Re: [MOSAIC] reading responses on state tests
does anyone have resources for teachers on how to write questions for a reading that teaches them how to respond on state reading tests. fourth grade level. thanks mary Date: Sat, 24 Oct 2009 20:38:57 -0700 From: imitsallg...@yahoo.com To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] dyslexia The colored sheets are available from Irlen Institute and they are used to correct visual difficulties called scotopic sensitivity. This hasn't (I believe) been proven to correct the letters moving on the page. The most common colored overlay is blue, but they also come in various other shades, like yellows, roses, greens, etc. You could probably find report covers that would work as well and be much cheaper. It's basically a trial-and-error method to determine the correct color. Sheila --- On Sat, 10/24/09, wr...@att.net wr...@att.net wrote: From: wr...@att.net wr...@att.net Subject: [MOSAIC] dyslexia To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Saturday, October 24, 2009, 3:30 PM I have a student who probably has dyslexia. According to our school psych, my state does not recognize dyslexia as a learning disability, so this student will not get any help from special ed. She really needs help with reading. I remember years ago hearing that see-through plastic sheets in different colors can help students with dyslexia read. Do you know anything about this? If this is really true, where can I buy some of those plastic sheets for her to try out? Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Windows 7: It works the way you want. Learn more. http://www.microsoft.com/Windows/windows-7/default.aspx?ocid=PID24727::T:WLMTAGL:ON:WL:en-US:WWL_WIN_evergreen2:102009 ___ 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] dyslexia
I've tried the overlays and I think blue works the best, but it is not something that is going to help all that much. I wouldn't run out and buy them. As you've mentioned, the research isn't there to determine how effective they actually are. I think it's also important to remember that it is a brain disorder and while there are many who are now questioning whether or not it exists, brain imaging clearly shows that it does. The only somewhat effective approach to teaching dyslexic children is to use Orton Gillingham or Wilson and even then we need to remember this is something that cannot be magically fixed at the present time. Kathy Reading Specialist from Massachuesetts From: sheila eisen imitsallg...@yahoo.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sat, October 24, 2009 11:38:57 PM Subject: Re: [MOSAIC] dyslexia The colored sheets are available from Irlen Institute and they are used to correct visual difficulties called scotopic sensitivity. This hasn't (I believe) been proven to correct the letters moving on the page. The most common colored overlay is blue, but they also come in various other shades, like yellows, roses, greens, etc. You could probably find report covers that would work as well and be much cheaper. It's basically a trial-and-error method to determine the correct color. Sheila --- On Sat, 10/24/09, wr...@att.net wr...@att.net wrote: From: wr...@att.net wr...@att.net Subject: [MOSAIC] dyslexia To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Saturday, October 24, 2009, 3:30 PM I have a student who probably has dyslexia. According to our school psych, my state does not recognize dyslexia as a learning disability, so this student will not get any help from special ed. She really needs help with reading. I remember years ago hearing that see-through plastic sheets in different colors can help students with dyslexia read. Do you know anything about this? If this is really true, where can I buy some of those plastic sheets for her to try out? Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Okay I'll try to start something!
I agree, choose another time to do editing. Students should feel free to write what they are thinking, not what they know about grammar. Brenda 3rd grade --- On Wed, 10/21/09, Laura lcan...@satx.rr.com wrote: From: Laura lcan...@satx.rr.com Subject: Re: [MOSAIC] Okay I'll try to start something! To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Wednesday, October 21, 2009, 8:54 PM NO--this isn't a time for editing--you will diminish the responses you are receiving. - Original Message - From: Cathleen Cunningham ccca...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wednesday, October 21, 2009 6:25 PM Subject: [MOSAIC] Okay I'll try to start something! I few weeks ago I wrote to everyone about my situation during my reading block. Short story . . . we were told that the students shouldn't be just reading during the reading block, they should be working at their station, etc. So I lexile leveled ALL of my books (over 500), gave the students their level, and a journal. Told then if they have a book THEY BETTER HAVE THEIR JOURNALS! Anyway my question is this... first I love journaling with the kids! I have a few due each day and just write a little but my question is . .. should I chat with them about their grammar, puncuation, etc? Sometimes I want to take my purple pen and make the corrections. So who journals with their kids . .. ? Do you make corrections? I've been really impressed with their responses to their books. Thanks for your help! Cathleen ___ 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] dyslexia
Can you write more about Orton Gillingham and Wilson? Thanks! Original message from Kathy Jankins krjank...@yahoo.com: I've tried the overlays and I think blue works the best, but it is not something that is going to help all that much. I wouldn't run out and buy them. As you've mentioned, the research isn't there to determine how effective they actually are. I think it's also important to remember that it is a brain disorder and while there are many who are now questioning whether or not it exists, brain imaging clearly shows that it does. The only somewhat effective approach to teaching dyslexic children is to use Orton Gillingham or Wilson and even then we need to remember this is something that cannot be magically fixed at the present time. Kathy Reading Specialist from Massachuesetts From: sheila eisen To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sat, October 24, 2009 11:38:57 PM Subject: Re: [MOSAIC] dyslexia The colored sheets are available from Irlen Institute and they are used to correct visual difficulties called scotopic sensitivity. This hasn't (I believe) been proven to correct the letters moving on the page. The most common colored overlay is blue, but they also come in various other shades, like yellows, roses, greens, etc. You could probably find report covers that would work as well and be much cheaper. It's basically a trial-and-error method to determine the correct color. Sheila --- On Sat, 10/24/09, wr...@att.net wrote: From: wr...@att.net Subject: [MOSAIC] dyslexia To: Mosaic: A Reading Comprehension Strategies Email Group Date: Saturday, October 24, 2009, 3:30 PM I have a student who probably has dyslexia. According to our school psych, my state does not recognize dyslexia as a learning disability, so this student will not get any help from special ed. She really needs help with reading. I remember years ago hearing that see-through plastic sheets in different colors can help students with dyslexia read. Do you know anything about this? If this is really true, where can I buy some of those plastic sheets for her to try out? Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] dyslexia
H... I'm in Washington state. I think, according to the school psych, students with dyslexia here cannot get a 504 plan. Anyone from Washington know about this? -- Original message from Laura lcan...@satx.rr.com: --- I'm curious which state? We have special provisions for testing for dyslexia in Texas. Also, it can definitely be a case of 504 which is a mandated federal law about students with disabilities that are not labeled special ed. The 504 law covers all states. - Original Message - From: To: Mosaic: A Reading Comprehension Strategies EmailGroup Sent: Saturday, October 24, 2009 3:30 PM Subject: [MOSAIC] dyslexia I have a student who probably has dyslexia. According to our school psych, my state does not recognize dyslexia as a learning disability, so this student will not get any help from special ed. She really needs help with reading. I remember years ago hearing that see-through plastic sheets in different colors can help students with dyslexia read. Do you know anything about this? If this is really true, where can I buy some of those plastic sheets for her to try out? Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] dyslexia
I could not agree more! Orton is the way to go from a professional point of view ( read Shaywitz's Book ) and from a personal view ( one of my sons has Dyslexia). And as an added bonus...It will also improve your teaching. Your focus should be to aim at helping the specific learning problem of your student. It is important to teach your students using all the senses: hearing, touching, writing, and speaking. To remediate dyslexia, studies have found that a program that is based on Orton-Gillingham is the best. This approach goes back to the very basics; teaching individual sounds, blends, rules, etc. It is multi-sensory and repetitive. Sound Reading is a program that works well to correct the glitches in auditory processing that make reading so hard for dyslexic students. By building up the basic auditory processing skills like phonemic awareness, students learn the skills they need to learn. You can find more about Sound Reading at www.SoundReading.com and more about phonics instruction under the How It Works tab. Other programs are the Wilson Barton Programs. Most Wilson programs are done by trained teachers in the schools, whereas the Barton Method is usually done by trained tutors (outside of school). There are many other fine programs out there, A Reading Program for Overcoming Dyslexia, by Cheryl Orlassino. This is a very affordable Orton- Gillingham based program that can be done at home by an untrained parent or a teacher wanting to learn how to teach her students with dyslexia. www.help4dyslexia.com for more information. The book costs about 39.00. The student with Dyslexia is a very visual learner. And one does not overcome Dyslexia one learns to live with it. Hope this helps. Hillary Marchel~Reading Specialist Elementary north~march...@hawthorn73.org Doceo, ergo sum. I have my path On Oct 25, 2009, at 8:23 AM, Kathy Jankins wrote: I've tried the overlays and I think blue works the best, but it is not something that is going to help all that much. I wouldn't run out and buy them. As you've mentioned, the research isn't there to determine how effective they actually are. I think it's also important to remember that it is a brain disorder and while there are many who are now questioning whether or not it exists, brain imaging clearly shows that it does. The only somewhat effective approach to teaching dyslexic children is to use Orton Gillingham or Wilson and even then we need to remember this is something that cannot be magically fixed at the present time. Kathy Reading Specialist from Massachuesetts From: sheila eisen imitsallg...@yahoo.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sat, October 24, 2009 11:38:57 PM Subject: Re: [MOSAIC] dyslexia The colored sheets are available from Irlen Institute and they are used to correct visual difficulties called scotopic sensitivity. This hasn't (I believe) been proven to correct the letters moving on the page. The most common colored overlay is blue, but they also come in various other shades, like yellows, roses, greens, etc. You could probably find report covers that would work as well and be much cheaper. It's basically a trial-and-error method to determine the correct color. Sheila --- On Sat, 10/24/09, wr...@att.net wr...@att.net wrote: From: wr...@att.net wr...@att.net Subject: [MOSAIC] dyslexia To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Saturday, October 24, 2009, 3:30 PM I have a student who probably has dyslexia. According to our school psych, my state does not recognize dyslexia as a learning disability, so this student will not get any help from special ed. She really needs help with reading. I remember years ago hearing that see-through plastic sheets in different colors can help students with dyslexia read. Do you know anything about this? If this is really true, where can I buy some of those plastic sheets for her to try out? Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org . Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org . Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org . Search the MOSAIC archives at
Re: [MOSAIC] dyslexia
Orton Gillingham is a reading program that was specifically designed for children with dylexia and Wilson is another program that is based on Orton Gillingham. They both incorporate a strong, systematic phonics based approach to reading and many SPED teachers and reading specialists are trained in one or both of these programs. You can find more information about these programs online. Many people feel this is the best approach at the present time to help dyslexic students. P.S. In Massachusetts we don't have a 504 for dyslexia either. Dyslexia is a learning disability but schools don't have the ability to test for it. In Massachusetts, children are often taken to Mass. General or Children's Hospital to be tested. They then bring the results back to the school to aid in the schools findings with their testing. You might want to check with a hospital in your area to see if they do the testing. Sometimes it is covered by insurance and sometimes it isn't. Some people have had the testing done anyway and paid 3,000.00 for the testing to be done. Kathy Reading Specialist From: wr...@att.net wr...@att.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sun, October 25, 2009 11:19:22 AM Subject: [MOSAIC] dyslexia Can you write more about Orton Gillingham and Wilson? Thanks! Original message from Kathy Jankins krjank...@yahoo.com: I've tried the overlays and I think blue works the best, but it is not something that is going to help all that much. I wouldn't run out and buy them. As you've mentioned, the research isn't there to determine how effective they actually are. I think it's also important to remember that it is a brain disorder and while there are many who are now questioning whether or not it exists, brain imaging clearly shows that it does. The only somewhat effective approach to teaching dyslexic children is to use Orton Gillingham or Wilson and even then we need to remember this is something that cannot be magically fixed at the present time. Kathy Reading Specialist from Massachuesetts From: sheila eisen To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sat, October 24, 2009 11:38:57 PM Subject: Re: [MOSAIC] dyslexia The colored sheets are available from Irlen Institute and they are used to correct visual difficulties called scotopic sensitivity. This hasn't (I believe) been proven to correct the letters moving on the page. The most common colored overlay is blue, but they also come in various other shades, like yellows, roses, greens, etc. You could probably find report covers that would work as well and be much cheaper. It's basically a trial-and-error method to determine the correct color. Sheila --- On Sat, 10/24/09, wr...@att.net wrote: From: wr...@att.net Subject: [MOSAIC] dyslexia To: Mosaic: A Reading Comprehension Strategies Email Group Date: Saturday, October 24, 2009, 3:30 PM I have a student who probably has dyslexia. According to our school psych, my state does not recognize dyslexia as a learning disability, so this student will not get any help from special ed. She really needs help with reading. I remember years ago hearing that see-through plastic sheets in different colors can help students with dyslexia read. Do you know anything about this? If this is really true, where can I buy some of those plastic sheets for her to try out? Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] dyslexia
LDonline.org..hands down...anything you want to know about Dyslexia... Orton-Gillingham is the structured,sequential multi-sensory teaching of written language based upon the constant use of association of all of the following - how a letter or word looks, how it sounds, and how the speech organs or the hand in writing feels when producing it. Children also learn the common rules of the English language such as the final e rule and when to use -ck and -tch. Older students learn a variety of syllable patterns and common prefixes and suffixes, then Latin and Greek word parts. Students learn the basic building blocks of the English language – the phonemes – and then progress to syllables and word parts such as prefixes, roots, and suffixes. In spelling, they learn the many spelling rules that govern the language. The Orton-Gillingham lesson plan integrates reading and spelling skills and builds in continuous practice and review. Students progress from the smallest elements of the language to reading books and applying their spelling skills when writing sentences. This method is particularly effective for students who: Have difficulty matching sounds with their associated letters Find it difficult to sequence sounds Read aloud in an uneven, halting manner Frequently skip over words or fail to notice punctuation Have difficulty remembering spelling patterns Regular ed. teachers go for training and use Orton in classrooms. The Wilson Reading System is a 12-Step remedial reading and writing program for individuals with a language-based learning disability. This program is based on Orton-Gillingham philosophy and principles and current phonological coding research. It directly teaches the structure of words in the English language so that students master the coding system for reading and spelling. Unlike other programs that overwhelm the student with rules, the language system of English is presented in a very systematic and cumulative manner so that it is manageable. The Wilson Reading System specifically teaches strategies for decoding and spelling. However, from the beginning steps of the program, it includes oral expressive language development and comprehension. Visualization techniques are used for comprehension. The Wilson Reading System's twelve steps are direct, sequential, and multi-sensory, and go beyond the scope of traditional phonics. Students start with sounds and progress to syllables, words, sentences, stories, and finally to books, learning from constant review and practice. The steps follow the six syllable types found in English, and we teach the sounds that relate to the syllable being studied. Each lesson introduces new concepts while reinforcing those already learned. Students experience success because they read only text that contains what has been previously taught. While the Wilson Reading System was originally designed for students with language-based learning disabilities such as dyslexia, the program has proven beneficial to all students. This method is particularly effective for students who: Find it difficult to read isolated words Often must guess at words from context Are poor spellers Our Special Ed. teachers teach using the Wilson Method. Most students with dyslexia are not diagnosed till age 8 and above. Hope this helps. Hillary Marchel~Reading Specialist Elementary north~march...@hawthorn73.org Doceo, ergo sum. I have my path Can you write more about Orton Gillingham and Wilson? Thanks! Original message from Kathy Jankins krjank...@yahoo.com: I've tried the overlays and I think blue works the best, but it is not something that is going to help all that much. I wouldn't run out and buy them. As you've mentioned, the research isn't there to determine how effective they actually are. I think it's also important to remember that it is a brain disorder and while there are many who are now questioning whether or not it exists, brain imaging clearly shows that it does. The only somewhat effective approach to teaching dyslexic children is to use Orton Gillingham or Wilson and even then we need to remember this is something that cannot be magically fixed at the present time. Kathy Reading Specialist from Massachuesetts From: sheila eisen To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sat, October 24, 2009 11:38:57 PM Subject: Re: [MOSAIC] dyslexia The colored sheets are available from Irlen Institute and they are used to correct visual difficulties called scotopic sensitivity. This hasn't (I believe) been proven to correct the letters moving on the page. The most common colored overlay is blue, but they also come in various other shades, like yellows, roses, greens, etc. You could probably find report covers that would work as well and be much cheaper. It's
Re: [MOSAIC] writing scary stories or guns
Sue, If you told your students that guns and/or violence was off limits, then he should not share his story for sure. Hunting is different than picking up an AK47. It's sad that a third grader knows what an AK47 is but that's a different topic. If it were me, I would tell the child privately that the gun part of the story would need to be changed. I have a no violence, no blood, no guns, no war policy in my classroom. And that's tricky because so many cousins and big brothers are in Afghanistan or Iraq. Very touchy. On the other hand, I've not asked kids to write scary stories. :-) Renee On Oct 25, 2009, at 9:49 AM, Sue wrote: Hello everyone, I teach 3rd grade and every year I go through students writing stories about guns/violence or scary not Halloween stories. I teach in a rural area and students do hunt and we talk about the difference between writing a story with a gun that is about hunting or video game violence... El fin de toda educacion debe ser seguramente el servicio a otros. ~ Cesar Chavez ___ 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] dyslexia
About the color overlays, I have personally used them. I was diagnosed with Dyslexia and ADD as a child and struggled through school. I have very supportive parents who searched for assistive technology, in the early 80's there wasn't much. From a personal point, I don't think they helped. The most useful accommodations I received and use with my students, tape recording. I had a fabulous teacher who tape recorded my tests and any assignments. I listened to the tape recordings while reading the text. It worked well; I used this accommodation into college. I would like to add, I became a reading specialist/teacher because of the wonderful teachers who supported me throughout my academic growth. Remember, as teachers we can inspire or diminish a love of learning. -Original Message- From: mosaic-bounces+rworthington=ms.k12.il...@literacyworkshop.org [mailto:mosaic-bounces+rworthington=ms.k12.il...@literacyworkshop.org] On Behalf Of Kathy Jankins Sent: Sunday, October 25, 2009 8:24 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] dyslexia I've tried the overlays and I think blue works the best, but it is not something that is going to help all that much. I wouldn't run out and buy them. As you've mentioned, the research isn't there to determine how effective they actually are. I think it's also important to remember that it is a brain disorder and while there are many who are now questioning whether or not it exists, brain imaging clearly shows that it does. The only somewhat effective approach to teaching dyslexic children is to use Orton Gillingham or Wilson and even then we need to remember this is something that cannot be magically fixed at the present time. Kathy Reading Specialist from Massachuesetts From: sheila eisen imitsallg...@yahoo.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sat, October 24, 2009 11:38:57 PM Subject: Re: [MOSAIC] dyslexia The colored sheets are available from Irlen Institute and they are used to correct visual difficulties called scotopic sensitivity. This hasn't (I believe) been proven to correct the letters moving on the page. The most common colored overlay is blue, but they also come in various other shades, like yellows, roses, greens, etc. You could probably find report covers that would work as well and be much cheaper. It's basically a trial-and-error method to determine the correct color. Sheila --- On Sat, 10/24/09, wr...@att.net wr...@att.net wrote: From: wr...@att.net wr...@att.net Subject: [MOSAIC] dyslexia To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Saturday, October 24, 2009, 3:30 PM I have a student who probably has dyslexia. According to our school psych, my state does not recognize dyslexia as a learning disability, so this student will not get any help from special ed. She really needs help with reading. I remember years ago hearing that see-through plastic sheets in different colors can help students with dyslexia read. Do you know anything about this? If this is really true, where can I buy some of those plastic sheets for her to try out? Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] reading responses on state tests
The NAEP web site has some past test prompts. Better yet, if you have time (and I know that's precious), look over your state test for the past few years. I noted the types of questions asked. Then I formulated my prompts or written tests in a similar way. I also reviewed the standards that I thought were addressed in the state tests, and, again, wrote to those standards. Carol - Original Message - From: Mary Rockers m_rock...@hotmail.com To: mosaic@literacyworkshop.org Sent: Sunday, October 25, 2009 8:47:29 AM GMT -06:00 US/Canada Central Subject: Re: [MOSAIC] reading responses on state tests does anyone have resources for teachers on how to write questions for a reading that teaches them how to respond on state reading tests. fourth grade level. thanks mary Date: Sat, 24 Oct 2009 20:38:57 -0700 From: imitsallg...@yahoo.com To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] dyslexia The colored sheets are available from Irlen Institute and they are used to correct visual difficulties called scotopic sensitivity. This hasn't (I believe) been proven to correct the letters moving on the page. The most common colored overlay is blue, but they also come in various other shades, like yellows, roses, greens, etc. You could probably find report covers that would work as well and be much cheaper. It's basically a trial-and-error method to determine the correct color. Sheila --- On Sat, 10/24/09, wr...@att.net wr...@att.net wrote: From: wr...@att.net wr...@att.net Subject: [MOSAIC] dyslexia To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Saturday, October 24, 2009, 3:30 PM I have a student who probably has dyslexia. According to our school psych, my state does not recognize dyslexia as a learning disability, so this student will not get any help from special ed. She really needs help with reading. I remember years ago hearing that see-through plastic sheets in different colors can help students with dyslexia read. Do you know anything about this? If this is really true, where can I buy some of those plastic sheets for her to try out? Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Windows 7: It works the way you want. Learn more. http://www.microsoft.com/Windows/windows-7/default.aspx?ocid=PID24727::T:WLMTAGL:ON:WL:en-US:WWL_WIN_evergreen2:102009 ___ 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] writing scary stories or guns
Hey Sue, I'm glad you brought this up. I don't have much time to write a response but I am a bit uninspired with what I see some kids writing and have decided to make changes to my writing workshop; I'm still in the thinking stage. While there will still be an element of choice I don't feel I can let days go by with kids writing about the same 'ole butterfly and flowers theme without intervening. In the past, my response has been to just put a stop to it but this time I am doing some writers' notebook lessons instead. I am looking forward to reading others' replies. 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/ Hello everyone, I teach 3rd grade and every year I go through students writing stories about guns/violence or scary not Halloween stories. I teach in a rural area and students do hunt and we talk about the difference between writing a story with a gun that is about hunting or video game violence. Last year I had a child obsessed with writing scary stories and I eventually let him write but he could not share with the whole class because I had kids that would get scared. I am wondering how you handle this in your room. I don't want every story to only be a happily ever after story or stop them from writing but I need to have some limits. I just had a little boy write this story and he is SO excited and he wants to share it. I don't want to dampen his enthusiasm for writing but.. Scary is presumed here because they are Halloween prompts and we talk about the difference here as well. Although maybe I shouldn't even encourage this with the prompts. It began with a prompt I got from Laura Candler: No one was ever seen going into the old house at the end of the street. No one was ever seen coming out. So when my friends and I saw lights flickering in the attic, we just had to go check it out.. Here is what he wrote: When I went in I had to climb a creaky staircase. Crek. Finally I got to the top. I looked over to the other wall. I saw a AK47. I grabbed it. When I looked back I saw..dancing skeleton dragging a chest full of candy. I ran up to the skeletons and said eat led BB Bones were scattered all over the place. I went home and ate all of the candy. Brp. The end. Should I go back and help him think of another way, without the gun to get the candy Just not let him share it with the whole group. Let him share it and use it as a lesson about not using the guns- maybe have the class brainstorm other ways to get the candy. It is early in the year and I want to get this under control now. The other problem I have is kids writing something that happened in a movie or tv show. Sometimes I think they have a good story but when they read it to the class the kids are like.that happened on blah, blah, blah... HELP Sue ___ 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] writing scary stories or guns
I teach 2nd grade, and our school uses Lucy Calkins' Units of Study. During the first couple of units (Launching the Writing Workshop, and Small Moments), kids are taught to write about something they did or something that happened to them. I've asked kids before: Did you play with the butterflies and rainbows? or something similar. Of course, they haven't. We use mentor texts to model things that happen to us, like A Chair for My Mother. I have a group of boys this year that write about the computer games they play (non-violent, thankfully). I let them write one, but then they have to come up w/ other things to write about, and then publish. As a class we make a list of things we can write about. Here are some examples: A time when I went somewhere (beach, Walmart, field trip) A time when I did something with someone special (cousins, mom, grandpa) Something I saw, smelled, tasted, touched or heard Something I've done once and would like to do again Something I've done once and never want to do again Something I did that made me happy, sad, embarrassed, angry, excited, surprised etc. We worked on this list during a couple of minilessons. The next step is to zoom in on a small moment. For example, say a child writes about his week at Outer Banks beach. We talk about how to zoom in on the putt-putt game, or the water slide, or when the wave knocked him over, etc. Makes for MUCH better writing! We do get into creative writing later, but this is a nice way to start, because you can refer back to it when starting the creative writing. Melissa/VA/2nd On Sun, Oct 25, 2009 at 3:34 PM, Waingort Jimenez, Elisa elwaingor...@cbe.ab.ca wrote: Hey Sue, I'm glad you brought this up. I don't have much time to write a response but I am a bit uninspired with what I see some kids writing and have decided to make changes to my writing workshop; I'm still in the thinking stage. While there will still be an element of choice I don't feel I can let days go by with kids writing about the same 'ole butterfly and flowers theme without intervening. In the past, my response has been to just put a stop to it but this time I am doing some writers' notebook lessons instead. I am looking forward to reading others' replies. 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/ Hello everyone, I teach 3rd grade and every year I go through students writing stories about guns/violence or scary not Halloween stories. I teach in a rural area and students do hunt and we talk about the difference between writing a story with a gun that is about hunting or video game violence. Last year I had a child obsessed with writing scary stories and I eventually let him write but he could not share with the whole class because I had kids that would get scared. I am wondering how you handle this in your room. I don't want every story to only be a happily ever after story or stop them from writing but I need to have some limits. I just had a little boy write this story and he is SO excited and he wants to share it. I don't want to dampen his enthusiasm for writing but.. Scary is presumed here because they are Halloween prompts and we talk about the difference here as well. Although maybe I shouldn't even encourage this with the prompts. It began with a prompt I got from Laura Candler: No one was ever seen going into the old house at the end of the street. No one was ever seen coming out. So when my friends and I saw lights flickering in the attic, we just had to go check it out.. Here is what he wrote: When I went in I had to climb a creaky staircase. Crek. Finally I got to the top. I looked over to the other wall. I saw a AK47. I grabbed it. When I looked back I saw..dancing skeleton dragging a chest full of candy. I ran up to the skeletons and said eat led BB Bones were scattered all over the place. I went home and ate all of the candy. Brp. The end. Should I go back and help him think of another way, without the gun to get the candy Just not let him share it with the whole group. Let him share it and use it as a lesson about not using the guns- maybe have the class brainstorm other ways to get the candy. It is early in the year and I want to get this under control now. The other problem I have is kids writing something that happened in a movie or tv show. Sometimes I think they have a good story but when they read it to the class the kids are like.that happened on blah, blah, blah... HELP Sue ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership
Re: [MOSAIC] writing scary stories or guns
My concern is how appropriate is this as a prompt? And what would we expect from using a prompt such as this? I wouldn't want to go into the house, would you? A house that nobody comes out of. The prompt is not grade appropriate, whoever it was that gave it. A grade three prompt if you need such a thing would be, I feel scared when.. but to be counter balanced by 'I feel brave when What is the purpose of the prompt? What are we expecting from a third grader in response to such a prompt? Limits do not have to be set but rather through the model of good language and description modelled by the teacher and the stronger models of good literacy from books/stories and other student writing. This will encourage and expand the thinking of our students beyond the 'quick fix' of the AK 47. Talk to your third graders about what makes them scared and how they deal with fear, and move away from prompts that promote the most negative of thinking and quick fix solutions. Just thoughts. --- On Mon, 26/10/09, Kelly Andrews-Babcock kandrews-babc...@killinglyschools.org wrote: From: Kelly Andrews-Babcock kandrews-babc...@killinglyschools.org Subject: Re: [MOSAIC] writing scary stories or guns To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Monday, 26 October, 2009, 6:46 AM Sue, I heard Ralph Fletcher speak last year on boy writers and gore. He basically said boys love gore and want to write about it, but if a topic is disturbing to you his teacher, then the student is asked to discuss it with his parents and have their permission to write about it in school. Perhaps you bring the problem to the class and let them help solve it. (Although it may not go as you wish.) Kelly AB On 10/25/09 12:49 PM, Sue expecting2...@comcast.net wrote: Hello everyone, I teach 3rd grade and every year I go through students writing stories about guns/violence or scary not Halloween stories. I teach in a rural area and students do hunt and we talk about the difference between writing a story with a gun that is about hunting or video game violence. Last year I had a child obsessed with writing scary stories and I eventually let him write but he could not share with the whole class because I had kids that would get scared. I am wondering how you handle this in your room. I don't want every story to only be a happily ever after story or stop them from writing but I need to have some limits. I just had a little boy write this story and he is SO excited and he wants to share it. I don't want to dampen his enthusiasm for writing but.. Scary is presumed here because they are Halloween prompts and we talk about the difference here as well. Although maybe I shouldn't even encourage this with the prompts. It began with a prompt I got from Laura Candler: No one was ever seen going into the old house at the end of the street. No one was ever seen coming out. So when my friends and I saw lights flickering in the attic, we just had to go check it out.. Here is what he wrote: When I went in I had to climb a creaky staircase. Crek. Finally I got to the top. I looked over to the other wall. I saw a AK47. I grabbed it. When I looked back I saw..dancing skeleton dragging a chest full of candy. I ran up to the skeletons and said eat led BB Bones were scattered all over the place. I went home and ate all of the candy. Brp. The end. Should I go back and help him think of another way, without the gun to get the candy Just not let him share it with the whole group. Let him share it and use it as a lesson about not using the guns- maybe have the class brainstorm other ways to get the candy. It is early in the year and I want to get this under control now. The other problem I have is kids writing something that happened in a movie or tv show. Sometimes I think they have a good story but when they read it to the class the kids are like.that happened on blah, blah, blah... HELP Sue ___ 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. __ Get more done like never before with Yahoo!7 Mail. Learn more: http://au.overview.mail.yahoo.com/ ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to
Re: [MOSAIC] dyslexia
In my district, special ed teachers use Wilson Reading, which is a tactile phonics program, coupled with other components in a reading program. IF THE PROGRAM IS FOLLOWED RELIGIOUSLY (not just pieces of it, or skipping over parts), there's been a lot of success with grade 2-4 children. Some other teachers claim to teach Wilson, but they only use the tapping part, which involves students touching their fingers to their thumb for each sound they hear, then blending these sounds into words. One special ed teacher used Orton Gillingham, which also used body movements in conjunction with sounds. She used this with kdg 1st graders, but she has since left the district, so I don't know her thoughts on its success. --- On Sun, 10/25/09, wr...@att.net wr...@att.net wrote: From: wr...@att.net wr...@att.net Subject: [MOSAIC] dyslexia To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Sunday, October 25, 2009, 10:19 AM Can you write more about Orton Gillingham and Wilson? Thanks! ___ 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] writing scary stories or guns
Thanks! I am going to check out the book and the yahoo list. -Original Message- From: mosaic-bounces+expecting2fly=comcast@literacyworkshop.org [mailto:mosaic-bounces+expecting2fly=comcast@literacyworkshop.org] On Behalf Of mimos...@comcast.net Sent: Sunday, October 25, 2009 3:41 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] writing scary stories or guns Hi Sue, I feel your dilemma! I was recently at a workshop by Ralph Fletcher and the topic of boys' writing came up. He has a book out about boy writers. Here is the excerpt about it from Amazon: Writing test scores indicate that boys have fallen far behind girls across the grades. In general, boys don't enjoy writing as much as girls. What's wrong? How can we do a better of job of creating “boy-friendly” classrooms so their voices can be heard? In Boy Writers: Reclaiming Their Voices Ralph Fletcher draws upon his years of experience as staff developer, children's book author, and father of four boys. He also taps the insights from dozens of writing teachers around the US and abroad. Boy Writers asks teachers to imagine the writing classroom from a boy's perspective, and consider specific steps we might take to create stimulating classrooms for boys. Topic choice emerges as a crucial issue. The subjects many boys like to write about (war, weapons, outlandish fiction, zany or bathroom humor) often do not get a warm reception from teachers. Ralph argues that we must “widen the circle” and give boys more choice if we want to engage them as writers. How? We must begin by recognizing boys and the world in which they live. Boy Writers explores important questions such as: • What subjects are boy writers passionate about, and what motivates them as writers? • Why do boys like to incorporate violence into their stories, and how much should be allowed? • Why do we so often misread and misunderstand the humor boys include in their stories? In addition, the book looks at: how handwriting can hamstring boy writers, and how drawing may help; welcoming boy-friendly writing genres in our classrooms; ways to improve our conferring with boys; and more. Each chapter begins with a thorough discussion of a topic and ends with a highly practical section titled: What can I do in my classroom? Boy Writers does not advocate promoting the interests of boys at the expense of girls. Rather, it argues that developing sensitivity to the unique facets of boy writers will help teachers better address the needs of all their students We had a lively discussion about this at our table during the conference. How do we honor the topics that get boys charged up about writing, while reining it in a bit It seems like your student saw all of this as a video game. Seeing a gun sitting there, blasting away a skeleton and getting a reward, the candy. Very game-like scenario. Perhaps he could try it again, but seeing if he can explore without weapons? Also, perhaps he could try writing a scene of action, then a scene that shows readers what the character is thinking. Then back to action again. Maybe if you offer it up as a challenge, Can you have the character get that scary skeleton by being clever and outsmarting it? Maybe design a diabolical trap! I am sure you've already pointed out what he is doing that is so good ...all of that onomatopoeia (thank goodness for spell check!). Also, there is a great place to pose this type of question. Do you know about the Real Writing Teachers list? It is on Yahoo, and I have gotten a lot of wonderful ideas from those teachers, many of whom belong to this list as well. So maybe you can check out that book and get more ideas from other teachers. It is something we all have to ponder and find a way to comfortably resolve. Maura 5/NJ - Original Message - From: Sue expecting2...@comcast.net To: Mosaic@literacyworkshop.org Sent: Sunday, October 25, 2009 12:49:10 PM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] writing scary stories or guns Hello everyone, I teach 3rd grade and every year I go through students writing stories about guns/violence or scary not Halloween stories. I teach in a rural area and students do hunt and we talk about the difference between writing a story with a gun that is about hunting or video game violence. Last year I had a child obsessed with writing scary stories and I eventually let him write but he could not share with the whole class because I had kids that would get scared. I am wondering how you handle this in your room. I don't want every story to only be a happily ever after story or stop them from writing but I need to have some limits. I just had a little boy write this story and he is SO excited and he wants to share it. I don't want to dampen his enthusiasm for writing but.. Scary is presumed here because they are
[MOSAIC] Preparation for the 4th grade reading test
Hi Mary, I have done much work in preparing students to learn how to answer questions by state competency tests. What state are you referring to? Do you have samples of what the reading test might include. I have worked with students on picking key words to identify how to answer the question. Carolyn, retired literacy specialist ___ 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] dyslexia
I teach middle school. Do the same programs work as well with beginning readers as they do with middle schoolers? -- Original message from Hillary Marchel march...@hawthorn73.org: -- I could not agree more! Orton is the way to go from a professional point of view ( read Shaywitz's Book ) and from a personal view ( one of my sons has Dyslexia). And as an added bonus...It will also improve your teaching. Your focus should be to aim at helping the specific learning problem of your student. It is important to teach your students using all the senses: hearing, touching, writing, and speaking. To remediate dyslexia, studies have found that a program that is based on Orton-Gillingham is the best. This approach goes back to the very basics; teaching individual sounds, blends, rules, etc. It is multi-sensory and repetitive. Sound Reading is a program that works well to correct the glitches in auditory processing that make reading so hard for dyslexic students. By building up the basic auditory processing skills like phonemic awareness, students learn the skills they need to learn. You can find more about Sound Reading at www.SoundReading.com and more about phonics instruction under the How It Works tab. Other programs are the Wilson Barton Programs. Most Wilson programs are done by trained teachers in the schools, whereas the Barton Method is usually done by trained tutors (outside of school). There are many other fine programs out there, A Reading Program for Overcoming Dyslexia, by Cheryl Orlassino. This is a very affordable Orton- Gillingham based program that can be done at home by an untrained parent or a teacher wanting to learn how to teach her students with dyslexia. www.help4dyslexia.com for more information. The book costs about 39.00. The student with Dyslexia is a very visual learner. And one does not overcome Dyslexia one learns to live with it. Hope this helps. Hillary Marchel~Reading Specialist Elementary north~march...@hawthorn73.org Doceo, ergo sum. I have my path On Oct 25, 2009, at 8:23 AM, Kathy Jankins wrote: I've tried the overlays and I think blue works the best, but it is not something that is going to help all that much. I wouldn't run out and buy them. As you've mentioned, the research isn't there to determine how effective they actually are. I think it's also important to remember that it is a brain disorder and while there are many who are now questioning whether or not it exists, brain imaging clearly shows that it does. The only somewhat effective approach to teaching dyslexic children is to use Orton Gillingham or Wilson and even then we need to remember this is something that cannot be magically fixed at the present time. Kathy Reading Specialist from Massachuesetts From: sheila eisen To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sat, October 24, 2009 11:38:57 PM Subject: Re: [MOSAIC] dyslexia The colored sheets are available from Irlen Institute and they are used to correct visual difficulties called scotopic sensitivity. This hasn't (I believe) been proven to correct the letters moving on the page. The most common colored overlay is blue, but they also come in various other shades, like yellows, roses, greens, etc. You could probably find report covers that would work as well and be much cheaper. It's basically a trial-and-error method to determine the correct color. Sheila --- On Sat, 10/24/09, wr...@att.net wrote: From: wr...@att.net Subject: [MOSAIC] dyslexia To: Mosaic: A Reading Comprehension Strategies Email Group Date: Saturday, October 24, 2009, 3:30 PM I have a student who probably has dyslexia. According to our school psych, my state does not recognize dyslexia as a learning disability, so this student will not get any help from special ed. She really needs help with reading. I remember years ago hearing that see-through plastic sheets in different colors can help students with dyslexia read. Do you know anything about this? If this is really true, where can I buy some of those plastic sheets for her to try out? Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org . Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to
[MOSAIC] need proof-real research at-risk kids do not benefit from working with tchr assistants.
This year our principal has opted to send our weakest students to a room w/ three teacher's assistants. Prior to this, the highest students were sent while classroom tchrs worked w/lowest five students (30 min.daily). I am strongly opposed to this move. With a reading specialist degree, and nat. board candidate in literacy, I know that the at-risk students need me, their classroom teacher. I have a vested interest in their learning and I know about their interests and learning styles. I certainly have studied the field of education, esp. reading more that than the tchr aides. I will say their classroom offers a nice variety of materials (that look as new today as they did five years ago). Anyway, I need research regarding the importance of at- risk, weak learners benefiting from instruction from their teacher rather than a teacher's assistant. Thank you, Ashley -- Kelley Dean ___ 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] dyslexia and colored overlays
I was surprised to see the use of colored overlays in a discussion about dyslexia. I was first introduced to their use in the 80s. The Irlen Institute was screening people for something called scotopic sensitivity and they would advise on the appropriate colored glasses or transparency to help alleviate the problems of light on white paper that caused reading problems for some people. I just looked at their website(below)and it does look like they have broadened the use. http://irlen.com/index.php Gina _ Windows 7: I wanted more reliable, now it's more reliable. Wow! http://microsoft.com/windows/windows-7/default-ga.aspx?h=myidea?ocid=PID24727::T:WLMTAGL:ON:WL:en-US:WWL_WIN_myidea:102009 ___ 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] writing scary stories or guns
I like that question, did you play with the butterflies, etc. I have been talking to my kids about the fact that writing has meaning, for the author and for the reader, and so this would be a good segue into that idea, as well. Thanks for posting, 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 2nd grade, and our school uses Lucy Calkins' Units of Study. During the first couple of units (Launching the Writing Workshop, and Small Moments), kids are taught to write about something they did or something that happened to them. I've asked kids before: Did you play with the butterflies and rainbows? or something similar. Of course, they haven't. We use mentor texts to model things that happen to us, like A Chair for My Mother. I have a group of boys this year that write about the computer games they play (non-violent, thankfully). I let them write one, but then they have to come up w/ other things to write about, and then publish. As a class we make a list of things we can write about. Here are some examples: A time when I went somewhere (beach, Walmart, field trip) A time when I did something with someone special (cousins, mom, grandpa) Something I saw, smelled, tasted, touched or heard Something I've done once and would like to do again Something I've done once and never want to do again Something I did that made me happy, sad, embarrassed, angry, excited, surprised etc. We worked on this list during a couple of minilessons. The next step is to zoom in on a small moment. For example, say a child writes about his week at Outer Banks beach. We talk about how to zoom in on the putt-putt game, or the water slide, or when the wave knocked him over, etc. Makes for MUCH better writing! We do get into creative writing later, but this is a nice way to start, because you can refer back to it when starting the creative writing. Melissa/VA/2nd ___ 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.
