Re: [MOSAIC] Retelling
They are the colored craft beads. Deb G. On Mon, Jul 5, 2010 at 1:26 PM, Patricia Kimathi wrote: > What are pony beads? > Pat K > > On Apr 2, 2010, at 9:35 AM, STACEY LUND wrote: > > Several of our teachers have made retell beads with their class, which >> is a set of colored pony beads on a ribbon, then used as a bookmark. The >> beads are strung on so they slide, much like a golf counter. Kids can >> then keep it in their independent reading book and practice the skill on >> their own after the teacher has modeled how to use it. >> >> Each bead is a different color, representing a part of a retell: >> Purple-Character(s) >> Green-Setting >> Yellow-Problem >> Blue (three different colors of blue)-3 main events >> Orange-Solution >> White-Connection/Reflection/Observation >> >> We made an anchor chart for students to refer to as they are learning >> what each color means. You could also add a picture cue next to the >> color and story element, especially to support ELL students. >> >> Sounds like this student would need LOTS of modeling and help with the >> blue beads, picking out which events are most important. Depending on >> the level of student, the white bead can start out as an observation, >> and build to a connection and reflection. >> >> Hope that is helpful! >> >> Stacey >> >> >> >> Susanne Lee 4/1/2010 3:00 PM >>> > I would love to know what that organizer was also. >> >> --- On Wed, 3/24/10, Waingort Jimenez, Elisa >> wrote: >> >> >> From: Waingort Jimenez, Elisa >> Subject: Re: [MOSAIC] Retelling >> To: "Mosaic: A Reading Comprehension Strategies Email Group" >> >> Date: Wednesday, March 24, 2010, 8:41 AM >> >> >> Hi Martha, >> Can you share the retelling graphic organizer you used? I wonder if >> that will offer some clues as to why it didn't work for the other child >> and what to do next? >> Thanks, >> Elisa >> >> Elisa Waingort >> Grade 2 Spanish Bilingual Teacher >> Spanish Learning Leader >> Dalhousie Elementary >> Calgary, Canada >> >> The best and most beautiful things in the world cannot be seen or even >> touched. They must be felt within the heart. >> —Helen Keller >> >> Visit my blog, A Teacher's Ruminations, and post a message. >> http://waingortgrade2spanishbilingual.blogspot.com/ >> >> >> >> >> >> Hi colleagues. I need some help. >> I am working with two little munchkins in 2nd grade. They can both >> read like the wind, but both demonstrated lots of trouble retelling on >> the DRA2. >> >> We backed up and spent time with lots of pretelling activites, cohesive >> ties. We read easy books with clear story elements. We sequenced >> pictures from the story that were photocopied. We did activities to >> visualize the setting, etc. So far, so good. >> >> Then we began working with Vicki Benson's retelling graphic organizer, >> and for one of the students, it was an Aha moment and his retellings >> have grown. He's on his way. So I am celebrating his successes. >> >> However, the other student is dead stuck in the water. When asked >> direct questions - who were the important characters, what was the >> setting, etc., she does relatively well consistently. She does an >> adequate job retelling with pictures with LOTS of wait time in between >> her thoughts, but I can't seem to move her beyond that. >> >> Any suggestions/strategies you can suggest for me to try would be >> greatly appreciated. Thanks. >> Martha >> >> >> >> >> >> >> >> ___ >> 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. >> >> >> >> -Inline Attachment Follows- >> >> >> ___ >> 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_literacy
Re: [MOSAIC] (Book Whisperer) Book Discussion Post
Sue P- teach 3rd grade in a rural elementary school 1) My history as a reader- I have loved "stories" for as long as I can remember. I remember riding in the car with my dad and him telling me all kinds of stories, being with my uncles and aunts who told me stories of when they were little or other family stories, listening to all kinds of "stories" in songs and music But I my first revelation that "stories" could come from books didn't really happen until 2nd grade! My 2nd grade teacher read-aloud chapters of "tales of a 4th grade nothing" each day. The stories about fudge were hysterical to me and I LOVED that time but it was also during that book when I realized the story she was telling did NOT come from her- it came from a book! Imagine that! I remember sharing that brilliant fact with my mother... I had read books before that but it was all about learning how to read phoneticallyI could decode the words but never in my wildest dreams did I know the reason for this. I was so inspired, I wrote my own book about my friends- words and pictures and a line of staples down the side to hold it all together. Later I learned to love series books, Little House books, Nancy Drew, Pippi Longstocking and Ramona. And being SHOCKED when the first Pippi longstocking movie came out and it was NOT the picture I had in my head at all! I thought for sure the person who made the movie forgot to read the book. 2) In my classroom, everyday starts with read-aloud. I always start with books I LOVE and discuss how I love to read them over and over again and we talk about what books the students love, eventually they pick books for my read aloud. I love funny and silly books, books that engage the students to join in predicting or noticing details. I read books below, at and above their reading levels and encourage them all to read what they love. I frequently go to two of our local libraries and check out dozens of newer books or books we do not have in our library. I read them aloud and they usually fight to be the first one to read it alone during independent reading. We have independent reading everyday for 30 minutes after lunch and recess. In 3rd grade I feel like my BIGGEST JOB is getting students to understand the "story" not just read the words. By the beginning of third grade I have many students who "sound" like readers but when you ask them what the story was about they have no idea. I know a lot of people hate accelerated Reader (AR) for many reasons but I can look at the comprehension level of each student over time and get a decent idea of how much they are really paying attention to what they are reading. I am not a "rewards" person especially with reading because reading becomes it's own reward if they are doing it right. But One year I gave out the Pizza Hut coupons to students who had at least 80% comprehension for the whole month and earned at least 5 points-(which is very easy at this level) and I had a mother having a stroke because her son was reading and not getting any coupons. His comprehension was 59%! We had obvious differences about what constituted readingHe did read fluently and beautifully but in my opinion was not reading. I am happy to report this child took about 5 months to teach comprehension skills but once he hit 90% he never went below again. He was always coming up to me during reading to read a part to me or I would hear him giggling at something that happened in the book and I KNEW he got it! 3) I feel like I still have so much to learn about inspiring all my students and I learn something new from them every single year. I am very interested in reading response and building community to get the students to share with each other more often. They are usually very willing to talk with me but shy about inspiring someone else in our class to read that book. The two exceptions are the captain underpants books and the wimpy kid series. They wait in line for these books- in fact I always have kids from other classes come over to borrow our books as well. I am excited to read this book and get some new ideas! Happy reading everyone! -- From: Sent: Thursday, July 01, 2010 12:52 PM To: "Mosaic: A Reading Comprehension Strategies Email Group" Subject: Re: [MOSAIC] (Book Whisperer) Book Discussion Post Okay, I've read the intro online and (against my better judgment) ordered the book. 1) Think about your history as a reader. Recall a book that sticks out in your mind and complete the following: Title: Half Magic Author: Edward Eager Give two reasons why the book is important to you: Half Magic was one of the books I picked up from the library the summer after 5th grade. I read, I went to the library, I read...but I'd never experienced the joy of reading until Half Magic. To this day I am grateful to Edward Eager for showing me the mag
Re: [MOSAIC] Focus Walls
Looked at the website you cited--looks like a really complicated bulletin board--something that the teacher would spend far more time on than the kids would. Many anthologies that basal companies put out have great stories--but the teachers guide wants to wring far too much out of one great story--could really kill the story and interest in reading. Students can certainly read more than one story a week which seems to be the pace for most basals. They really need time in class for self-directed, self-chosen independent reading. Laura - Original Message - From: To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Monday, July 05, 2010 3:15 PM Subject: Re: [MOSAIC] Focus Walls I did a weekly focus wall in 2 pocket charts when we got Houghton Mifflin and we were encouraged to teach it "with fidelity." In one pocket chart I had the theme, selection title, skill/strategy, and a breakdown of items within the skill/strategy (HM has a skill AND strategy per selection, but I only did one or the other). The other pocket chart was for the weekly selection's vocabulary. I taught this way for 2 years. Fortunately, reading scores not only did not go up, they went down slightly, so we are now NOT encouraged to even use HM. Last year, my first in 5th grade, we used the anthology ONE time all year (for the poetry section). I'm not saying that all the selections are bad--in fact, some are quite good--but I don't like teaching this way. And I found this for you: http://web.nmusd.us/cms/page_view?d=x&piid=&vpid=1237080354622 Judy ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Focus Walls
I did a weekly focus wall in 2 pocket charts when we got Houghton Mifflin and we were encouraged to teach it "with fidelity." In one pocket chart I had the theme, selection title, skill/strategy, and a breakdown of items within the skill/strategy (HM has a skill AND strategy per selection, but I only did one or the other). The other pocket chart was for the weekly selection's vocabulary. I taught this way for 2 years. Fortunately, reading scores not only did not go up, they went down slightly, so we are now NOT encouraged to even use HM. Last year, my first in 5th grade, we used the anthology ONE time all year (for the poetry section). I'm not saying that all the selections are bad--in fact, some are quite good--but I don't like teaching this way. And I found this for you: http://web.nmusd.us/cms/page_view?d=x&piid=&vpid=1237080354622 Judy ___ 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] GREAT new book/teacher stress
Thank you Ginger! On Sat, Jul 3, 2010 at 4:48 PM, ginger/rob wrote: > One of our Mosaic members, Maureen Robins, has just put out a new book on > teacher stress called- The Pressures of Teaching: How Teachers Cope with > Classroom Stress. > > Maureen is the editor as well as an author of one chapter. I took a look > inside and read the first three chapters. Great pieces! For anyone who is > teaching teachers or preservice teachers, these short text pieces would be > excellent to discuss or to use to teach teachers to annotate their > thinking. > I found myself in each of the entries. This is very timely, needed book. > Take a look for yourself: > > To read the first few chapters: > < > http://books.simonandschuster.com/Pressures-of-Teaching/Maureen-Robins/9781427799661/browse_inside > > > > Here is the Amazon.com link where you can read more about the book: > < > www.amazon.com/Pressures-Teaching-Teachers-Classroom-Stress/dp/1427799660/ref=sr_1_1?ie=UTF8&s=books&qid=1271286932&sr=8-1 > > > > Maureen wanted to let us all know there is also a discussion about the book > going on now on Facebook at: > > > Way to go Maureen! > Ginger Weincek > Mosaic > > > > > ___ > 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] Retelling
What are pony beads? Pat K On Apr 2, 2010, at 9:35 AM, STACEY LUND wrote: Several of our teachers have made retell beads with their class, which is a set of colored pony beads on a ribbon, then used as a bookmark. The beads are strung on so they slide, much like a golf counter. Kids can then keep it in their independent reading book and practice the skill on their own after the teacher has modeled how to use it. Each bead is a different color, representing a part of a retell: Purple-Character(s) Green-Setting Yellow-Problem Blue (three different colors of blue)-3 main events Orange-Solution White-Connection/Reflection/Observation We made an anchor chart for students to refer to as they are learning what each color means. You could also add a picture cue next to the color and story element, especially to support ELL students. Sounds like this student would need LOTS of modeling and help with the blue beads, picking out which events are most important. Depending on the level of student, the white bead can start out as an observation, and build to a connection and reflection. Hope that is helpful! Stacey Susanne Lee 4/1/2010 3:00 PM >>> I would love to know what that organizer was also. --- On Wed, 3/24/10, Waingort Jimenez, Elisa wrote: From: Waingort Jimenez, Elisa Subject: Re: [MOSAIC] Retelling To: "Mosaic: A Reading Comprehension Strategies Email Group" Date: Wednesday, March 24, 2010, 8:41 AM Hi Martha, Can you share the retelling graphic organizer you used? I wonder if that will offer some clues as to why it didn't work for the other child and what to do next? Thanks, Elisa Elisa Waingort Grade 2 Spanish Bilingual Teacher Spanish Learning Leader Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. —Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ Hi colleagues. I need some help. I am working with two little munchkins in 2nd grade. They can both read like the wind, but both demonstrated lots of trouble retelling on the DRA2. We backed up and spent time with lots of pretelling activites, cohesive ties. We read easy books with clear story elements. We sequenced pictures from the story that were photocopied. We did activities to visualize the setting, etc. So far, so good. Then we began working with Vicki Benson's retelling graphic organizer, and for one of the students, it was an Aha moment and his retellings have grown. He's on his way. So I am celebrating his successes. However, the other student is dead stuck in the water. When asked direct questions - who were the important characters, what was the setting, etc., she does relatively well consistently. She does an adequate job retelling with pictures with LOTS of wait time in between her thoughts, but I can't seem to move her beyond that. Any suggestions/strategies you can suggest for me to try would be greatly appreciated. Thanks. Martha ___ 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. -Inline Attachment Follows- ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org . Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org . Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org . Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Focus Walls
Here in my corporation in Indiana (McMillan/Graw-Hill: Treasures) we are being asked to use "Focus Walls" for our reading series (along with a vocabulary walls for Math/SS/Sci). Does anyone have a website with pictures or ideas that would relate to this particular reading series? I'm definitely a visual learner and could use the references. :) You can email me @j...@vigoschools.org. Thanks for you help! --- http://www.vigoco.k12.in.us/footer.sh ___ 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.
