no plans
to be contentious about this. I, like many others, am very passionate about
this subject and hoped to interject some clarity into the postings. Perhaps
I overdid it with the passion thing. My apologizes.

Deidra Chandler
MA Early Childhood Ed
MA Reading
MultiSensory Structured Language Intervention Tutor

- Original Message - 
From: "Waingort Jimenez, Elisa" 

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

Sent: Wednesday, July 29, 2009 6:10 PM
Subject: Re: [MOSAIC] phonics instruction--long


Deirdre,
Where did you get the idea that teachers, especially on this list, don't
want to teach phonics??  If anything can be said about teachers on this
list, and other lists I belong to, is that we will do whatever we need to do
in order to help our students not only improve as readers and writers but
also create an environment that allows them to develop the intrinsic
motivation to read and write.  What I don't do is teach phonics to all my
students regardless of need or teach phonics out of context.  Otherwise,
whatever I think my students need and want I will teach.
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/

Don't abandon what the students need
just because you don't like to teach it! Or worse, don't think that because
the phonics is imbedded in the lesson all children will internalize the
information and transfer it to working knowledge. We do need to recognize
all children's learning needs are different and accommodate accordingly. All
children in your classroom may not need the same intensity of phonics
instruction, but some children will. Isn't it our job as teachers to teach
to and for our students?

Deidra Chandler
MA Early Childhood Ed
MA Reading
MultiSensory Structured Language Intervention Tutor









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---

Re: [MOSAIC] Sustained Silent Reading

[Susan Cronk]

Yes I do and I think silent reading supports and improves student
comprehension. Further more research supports that statement.  Children need
opportunities to "have a go" at reading on their own using strategies,
develop their love of reading to inform, entertain, etc.  and this is how
they propel themselves to higher levels of reading. *That being said it does
absolutely no good if they are not reading in a "just right" book. * As
teachers we ned to have our pulse on this and check in with our students
often to be sure they are maintaing this standard.  Why have students use
precious time in your classrooms and have them "fake reading"?  I have
friends who returned from Columbia Teacher's College Reading and Writing
Project and they said Lucy was really driving this point home she said we
must get our classroom libraries leveled and inform students as to what
level range they need to be reading.  I can't imagine abandoning the
practice of silent reading during class time.
Susan C
On Wed, Jul 29, 2009 at 10:24 AM,  wrote:

>
>
> Do you think independent silent reading helps improve students
> comprehension?
>
>
>
> Elizabeth Holste
>
> 5th grade
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>
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>
>
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Re: [MOSAIC] ESE certification

[Anne M. Russell]

"Mosaic: A Reading Comprehension Strategies Email Group"
 writes:
>study guide
I took the test last summer and passed.  I did review the study guide and
felt familiarity with accommodations, as in for special needs students,
was beneficial.  Buena Suerte!

Anne Marie Russell
Pacetti Bay Middle School

"Outside of a dog, a book is a man's best friend. Inside of a dog, it's
too dark to read." 

— Groucho Marx 





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Re: [MOSAIC] phonics instruction--long

[Waingort Jimenez, Elisa]

Hi Deirdre,
It was this line in your first post that initiated my response:  "Don't abandon 
what the students need just because you don't like to teach it!"  
Thanks for clarifying your thinking.
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/


Elisa,
I'm sorry you inferred from my ramblings that I think teachers on this list 
don't want to teach phonics. As someone posted earlier, I believe we all 
agree that it needs to be taught, the vehicle for it's delivery is 
different. I am a huge advocate for direct instruction for those who are 
lagging behind. I also enjoy using guided discovery for those who are able 
to identify patterns within words presented. I am a long time user of Words 
Their Way and have witnessed the increase in spelling and vocabulary from 
this program. I am also trained in Multisensory Structured Language 
Instruction which gives me a different perspective on phonics, spelling, and 
language. In my work with students in K-3 I have always provided a balanced 
literacy program.

I am glad we can agree on the importance of phonics in our schools. Perhaps 
our definition of phonics should include spelling patterns and language 
patterns as a natural extension of our phonics instruction. I have no plans 
to be contentious about this. I, like many others, am very passionate about 
this subject and hoped to interject some clarity into the postings. Perhaps 
I overdid it with the passion thing. My apologizes.

Deidra Chandler
MA Early Childhood Ed
MA Reading
MultiSensory Structured Language Intervention Tutor

- Original Message - 
From: "Waingort Jimenez, Elisa" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Sent: Wednesday, July 29, 2009 6:10 PM
Subject: Re: [MOSAIC] phonics instruction--long


Deirdre,
Where did you get the idea that teachers, especially on this list, don't 
want to teach phonics??  If anything can be said about teachers on this 
list, and other lists I belong to, is that we will do whatever we need to do 
in order to help our students not only improve as readers and writers but 
also create an environment that allows them to develop the intrinsic 
motivation to read and write.  What I don't do is teach phonics to all my 
students regardless of need or teach phonics out of context.  Otherwise, 
whatever I think my students need and want I will teach.
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/

Don't abandon what the students need
just because you don't like to teach it! Or worse, don't think that because
the phonics is imbedded in the lesson all children will internalize the
information and transfer it to working knowledge. We do need to recognize
all children's learning needs are different and accommodate accordingly. All
children in your classroom may not need the same intensity of phonics
instruction, but some children will. Isn't it our job as teachers to teach
to and for our students?

Deidra Chandler
MA Early Childhood Ed
MA Reading
MultiSensory Structured Language Intervention Tutor








> ___
> 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.
>
> 


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Search the MOSAIC archives at http://snipurl.com/MosaicArchive.