Re: [MOSAIC] SOS
Since you don't have any budget could you perhaps get a local business to "adopt" your classroom and donate money to buy new books? We do that in my school district and the donating business gets a letter of thanks, their name in the school newspaper and their name on the school marquee with a big "Thank You". business' usually donate an amount between 150.00-300.00. Maybe a local service organization like the Rotary, Elks, Moose, Knights of Columbus etc would be willing to hold a fundraiser for classroom sets of books or hold a book drive where people could donate new or used books for your classroom. Perhaps you could work out an arrangement with the local library that when they get donations of books, they would allow you to come and pick out a few for your classroom library. Do you have computers in your room? There are some sites that offer online stories for reading. I wish you all the best. Susan Joyce Palm Harbor, Fl -Original Message- >From: "Waingort Jimenez, Elisa" >Sent: Oct 4, 2009 7:14 PM >To: "Mosaic: A Reading Comprehension Strategies Email Group" > >Subject: Re: [MOSAIC] SOS > >Maybe you can put curtains on your door?? You could site distractions as a >reason, if asked. Maybe that will make administration actually walk into your >classroom and see what you are doing first hand. Just a thought. >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/ > > >So what do you do when administration is not buying into your reading program? > I believe in the reader's workshop and taught successfully in Arkansas for >years. Many thanks to Ken Stamatis and everyone at Harding University for >opening my eyes and guiding me in the ways of the workshop. Since beginning >to teach reading with the workshop model, I've devoured books by Chris Tovani, >Kelly Gallagher, and others who are passionate about teaching reading. > > > >Now I find myself in Missouri working with 7th and 8th grade readers. The >first inkling that things could go terribly wrong was obvious from the start. >When I was hired, I was told that I would have the 7th and 8th graders on >alternating days for the entire school year. I swallowed hard and thought I >could work with that. Two days before the beginning of the school year, the >new principal tapped me on the shoulder and informed me I would be teaching >7th grade reading for one semester, and 8th grade reading the second semester. > I will admit I did not take this news well. > > > >It seems as if the school does not truly value reading instruction. No other >subject is allotted only one semester of instruction. I did manage to box up >and get into storage the twenty pound reading anthologies that the school had >used for many years, and brought in my own library. However, administration >nixed a plan to work with the local public library. The public library had >agreed to courier in titles of the student's choosing. Administration >response to that was no, saying the school could not be held responsible for >these books. I have since told the public librarian this. She said we could >possibly get around this if I checked out the books in my own name. I am >waiting for the right moment to present this radical idea to my principal. I >have zero funds for ordering new materials. That's okay. I know we are >living in hard times, although the district did find over a hundred thousand >dollars to bring in a consulting firm to "help us" make AYP. But I digress. > > > >Any ideas on how I can bring this small district into the 21st century? We >are a rural community with many children reading below grade level. As I >reread this message, I realize it sounds somewhat harsh and judgemental. I do >my very best to come across as a team player, and am polite and deferential >to administration. Even my students notice the hostile vibe, however. One of >my students actually said, "You know, they watch you like you was a bigtime >drug dealer." To which I replied, "Huh?" And the children went on to explain >that there was frequently someone peering in the door, watching our every >move, much like the police drive by and monitor drug-house activity, >apparently. > > > >I'm thinking of quitting and going back to nursing, which is what I did years >and years ago. Any suggestions? > > > > > >_ >Hotmail: Trusted email with powerful SPAM protection. >http://clk.atdmt.com/GBL/go/177141665/direct/01/ >___ >Mosaic mailing list >Mosaic@literacyworkshop.org >To unsubscribe or modify your membership please go to >http://literacyworkshop
Re: [MOSAIC] WSJ Article About Reading Strategies
Perhaps the truth lies somewhere in the middle?? Without a doubt, prior knowledge/vocabulary are key.? The question is, perhaps, how do we teach into the needs of those children who DO have vocab. and prior knowledge, and aren't putting it together.? Is that where strategy instruction has its place?? Martha -Original Message- From: Andrea Jenkins To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sun, Oct 4, 2009 8:59 pm Subject: Re: [MOSAIC] WSJ Article About Reading Strategies I agree with the prior knowledge gap. But do you agree with his idea that reading comprehension skills and strategies should NOT be taught? Oh, and this was published by Washington Post, not WSJ. My mistake. Andrea - Original Message - From: "Heather Green" To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Sunday, October 4, 2009 6:52:44 PM GMT -06:00 US/Canada Central Subject: Re: [MOSAIC] WSJ Article About Reading Strategies I agree completely with what he is saying. On Sun, Oct 4, 2009 at 5:16 PM, Andrea Jenkins wrote: > Just wanting to get your opinions about this article that refutes explicit > instruction of reading strategies. FYI: I found this article as a direct > link on the IRA website. > > > http://voices.washingtonpost.com/answer-sheet/daniel-willingham/willingham-reading-is-not-a-sk.html > > > Andrea > ___ > 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] Promises
How do I access the tool pages? Thanks - Original Message - From: thomas [mailto:sally.thom...@verizon.net] To: The Learning Network [mailto:t...@listserve.com], Mosaic: A Reading Comprehension Strategies Email Group [mailto:mos...@literacyworkshop.org], Teachers Applying Whole Language [mailto:t...@listserv.arizona.edu] Sent: Sun, 04 Oct 2009 11:04:24 -0600 Subject: [MOSAIC] Promises > I know I promised things - various resources - at the end of summer. Was > going to get them off when I came back north to the school where I'm > teaching. > (I was home - my permanent home - for the summer). Well I am finally in the > process of athering the various promised items and will get them off in the > next few weeks. School just overwhelmed me these last 6 weeks So what > else is new to anyone on this list LOL. > > Be patient. I tried to keep separate folders for those requests. One I > promised to the mosaic list - the old protocals for think alouds. I will > send that to the tool pages soon as I dig it out of one ofmy piles. Others > were separate people/requests. I can't quite rmemeber which lists these > questions arose on. Of course these are my favorite listsand they blend > and merge. > > sally > > > > ___ > 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] WSJ Article About Reading Strategies
I agree with the prior knowledge gap. But do you agree with his idea that reading comprehension skills and strategies should NOT be taught? Oh, and this was published by Washington Post, not WSJ. My mistake. Andrea - Original Message - From: "Heather Green" To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Sunday, October 4, 2009 6:52:44 PM GMT -06:00 US/Canada Central Subject: Re: [MOSAIC] WSJ Article About Reading Strategies I agree completely with what he is saying. On Sun, Oct 4, 2009 at 5:16 PM, Andrea Jenkins wrote: > Just wanting to get your opinions about this article that refutes explicit > instruction of reading strategies. FYI: I found this article as a direct > link on the IRA website. > > > http://voices.washingtonpost.com/answer-sheet/daniel-willingham/willingham-reading-is-not-a-sk.html > > > Andrea > ___ > 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] SOS
Better yet hang student work on the door. Put up some of those worksheets. hahahahahaha :-) Renee feeling cynical and devious On Oct 4, 2009, at 4:14 PM, Waingort Jimenez, Elisa wrote: Maybe you can put curtains on your door?? You could site distractions as a reason, if asked. Maybe that will make administration actually walk into your classroom and see what you are doing first hand. Just a thought. 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/ So what do you do when administration is not buying into your reading program? I believe in the reader's workshop and taught successfully in Arkansas for years. Many thanks to Ken Stamatis and everyone at Harding University for opening my eyes and guiding me in the ways of the workshop. Since beginning to teach reading with the workshop model, I've devoured books by Chris Tovani, Kelly Gallagher, and others who are passionate about teaching reading. Now I find myself in Missouri working with 7th and 8th grade readers. The first inkling that things could go terribly wrong was obvious from the start. When I was hired, I was told that I would have the 7th and 8th graders on alternating days for the entire school year. I swallowed hard and thought I could work with that. Two days before the beginning of the school year, the new principal tapped me on the shoulder and informed me I would be teaching 7th grade reading for one semester, and 8th grade reading the second semester. I will admit I did not take this news well. It seems as if the school does not truly value reading instruction. No other subject is allotted only one semester of instruction. I did manage to box up and get into storage the twenty pound reading anthologies that the school had used for many years, and brought in my own library. However, administration nixed a plan to work with the local public library. The public library had agreed to courier in titles of the student's choosing. Administration response to that was no, saying the school could not be held responsible for these books. I have since told the public librarian this. She said we could possibly get around this if I checked out the books in my own name. I am waiting for the right moment to present this radical idea to my principal. I have zero funds for ordering new materials. That's okay. I know we are living in hard times, although the district did find over a hundred thousand dollars to bring in a consulting firm to "help us" make AYP. But I digress. Any ideas on how I can bring this small district into the 21st century? We are a rural community with many children reading below grade level. As I reread this message, I realize it sounds somewhat harsh and judgemental. I do my very best to come across as a team player, and am polite and deferential to administration. Even my students notice the hostile vibe, however. One of my students actually said, "You know, they watch you like you was a bigtime drug dealer." To which I replied, "Huh?" And the children went on to explain that there was frequently someone peering in the door, watching our every move, much like the police drive by and monitor drug-house activity, apparently. I'm thinking of quitting and going back to nursing, which is what I did years and years ago. Any suggestions? _ Hotmail: Trusted email with powerful SPAM protection. http://clk.atdmt.com/GBL/go/177141665/direct/01/ ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. "Our lives begin to end the day we become silent about things that matter." ~ Martin Luther King, Jr. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership pl
Re: [MOSAIC] WSJ Article About Reading Strategies
I agree completely with what he is saying. On Sun, Oct 4, 2009 at 5:16 PM, Andrea Jenkins wrote: > Just wanting to get your opinions about this article that refutes explicit > instruction of reading strategies. FYI: I found this article as a direct > link on the IRA website. > > > http://voices.washingtonpost.com/answer-sheet/daniel-willingham/willingham-reading-is-not-a-sk.html > > Andrea > ___ > 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] SOS
Why don't you take advantage of the fact that your students have noticed this and talk about it...This will empower both you and your students and may be the catalyst to help you continue working with students in your community. 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/ So what do you do when administration is not buying into your reading program? I believe in the reader's workshop and taught successfully in Arkansas for years. Many thanks to Ken Stamatis and everyone at Harding University for opening my eyes and guiding me in the ways of the workshop. Since beginning to teach reading with the workshop model, I've devoured books by Chris Tovani, Kelly Gallagher, and others who are passionate about teaching reading. Now I find myself in Missouri working with 7th and 8th grade readers. The first inkling that things could go terribly wrong was obvious from the start. When I was hired, I was told that I would have the 7th and 8th graders on alternating days for the entire school year. I swallowed hard and thought I could work with that. Two days before the beginning of the school year, the new principal tapped me on the shoulder and informed me I would be teaching 7th grade reading for one semester, and 8th grade reading the second semester. I will admit I did not take this news well. It seems as if the school does not truly value reading instruction. No other subject is allotted only one semester of instruction. I did manage to box up and get into storage the twenty pound reading anthologies that the school had used for many years, and brought in my own library. However, administration nixed a plan to work with the local public library. The public library had agreed to courier in titles of the student's choosing. Administration response to that was no, saying the school could not be held responsible for these books. I have since told the public librarian this. She said we could possibly get around this if I checked out the books in my own name. I am waiting for the right moment to present this radical idea to my principal. I have zero funds for ordering new materials. That's okay. I know we are living in hard times, although the district did find over a hundred thousand dollars to bring in a consulting firm to "help us" make AYP. But I digress. Any ideas on how I can bring this small district into the 21st century? We are a rural community with many children reading below grade level. As I reread this message, I realize it sounds somewhat harsh and judgemental. I do my very best to come across as a team player, and am polite and deferential to administration. Even my students notice the hostile vibe, however. One of my students actually said, "You know, they watch you like you was a bigtime drug dealer." To which I replied, "Huh?" And the children went on to explain that there was frequently someone peering in the door, watching our every move, much like the police drive by and monitor drug-house activity, apparently. I'm thinking of quitting and going back to nursing, which is what I did years and years ago. Any suggestions? _ Hotmail: Trusted email with powerful SPAM protection. http://clk.atdmt.com/GBL/go/177141665/direct/01/ ___ 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] SOS
Maybe you can put curtains on your door?? You could site distractions as a reason, if asked. Maybe that will make administration actually walk into your classroom and see what you are doing first hand. Just a thought. 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/ So what do you do when administration is not buying into your reading program? I believe in the reader's workshop and taught successfully in Arkansas for years. Many thanks to Ken Stamatis and everyone at Harding University for opening my eyes and guiding me in the ways of the workshop. Since beginning to teach reading with the workshop model, I've devoured books by Chris Tovani, Kelly Gallagher, and others who are passionate about teaching reading. Now I find myself in Missouri working with 7th and 8th grade readers. The first inkling that things could go terribly wrong was obvious from the start. When I was hired, I was told that I would have the 7th and 8th graders on alternating days for the entire school year. I swallowed hard and thought I could work with that. Two days before the beginning of the school year, the new principal tapped me on the shoulder and informed me I would be teaching 7th grade reading for one semester, and 8th grade reading the second semester. I will admit I did not take this news well. It seems as if the school does not truly value reading instruction. No other subject is allotted only one semester of instruction. I did manage to box up and get into storage the twenty pound reading anthologies that the school had used for many years, and brought in my own library. However, administration nixed a plan to work with the local public library. The public library had agreed to courier in titles of the student's choosing. Administration response to that was no, saying the school could not be held responsible for these books. I have since told the public librarian this. She said we could possibly get around this if I checked out the books in my own name. I am waiting for the right moment to present this radical idea to my principal. I have zero funds for ordering new materials. That's okay. I know we are living in hard times, although the district did find over a hundred thousand dollars to bring in a consulting firm to "help us" make AYP. But I digress. Any ideas on how I can bring this small district into the 21st century? We are a rural community with many children reading below grade level. As I reread this message, I realize it sounds somewhat harsh and judgemental. I do my very best to come across as a team player, and am polite and deferential to administration. Even my students notice the hostile vibe, however. One of my students actually said, "You know, they watch you like you was a bigtime drug dealer." To which I replied, "Huh?" And the children went on to explain that there was frequently someone peering in the door, watching our every move, much like the police drive by and monitor drug-house activity, apparently. I'm thinking of quitting and going back to nursing, which is what I did years and years ago. Any suggestions? _ Hotmail: Trusted email with powerful SPAM protection. http://clk.atdmt.com/GBL/go/177141665/direct/01/ ___ 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] I agree Judy5 and Maura
I loved reading about your MOT enthusiasm and totally agree with your comments. I also teach 5th grade and find that my students seem to know little about metacognition. As a district we read MOT and had workshops a few years ago. Apparently it has fallen by the wayside. Your e-mail encouraged me to continue my think alouds and practicing the strategies. Thanks. Message: 1 Date: Sat, 3 Oct 2009 16:14:04 + (UTC) From: mimos...@comcast.net Subject: Re: [MOSAIC] A fresh start To: "Mosaic: A Reading Comprehension Strategies Email Group" Message-ID: <1076494922.1995471254586444295.javamail.r...@sz0106a.westchester.pa.mail.comcast.net> Content-Type: text/plain; charset=utf-8 Thanks for your thoughtful post! I, too, teach fifth grade and have spent the past month working on metacognition and monitoring comprehension. So many children claimed to not hear the "mini-me" voice in their head when we began. After a quick poll done yesterday, more than half now say they can hear that voice in their head. I told them to keep up the good work, and that if they still didn't think they got it, no worries, as we'll be practicing all year. Our next focus is on asking questions. I've always had success taking this into QAR strategies and hope to do so again this year. We are working with a new, more structured scope and sequence in our curriculum, and QAR is not there. I'll figure out how to bring it in; I am thinking it will be in guided reading. Judy, it is teachers like you who willingly share with colleagues the strategies in which you believe. Cudos to you for putting yourself out there to model for your fellow teachers. You know you've done the think aloud many times, so it's bound to be successful. If for some reason it is not, even that will be a teachable moment, as teachers see that as they try it, it may not always be the way you envison. You could "think aloud" for them about how you'd make changes for your lesson for the next time with the students. Good luck and let us know how it went! Maura 5/NJ - Original Message - From: jvma...@comcast.net To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Saturday, October 3, 2009 11:21:51 AM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] A fresh start Hi, I'm Judy in Northern California. I belonged to this list years and years ago when I first started teaching with the brilliant MOT comprehension strategies, but became overwhelmed with the number of off-topic posts and dropped my membership. I'm back now, hoping you're as dedicated to strategy instruction as I am. I've taught for many years (grades 1,2, 3, 4, 6, 7, 8); this year is my first in 5th and I love it! So, about strategy instruction... 1. We spent the first month on monitoring for meaning. I used lessons from STW and made up my own. My favorite thing to do is take a bullet from the end of the chapter and develop it into one or more lessons. For example: p. 65 "Proficient readers use text management strategies. They pause, reread, skim, scan, consider the meaning of the text, and reflect on their understanding with others." This became a series of lessons moving through gradual release of responsibility. I modeled, kids turned/talked, kids 'tried it' in their journals as I read aloud, kids 'tried it' with shared text, kids did it with their own text (noting in their reading journal to share later). p. 64 (this was my FAVORITE) "Proficient readers are able to assume different 'stances' toward a text, For example, a child can read a book from the point of view of different characters, of a book reviewer, or of a writer seeking new techniques for his/her work." This genius idea made for a week of lessons where we again followed gradual release. At the end, I polled my kids by asking what stance they most frequently take in their IR and I was amazed to see it was a pretty even 3-way split. 2. We just finished our first week on Connections. Because of 27,000 interruptions, it will take us almost a month to get through the 8 lessons I planned for this strategy. Last week was spent on t<-->s and it was so much fun (for me!) taking 5th graders to deeper thinking with a familiar strategy. Perhaps my favorite connection was when a darling girl explained that she could feel the plane give when Brian punched it (in Hatchet, our shared novel) because she knows what it's like to squish a Coke can. 3. Finally, I should confess that I worship at the feet of Ellin Keene. While I'm having trouble buying into everything in her newest thinking, I revere MOT and it makes my classroom what it is. Thankfully, there has been a resurgence of interest in MOT at my school (after years of idiocy with NCLB and publishers' "programs"). This coming Wednesday, MOT will be the focus of our first hour and a half Learning Community meeting. We're really trying to revive MOT and entice untrained teachers to come on board. Si
[MOSAIC] WSJ Article About Reading Strategies
Just wanting to get your opinions about this article that refutes explicit instruction of reading strategies. FYI: I found this article as a direct link on the IRA website. http://voices.washingtonpost.com/answer-sheet/daniel-willingham/willingham-reading-is-not-a-sk.html Andrea ___ 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] SOS
Don't quit! I know they need nurses but we need good dedicated teachers too. I too respect the research, philosophy and delivery system of reading workshop. It sounds that your ideas are 'radical' for the school system you are in. Perhaps you continue what you are doing and do the best you can with what you have. Allow your students to actually begin to enjoy reading books of their choice. The high interest and challenges that reading workshop offers may be just what they need to get hooked. I agree that the value on reading is not evident with your school. To teach reading for one semester and not allow a collaborative with the local library shows just that. Is there any way that you could 'invite' your administrators in to see what it's all about? Or get them a professional book that will give them the theory and practice to open some horizons? It seems like they are the ones in need of education in this type of reading program. They may be afraid because it is different and change is hard. Try giving them the information, research etc and see if that works. I also think you should keep things documented too. Good luck! Kelly AB On 10/4/09 2:28 PM, "larry patterson" wrote: So what do you do when administration is not buying into your reading program? I believe in the reader's workshop and taught successfully in Arkansas for years. Many thanks to Ken Stamatis and everyone at Harding University for opening my eyes and guiding me in the ways of the workshop. Since beginning to teach reading with the workshop model, I've devoured books by Chris Tovani, Kelly Gallagher, and others who are passionate about teaching reading. Now I find myself in Missouri working with 7th and 8th grade readers. The first inkling that things could go terribly wrong was obvious from the start. When I was hired, I was told that I would have the 7th and 8th graders on alternating days for the entire school year. I swallowed hard and thought I could work with that. Two days before the beginning of the school year, the new principal tapped me on the shoulder and informed me I would be teaching 7th grade reading for one semester, and 8th grade reading the second semester. I will admit I did not take this news well. It seems as if the school does not truly value reading instruction. No other subject is allotted only one semester of instruction. I did manage to box up and get into storage the twenty pound reading anthologies that the school had used for many years, and brought in my own library. However, administration nixed a plan to work with the local public library. The public library had agreed to courier in titles of the student's choosing. Administration response to that was no, saying the school could not be held responsible for these books. I have since told the public librarian this. She said we could possibly get around this if I checked out the books in my own name. I am waiting for the right moment to present this radical idea to my principal. I have zero funds for ordering new materials. That's okay. I know we are living in hard times, although the district did find over a hundred thousand dollars to bring in a consulting firm to "help us" make AYP. But I digress. Any ideas on how I can bring this small district into the 21st century? We are a rural community with many children reading below grade level. As I reread this message, I realize it sounds somewhat harsh and judgemental. I do my very best to come across as a team player, and am polite and deferential to administration. Even my students notice the hostile vibe, however. One of my students actually said, "You know, they watch you like you was a bigtime drug dealer." To which I replied, "Huh?" And the children went on to explain that there was frequently someone peering in the door, watching our every move, much like the police drive by and monitor drug-house activity, apparently. I'm thinking of quitting and going back to nursing, which is what I did years and years ago. Any suggestions? _ Hotmail: Trusted email with powerful SPAM protection. http://clk.atdmt.com/GBL/go/177141665/direct/01/ ___ 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] SOS
Sometimes the most powerful change comes through building trust. I entered a reading intervention position 6 years ago and have gradually shaped it to fit the needs of the struggling readers (as I see it). For me, I tried not to be a "bull in a china shop" (which is difficult considering my strong and opinionated personality). This is tough stuff to deal with but I guess I think the best thing for your kids is that your school keeps you on for enough years to make the changes they need. That deference you mention may just help build that trust over time. Good luck with it. Cathy Title I Reading In a message dated 10/4/2009 3:23:17 P.M. Eastern Daylight Time, ldpboothillbollwee...@hotmail.com writes: So what do you do when administration is not buying into your reading program? I believe in the reader's workshop and taught successfully in Arkansas for years. Many thanks to Ken Stamatis and everyone at Harding University for opening my eyes and guiding me in the ways of the workshop. Since beginning to teach reading with the workshop model, I've devoured books by Chris Tovani, Kelly Gallagher, and others who are passionate about teaching reading. Now I find myself in Missouri working with 7th and 8th grade readers. The first inkling that things could go terribly wrong was obvious from the start. When I was hired, I was told that I would have the 7th and 8th graders on alternating days for the entire school year. I swallowed hard and thought I could work with that. Two days before the beginning of the school year, the new principal tapped me on the shoulder and informed me I would be teaching 7th grade reading for one semester, and 8th grade reading the second semester. I will admit I did not take this news well. It seems as if the school does not truly value reading instruction. No other subject is allotted only one semester of instruction. I did manage to box up and get into storage the twenty pound reading anthologies that the school had used for many years, and brought in my own library. However, administration nixed a plan to work with the local public library. The public library had agreed to courier in titles of the student's choosing. Administration response to that was no, saying the school could not be held responsible for these books. I have since told the public librarian this. She said we could possibly get around this if I checked out the books in my own name. I am waiting for the right moment to present this radical idea to my principal. I have zero funds for ordering new materials. That's okay. I know we are living in hard times, although the district did find over a hundred thousand dollars to bring in a consulting firm to "help us" make AYP. But I digress. Any ideas on how I can bring this small district into the 21st century? We are a rural community with many children reading below grade level. As I reread this message, I realize it sounds somewhat harsh and judgemental. I do my very best to come across as a team player, and am polite and deferential to administration. Even my students notice the hostile vibe, however. One of my students actually said, "You know, they watch you like you was a bigtime drug dealer." To which I replied, "Huh?" And the children went on to explain that there was frequently someone peering in the door, watching our every move, much like the police drive by and monitor drug-house activity, apparently. I'm thinking of quitting and going back to nursing, which is what I did years and years ago. Any suggestions? _ Hotmail: Trusted email with powerful SPAM protection. http://clk.atdmt.com/GBL/go/177141665/direct/01/ ___ 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] SOS
I live by the "It is better to ask for forgiveness than permission" in my world. When I take something and use my name for it, it is MY responsibility. Kim On Sun, Oct 4, 2009 at 12:34 PM, Renee wrote: > Why would you **ask** the principal whether you can check out books in your > own name and bring them to school? I have done that for years and years and > years and never asked anyone. > > Sometimes you just have to do what is the right thing to do and just not > say anything. :-) > > Renee > > > On Oct 4, 2009, at 11:28 AM, larry patterson wrote: > > >> So what do you do when administration is not buying into your reading >> program? I believe in the reader's workshop and taught successfully in >> Arkansas for years. Many thanks to Ken Stamatis and everyone at Harding >> University for opening my eyes and guiding me in the ways of the workshop. >> Since beginning to teach reading with the workshop model, I've devoured >> books by Chris Tovani, Kelly Gallagher, and others who are passionate about >> teaching reading. >> >> >> >> Now I find myself in Missouri working with 7th and 8th grade readers. The >> first inkling that things could go terribly wrong was obvious from the >> start. When I was hired, I was told that I would have the 7th and 8th >> graders on alternating days for the entire school year. I swallowed hard >> and thought I could work with that. Two days before the beginning of the >> school year, the new principal tapped me on the shoulder and informed me I >> would be teaching 7th grade reading for one semester, and 8th grade reading >> the second semester. I will admit I did not take this news well. >> >> >> >> It seems as if the school does not truly value reading instruction. No >> other subject is allotted only one semester of instruction. I did manage to >> box up and get into storage the twenty pound reading anthologies that the >> school had used for many years, and brought in my own library. However, >> administration nixed a plan to work with the local public library. The >> public library had agreed to courier in titles of the student's choosing. >> Administration response to that was no, saying the school could not be held >> responsible for these books. I have since told the public librarian this. >> She said we could possibly get around this if I checked out the books in my >> own name. I am waiting for the right moment to present this radical idea to >> my principal. I have zero funds for ordering new materials. That's okay. I >> know we are living in hard times, although the district did find over a >> hundred thousand dollars to bring in a consulting firm to "help us" make >> AYP. But I digress. >> >> >> >> Any ideas on how I can bring this small district into the 21st century? >> We are a rural community with many children reading below grade level. As >> I reread this message, I realize it sounds somewhat harsh and judgemental. >> I do my very best to come across as a team player, and am polite and >> deferential to administration. Even my students notice the hostile vibe, >> however. One of my students actually said, "You know, they watch you like >> you was a bigtime drug dealer." To which I replied, "Huh?" And the children >> went on to explain that there was frequently someone peering in the door, >> watching our every move, much like the police drive by and monitor >> drug-house activity, apparently. >> >> >> >> I'm thinking of quitting and going back to nursing, which is what I did >> years and years ago. Any suggestions? >> >> >> >> >> >> _ >> Hotmail: Trusted email with powerful SPAM protection. >> http://clk.atdmt.com/GBL/go/177141665/direct/01/ >> ___ >> 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 was once educationally significant, but difficult to measure, > has been replaced by what is insignificant and easy to measure. So now we > test how well we have taught what we do not value." > — Art Costa, emeritus professor, California State University > > > > > ___ > 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. > > -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://l
Re: [MOSAIC] SOS
Aww, that sounds so discouraging, but please do not quit! Those students and that community need you! Do you think the administration would be open to hearing research on reading workshop? Perhaps you could persuade them with a short presentation, including research, on the balanced literacy model. It sounds like they are curious about what you are doing, so maybe by being transparent and sharing, they'd be more open to your ideas. Any other teachers who are on board with workshop who may advocate for you? I think it takes a lot for teachers and administrators to step out of the comfort zone of the old and familiar; it involves risk and frankly, work. Maybe if you share data and excerpts from the experts' writings, you could reduce the feeling of risk. Did they hire you knowing you were passionate about the workshop model? If so, maybe that plays in your favor; maybe they wanted to "check it out" through what you'll be doing in your classroom. If so, invite higher-ups to come by, especially after you've shared research and purpose. Let them see it in action. Good luck! Maura 5/NJ - Original Message - From: "larry patterson" To: mosaic@literacyworkshop.org Sent: Sunday, October 4, 2009 2:28:15 PM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] SOS So what do you do when administration is not buying into your reading program? I believe in the reader's workshop and taught successfully in Arkansas for years. Many thanks to Ken Stamatis and everyone at Harding University for opening my eyes and guiding me in the ways of the workshop. Since beginning to teach reading with the workshop model, I've devoured books by Chris Tovani, Kelly Gallagher, and others who are passionate about teaching reading. Now I find myself in Missouri working with 7th and 8th grade readers. The first inkling that things could go terribly wrong was obvious from the start. When I was hired, I was told that I would have the 7th and 8th graders on alternating days for the entire school year. I swallowed hard and thought I could work with that. Two days before the beginning of the school year, the new principal tapped me on the shoulder and informed me I would be teaching 7th grade reading for one semester, and 8th grade reading the second semester. I will admit I did not take this news well. It seems as if the school does not truly value reading instruction. No other subject is allotted only one semester of instruction. I did manage to box up and get into storage the twenty pound reading anthologies that the school had used for many years, and brought in my own library. However, administration nixed a plan to work with the local public library. The public library had agreed to courier in titles of the student's choosing. Administration response to that was no, saying the school could not be held responsible for these books. I have since told the public librarian this. She said we could possibly get around this if I checked out the books in my own name. I am waiting for the right moment to present this radical idea to my principal. I have zero funds for ordering new materials. That's okay. I know we are living in hard times, although the district did find over a hundred thousand dollars to bring in a consulting firm to "help us" make AYP. But I digress. Any ideas on how I can bring this small district into the 21st century? We are a rural community with many children reading below grade level. As I reread this message, I realize it sounds somewhat harsh and judgemental. I do my very best to come across as a team player, and am polite and deferential to administration. Even my students notice the hostile vibe, however. One of my students actually said, "You know, they watch you like you was a bigtime drug dealer." To which I replied, "Huh?" And the children went on to explain that there was frequently someone peering in the door, watching our every move, much like the police drive by and monitor drug-house activity, apparently. I'm thinking of quitting and going back to nursing, which is what I did years and years ago. Any suggestions? _ Hotmail: Trusted email with powerful SPAM protection. http://clk.atdmt.com/GBL/go/177141665/direct/01/ ___ 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] SOS
It's amazing how districts can find and spend hundreds of thousands of dollars for consulting firms but cannot manage to buy five more appropriate-sized chairs and one more table for the Art classroom. heh Renee On Oct 4, 2009, at 11:28 AM, larry patterson wrote: So what do you do when administration is not buying into your reading program? I believe in the reader's workshop and taught successfully in Arkansas for years. Many thanks to Ken Stamatis and everyone at Harding University for opening my eyes and guiding me in the ways of the workshop. Since beginning to teach reading with the workshop model, I've devoured books by Chris Tovani, Kelly Gallagher, and others who are passionate about teaching reading. Now I find myself in Missouri working with 7th and 8th grade readers. The first inkling that things could go terribly wrong was obvious from the start. When I was hired, I was told that I would have the 7th and 8th graders on alternating days for the entire school year. I swallowed hard and thought I could work with that. Two days before the beginning of the school year, the new principal tapped me on the shoulder and informed me I would be teaching 7th grade reading for one semester, and 8th grade reading the second semester. I will admit I did not take this news well. It seems as if the school does not truly value reading instruction. No other subject is allotted only one semester of instruction. I did manage to box up and get into storage the twenty pound reading anthologies that the school had used for many years, and brought in my own library. However, administration nixed a plan to work with the local public library. The public library had agreed to courier in titles of the student's choosing. Administration response to that was no, saying the school could not be held responsible for these books. I have since told the public librarian this. She said we could possibly get around this if I checked out the books in my own name. I am waiting for the right moment to present this radical idea to my principal. I have zero funds for ordering new materials. That's okay. I know we are living in hard times, although the district did find over a hundred thousand dollars to bring in a consulting firm to "help us" make AYP. But I digress. Any ideas on how I can bring this small district into the 21st century? We are a rural community with many children reading below grade level. As I reread this message, I realize it sounds somewhat harsh and judgemental. I do my very best to come across as a team player, and am polite and deferential to administration. Even my students notice the hostile vibe, however. One of my students actually said, "You know, they watch you like you was a bigtime drug dealer." To which I replied, "Huh?" And the children went on to explain that there was frequently someone peering in the door, watching our every move, much like the police drive by and monitor drug-house activity, apparently. I'm thinking of quitting and going back to nursing, which is what I did years and years ago. Any suggestions? _ Hotmail: Trusted email with powerful SPAM protection. http://clk.atdmt.com/GBL/go/177141665/direct/01/ ___ 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. "We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America." ___ 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] SOS
Why would you **ask** the principal whether you can check out books in your own name and bring them to school? I have done that for years and years and years and never asked anyone. Sometimes you just have to do what is the right thing to do and just not say anything. :-) Renee On Oct 4, 2009, at 11:28 AM, larry patterson wrote: So what do you do when administration is not buying into your reading program? I believe in the reader's workshop and taught successfully in Arkansas for years. Many thanks to Ken Stamatis and everyone at Harding University for opening my eyes and guiding me in the ways of the workshop. Since beginning to teach reading with the workshop model, I've devoured books by Chris Tovani, Kelly Gallagher, and others who are passionate about teaching reading. Now I find myself in Missouri working with 7th and 8th grade readers. The first inkling that things could go terribly wrong was obvious from the start. When I was hired, I was told that I would have the 7th and 8th graders on alternating days for the entire school year. I swallowed hard and thought I could work with that. Two days before the beginning of the school year, the new principal tapped me on the shoulder and informed me I would be teaching 7th grade reading for one semester, and 8th grade reading the second semester. I will admit I did not take this news well. It seems as if the school does not truly value reading instruction. No other subject is allotted only one semester of instruction. I did manage to box up and get into storage the twenty pound reading anthologies that the school had used for many years, and brought in my own library. However, administration nixed a plan to work with the local public library. The public library had agreed to courier in titles of the student's choosing. Administration response to that was no, saying the school could not be held responsible for these books. I have since told the public librarian this. She said we could possibly get around this if I checked out the books in my own name. I am waiting for the right moment to present this radical idea to my principal. I have zero funds for ordering new materials. That's okay. I know we are living in hard times, although the district did find over a hundred thousand dollars to bring in a consulting firm to "help us" make AYP. But I digress. Any ideas on how I can bring this small district into the 21st century? We are a rural community with many children reading below grade level. As I reread this message, I realize it sounds somewhat harsh and judgemental. I do my very best to come across as a team player, and am polite and deferential to administration. Even my students notice the hostile vibe, however. One of my students actually said, "You know, they watch you like you was a bigtime drug dealer." To which I replied, "Huh?" And the children went on to explain that there was frequently someone peering in the door, watching our every move, much like the police drive by and monitor drug-house activity, apparently. I'm thinking of quitting and going back to nursing, which is what I did years and years ago. Any suggestions? _ Hotmail: Trusted email with powerful SPAM protection. http://clk.atdmt.com/GBL/go/177141665/direct/01/ ___ 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 was once educationally significant, but difficult to measure, has been replaced by what is insignificant and easy to measure. So now we test how well we have taught what we do not value." — Art Costa, emeritus professor, California State University ___ 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] SOS
So what do you do when administration is not buying into your reading program? I believe in the reader's workshop and taught successfully in Arkansas for years. Many thanks to Ken Stamatis and everyone at Harding University for opening my eyes and guiding me in the ways of the workshop. Since beginning to teach reading with the workshop model, I've devoured books by Chris Tovani, Kelly Gallagher, and others who are passionate about teaching reading. Now I find myself in Missouri working with 7th and 8th grade readers. The first inkling that things could go terribly wrong was obvious from the start. When I was hired, I was told that I would have the 7th and 8th graders on alternating days for the entire school year. I swallowed hard and thought I could work with that. Two days before the beginning of the school year, the new principal tapped me on the shoulder and informed me I would be teaching 7th grade reading for one semester, and 8th grade reading the second semester. I will admit I did not take this news well. It seems as if the school does not truly value reading instruction. No other subject is allotted only one semester of instruction. I did manage to box up and get into storage the twenty pound reading anthologies that the school had used for many years, and brought in my own library. However, administration nixed a plan to work with the local public library. The public library had agreed to courier in titles of the student's choosing. Administration response to that was no, saying the school could not be held responsible for these books. I have since told the public librarian this. She said we could possibly get around this if I checked out the books in my own name. I am waiting for the right moment to present this radical idea to my principal. I have zero funds for ordering new materials. That's okay. I know we are living in hard times, although the district did find over a hundred thousand dollars to bring in a consulting firm to "help us" make AYP. But I digress. Any ideas on how I can bring this small district into the 21st century? We are a rural community with many children reading below grade level. As I reread this message, I realize it sounds somewhat harsh and judgemental. I do my very best to come across as a team player, and am polite and deferential to administration. Even my students notice the hostile vibe, however. One of my students actually said, "You know, they watch you like you was a bigtime drug dealer." To which I replied, "Huh?" And the children went on to explain that there was frequently someone peering in the door, watching our every move, much like the police drive by and monitor drug-house activity, apparently. I'm thinking of quitting and going back to nursing, which is what I did years and years ago. Any suggestions? _ Hotmail: Trusted email with powerful SPAM protection. http://clk.atdmt.com/GBL/go/177141665/direct/01/ ___ 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] explaining connections to K's
Model-Model-Model This is how we show our students HOW to do what we're asking. Hillary On Oct 4, 2009, at 12:00 PM, Shannon Lauer wrote: Hi, I teach second grade but am helping a K teacher integrate the comprehension strategies. I have an idea of how I want to introduce connections to the K's, but was wondering about some other ideas. What do you do, or what do you say, to help them understand what a connection is? Thanks, Shannon ___ 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] explaining connections to K's
Hi, I teach second grade but am helping a K teacher integrate the comprehension strategies. I have an idea of how I want to introduce connections to the K's, but was wondering about some other ideas. What do you do, or what do you say, to help them understand what a connection is? Thanks, Shannon ___ 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] Promises
I know I promised things - various resources - at the end of summer. Was going to get them off when I came back north to the school where I'm teaching. (I was home - my permanent home - for the summer). Well I am finally in the process of athering the various promised items and will get them off in the next few weeks. School just overwhelmed me these last 6 weeks So what else is new to anyone on this list LOL. Be patient. I tried to keep separate folders for those requests. One I promised to the mosaic list - the old protocals for think alouds. I will send that to the tool pages soon as I dig it out of one ofmy piles. Others were separate people/requests. I can't quite rmemeber which lists these questions arose on. Of course these are my favorite listsand they blend and merge. sally ___ 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] A fresh start
I appreciate your thought filler post. It is wonderful to hear your thinking. I too am a thinker and am always running developmental ideas through my mind on how learners' learn. These days I am working on how to help my students get a focus for compare and contrast as we become thinkers about what we read. Second graders are learning to think about their reading and support their stance through these lessons. Our 6 second grade teachers are developing an ongoing series of gradual release lessons for this thinking. I look forward to more of your posts. Kim On Sat, Oct 3, 2009 at 8:21 AM, wrote: > Hi, I'm Judy in Northern California. I belonged to this list years and > years ago when I first started teaching with the brilliant MOT comprehension > strategies, but became overwhelmed with the number of off-topic posts and > dropped my membership. I'm back now, hoping you're as dedicated to strategy > instruction as I am. I've taught for many years (grades 1,2, 3, 4, 6, 7, 8); > this year is my first in 5th and I love it! So, about strategy > instruction... > > 1. We spent the first month on monitoring for meaning. I used lessons from > STW and made up my own. My favorite thing to do is take a bullet from the > end of the chapter and develop it into one or more lessons. For example: > p. 65 "Proficient readers use text management strategies. They pause, > reread, skim, scan, consider the meaning of the text, and reflect on their > understanding with others." This became a series of lessons moving through > gradual release of responsibility. I modeled, kids turned/talked, kids > 'tried it' in their journals as I read aloud, kids 'tried it' with shared > text, kids did it with their own text (noting in their reading journal to > share later). > p. 64 (this was my FAVORITE) "Proficient readers are able to assume > different 'stances' toward a text, For example, a child can read a book from > the point of view of different characters, of a book reviewer, or of a > writer seeking new techniques for his/her work." This genius idea made for a > week of lessons where we again followed gradual release. At the end, I > polled my kids by asking what stance they most frequently take in their IR > and I was amazed to see it was a pretty even 3-way split. > > 2. We just finished our first week on Connections. Because of 27,000 > interruptions, it will take us almost a month to get through the 8 lessons I > planned for this strategy. Last week was spent on t<-->s and it was so much > fun (for me!) taking 5th graders to deeper thinking with a familiar > strategy. Perhaps my favorite connection was when a darling girl explained > that she could feel the plane give when Brian punched it (in Hatchet, our > shared novel) because she knows what it's like to squish a Coke can. > > 3. Finally, I should confess that I worship at the feet of Ellin Keene. > While I'm having trouble buying into everything in her newest thinking, I > revere MOT and it makes my classroom what it is. Thankfully, there has been > a resurgence of interest in MOT at my school (after years of idiocy with > NCLB and publishers' "programs"). This coming Wednesday, MOT will be the > focus of our first hour and a half Learning Community meeting. We're really > trying to revive MOT and entice untrained teachers to come on board. Since > the most powerful inducement for me was seeing Keene (3 times) take a group > of unknown students and demonstrate a think aloud and strategy instruction > with them, I'm going to put my money where my mouth is and try becoming > Ellin Keene on Wednesday. I'll have a group of kids grades 2-5; I'll do a > read aloud/think aloud and then discuss the strategy with them. This could > be an enormous failure, of course, but I'm hoping that my colleagues will > begin to buy in--as I did the moment I first saw Ellin Keene. (I am going to > school this morning to choose the text and write my notes for think > alouds--I alwaysalwaysalways plan ahead). > > Sorry this is so long, > judy5ca > ___ > 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.
