Re: [MOSAIC] a professor's reply
And yet another perspective, that one of a reading specialist, lit coach, and university instructor: I understand how frustrating it may have been for you, and hope you had a good lit coach or grade level partner to help you through, but I'd like to speak to the issue of teacher education. What you missed in your teachers' college was what I call "training" which is different than education. The teachers' college really does have the responsibility to prepare you for the profession of teaching and what is known best practice. It sounds as if that's what they did. They educated you as to what we currently know about how kids learn and how you build on that to teach. How to be a professional educator. That took the 36 hours or whatever you had in your major. Now, within that, they certainly could have spent some hours talking about the "real world" but it couldn't take much time away from their obligation to educate professional educators. They needed all the time they could get to educate you as a professional. Fortunately, I guess, it doesn't take nearly as long to "train" managers/teachers to follow a basal reader or do the kinds of things required by NCLB/Reading First type programs. That's the kind of training a school district can do; it's not all that sophisticated and the decision-making that is required of a professional isn't involved. It takes no knowledge of child development or of cognitive processes or any of the other sophisticated knowledge that would be required by a program in which a teacher had the responsibility to design teaching and learning. Truly, a couple of days with some refreshers could prepare someone for the lower-level job of "delivering" the curriculum with fidelity and standardization, a one-size-fits-all program. So, from my perspective they probably did the best they could: they prepared you to be a teacher, and left the job to the district to train you for whatever they wanted. Hope you still have that knowledge within you! There'll come a day. . . . Bev A different perspective if I may... > > I graduated 9 years ago from a school that had a clear philosophy of > inquiry based learning. I had no exposure to a basal text, and direct > instruction was also considered "evil". While I believe that the ideas > presented in the Mosaic books is the best way for certain to learn, it is > very disheartening as a new teacher to learn that many school districts do > not hold similar views. Please expose your students to basals and whatever > the required curriculum is for your district or state. When I first started > teaching I was very angry that my school did not prepare me for what I saw > as the "real world". There was little to no discussion about standardized > testing especially those related to NCLB and AYP. > > Just another viewpoint. > > Rosie > > > > > > > > > > > ___ 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] Chapter 1 (Book Whisperer)
And, I think the more we wait to allow teachers to become independent the longer it will take for them to accomplish this later. There is just too much going on in schools, not to mention all the extraneous accountability requirements that have been added since I became a teacher, for new teachers to take the initiative to do this on their own. Yes to do this from the beginning takes time but it is time well worth it with a trusted mentor - another teacher in the building or even on a listserv like this one. 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 The society which scorns excellence in plumbing as a humble activity and tolerates shoddiness in philosophy because it is an exalted activity will have neither good plumbing nor good philosophy: neither its pipes nor its theories will hold water. -Former US Cabinet member John W. Gardner Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ On 12/07/10 8:10 AM, "kinder...@comcast.net" wrote: > Great question, Eliza! Als0, what if the basals reading level is too high or > too low for a child? Is the basal going to instruct the teacher on how to > assess and adjust to that child's individual needs? ___ 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] Chapter 2 (Book Whisperer)
Everyone is a reader. . . When I was in fifth grade, we had to do SRAs (anyone recall)? These were little reading cards with stories and after each there was a test. The different colors represented higher levels. Of course, I wasnt very good at these and tried to cheat many times. I absolutely hated these! But once I was given a choice with reading. . . I took off. It just makes sense. I tell my students sometimes we have to read materials that we dont necessarily like but if we practice with books we do like, it makes it easier. I work very hard at getting to know my students. At our middle school we have block schedule, which I love, but it does make it harder to get to know students well. I use the inventories and conferencing to assist in knowing as much as possible. Plus team time to discuss students. When it comes to book recommendations I am lucky because I have 2 teenagers who love to read so they keep me updated. Also, I keep student reviews to show to my future classes. Many still have their names on them and this has huge credibility. Of course, read every chance I can get. Do you think our list could go on a field trip to Donalyns classroom? This is the 3rd time reading this book and she is still awing me! HEEHEE Rhonda ___ 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 professor's reply
A different perspective if I may... I graduated 9 years ago from a school that had a clear philosophy of inquiry based learning. I had no exposure to a basal text, and direct instruction was also considered "evil". While I believe that the ideas presented in the Mosaic books is the best way for certain to learn, it is very disheartening as a new teacher to learn that many school districts do not hold similar views. Please expose your students to basals and whatever the required curriculum is for your district or state. When I first started teaching I was very angry that my school did not prepare me for what I saw as the "real world". There was little to no discussion about standardized testing especially those related to NCLB and AYP. Just another viewpoint. Rosie -Original Message- From: medwa...@daltonstate.edu To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Mon, Jul 12, 2010 9:52 am Subject: Re: [MOSAIC] a professor's reply Philomena, Thanks. I had planned on doing it. I told a few last spring when I taught a seminar class; I think MOSAIC is a wonderful website. I am sure teachers in our area are not cognizant of the site and I'll spread the word. Mary - Original Message - From: Mena Date: Monday, July 12, 2010 9:43 am Subject: Re: [MOSAIC] a professor's reply To: mosaic@literacyworkshop.org > > Hi Mary, I also teach undergrad and grads literacy pedagogy...I > encourage my students to join the MOSAIC LISTSERV..so that they > can learn as well from this collaborative group of kindred > spirits. Philomena > > > > Philomena Marinaccio-Eckel, Ph.D. > Florida Atlantic University > Dept. of Teaching and Learning > College of Education > 2912 College Ave. ES 214 > Davie, FL 33314 > Phone: 954-236-1070 > Fax: 954-236-1050 > > > > > -Original Message- > From: medwa...@daltonstate.edu > To: beverleep...@gmail.com; Mosaic: A Reading Comprehension > Strategies Email Group > Cc: Mosaic: A Reading Comprehension Strategies Email Group > Sent: Sun, Jul 11, 2010 6:32 pm > Subject: [MOSAIC] a professor's reply > > > Folks, > > I thoroughly enjoy and LEARN from your responses on this > website. This fall I > > will teach an undergrad class in "Reading Assessment and > Prescription" (I didn't > > dream up the title) to senior teacher candidates. (I typically > have taught > > graduate courses.) > > > > I am enthralled with the discussion from "real teachers of > reading" and I will > > work to incorporate your suggestions, ideas, and strategies as I > prepare future > > teachers of reading. > > > > I concur with your perceptions of "why schools use basals" > (security for first > > year teachers and a guarantee for schools that "something is > being taught."). > > In our state we have state standards aligned with IRA standards > that > > explicitedly state what students should know and be able to do. > We prepare our > > teacher candidates to use multiple resources to teach the state > standards > > (correlated to state assessments). Frequently we're finding > when our candidates > > graduate they are employed by school systems who purchase > "canned products" that > > purport to meet state standards and they are required to use the > products. > > Teachers feel they are turned into "technicians" of reading and > are not able to > > use "best practices" to teach reading. > > > > THANKS for the information. I will continue to read your > missives with much > > interest. > > > > Mary > > > > - Original Message - > > From: beverleep...@gmail.com > > Date: Saturday, July 10, 2010 5:32 pm > > Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer) > > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > > > > I, too, think basals have some value, especialy for new > teachers > > > with a not-so-wonderful teacher education program. THAT IS, if > > > the level of the basal meets the level of the student, which > > > precludes whole class instruction. It's only been recently in > > > my career, though, that I've seen a better alternative. When I > > > became a literacy coach, our district had just adopted an > > > official balanced literacy stance. Most of us had been > > > following balanced literacy practices for 20 years, though. I > > > was under the impression at that time that lit coaches were > > > nice, but not necessary. WOW was I wrong. To refer to Judy's > > > letter at this point, I would say that the exception to new > > > teachers needing a year with a basal's planning and support > > > would be the presence of a lit coach, with an appropriate > ratio > > > of 20 teachers:1 coach. There are so many wonderful books out > > > now to guide coaches, but one
Re: [MOSAIC] Chapter 1 (Book Whisperer) Reading Rubric
Someone earlier mentioned using a reading rubric that included genres. Could you elaborate please? Thanks, June in hot muggy KY ___ 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] Chapter 1 (Book Whisperer)
I'm an elementary coach. A few years ago the district I teach in was underperforming and therefore had to adopt a Basel. Now that we no longer have that label we don't have to use it with fidelity. Three of the first grade teachers and I read The Daily Five and CAFE last summer and the teachers incorporated at least some of the strategies/procedures in their classes. They used the Core to introduce the skills and strategies. Since our anthology has placements tests, the first grade classes started at different points...not all classes started with the first story of the first theme. Which meant they completed the series before the end of school and use literature circles and more CAFE. Then the Director of Curriculum and Instruction asked me to read the copy of The Book Whisperer he was given. When I finished it I had to get my own copy. I have the third grade teachers reading my books this summer. We still have to deal with the Core, but I encourage teachers to use lit circles as much as possible. Melody On Jul 12, 2010, at 9:25 AM, Betty Laughlin wrote: > we are required to use the the Basel "with fidelity". Our reading coach is > supposed to make sure that we do. I did a modified Daily Five last year, but > would like to do CAFE this year. I am also required to have folders with > graded student work to support the grades I am supposed to put in the grade > book each week. How do the rest of you deal with these requirements? > > On Mon Jul 12th, 2010 12:02 PM EDT readingla...@aol.com wrote: > >> >> Elisa, >> >> Exactly my point. It becomes more difficult to wean them as they feel they >> don't need weaning. I've even heard teachers say they love the basal >> because they don't have to plan. To do it right a school would have a >> Literacy Coach, Reading Specialist, or administrator that would work with >> the new teachers. It is a process that will likely take two to three years. >> That being said, in this current fiscal crisis coaches and mentors are >> being cut. It often feels like a lose/lose situation. >> >> Laura >> >> >> >> >> >> >> >> >> >> -Original Message- >> From: Waingort, Elisa >> To: mosaic@literacyworkshop.org >> Sent: Mon, Jul 12, 2010 9:23 am >> Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer) >> >> >> So, then how do you wean them off the basal? And how do teachers become >> >> independent and knowledgeable enough to fend off all the ridiculous mandates >> >> if they are not prepared to do so? >> >> 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 >> >> >> >> The society which scorns excellence in plumbing as a humble activity and >> >> tolerates shoddiness in philosophy because it is an exalted activity will >> >> have neither good plumbing nor good philosophy: neither its pipes nor its >> >> theories will hold water. >> >> -Former US Cabinet member John W. Gardner >> >> >> >> Visit my blog, A Teacher's Ruminations, and post a message. >> >> http://waingortgrade2spanishbilingual.blogspot.com/ >> >> >> >> >> >> >> >> >> >> What often >> >>> happens is they use the basal as a crutch and don't feel the need to deepen >> >>> their knowledge base because the script gives them the plans. >> >>> >> >>> Laura >> >> >> >> >> >> ___ >> >> 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] Chapter 1 (Book Whisperer)
we are required to use the the Basel "with fidelity". Our reading coach is supposed to make sure that we do. I did a modified Daily Five last year, but would like to do CAFE this year. I am also required to have folders with graded student work to support the grades I am supposed to put in the grade book each week. How do the rest of you deal with these requirements? On Mon Jul 12th, 2010 12:02 PM EDT readingla...@aol.com wrote: > > Elisa, > >Exactly my point. It becomes more difficult to wean them as they feel they >don't need weaning. I've even heard teachers say they love the basal because >they don't have to plan. To do it right a school would have a Literacy Coach, >Reading Specialist, or administrator that would work with the new teachers. >It is a process that will likely take two to three years. That being said, in >this current fiscal crisis coaches and mentors are being cut. It often feels >like a lose/lose situation. > >Laura > > > > > > > > > >-Original Message- >From: Waingort, Elisa >To: mosaic@literacyworkshop.org >Sent: Mon, Jul 12, 2010 9:23 am >Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer) > > >So, then how do you wean them off the basal? And how do teachers become > >independent and knowledgeable enough to fend off all the ridiculous mandates > >if they are not prepared to do so? > >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 > > > >The society which scorns excellence in plumbing as a humble activity and > >tolerates shoddiness in philosophy because it is an exalted activity will > >have neither good plumbing nor good philosophy: neither its pipes nor its > >theories will hold water. > >-Former US Cabinet member John W. Gardner > > > >Visit my blog, A Teacher's Ruminations, and post a message. > >http://waingortgrade2spanishbilingual.blogspot.com/ > > > > > > > > > >What often > >> happens is they use the basal as a crutch and don't feel the need to deepen > >> their knowledge base because the script gives them the plans. > >> > >> Laura > > > > > >___ > >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] Chapter 1 (Book Whisperer)
Elisa, Exactly my point. It becomes more difficult to wean them as they feel they don't need weaning. I've even heard teachers say they love the basal because they don't have to plan. To do it right a school would have a Literacy Coach, Reading Specialist, or administrator that would work with the new teachers. It is a process that will likely take two to three years. That being said, in this current fiscal crisis coaches and mentors are being cut. It often feels like a lose/lose situation. Laura -Original Message- From: Waingort, Elisa To: mosaic@literacyworkshop.org Sent: Mon, Jul 12, 2010 9:23 am Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer) So, then how do you wean them off the basal? And how do teachers become independent and knowledgeable enough to fend off all the ridiculous mandates if they are not prepared to do so? 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 The society which scorns excellence in plumbing as a humble activity and tolerates shoddiness in philosophy because it is an exalted activity will have neither good plumbing nor good philosophy: neither its pipes nor its theories will hold water. -Former US Cabinet member John W. Gardner Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ What often > happens is they use the basal as a crutch and don't feel the need to deepen > their knowledge base because the script gives them the plans. > > Laura ___ 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] need evaluative tool : PALS
I'm not real familiar with the Observation Survey (know what it is, but haven't used it since teaching K several years ago), don't know DRA, but am familiar with Johns reading inventory. I have used PALS in Kgn and 2nd grade (they're different formats). Our county requires us to use PALS at the beginning of the year for K-3, mid-year for students that are below grade level, and end of year for all of K-2 and 3rd graders who are below grade level. PALS in K: alphabet recognition, letter/sound (you point to a letter, the child makes the sound--short sounds for vowels, also includes ch, sh, th, qu), concept of print (one-to-one, left-to-right, word finding)--these are assessed after you teach the child a short rhyme (Rain Rain Go Away, e.g.) using pictures then a small book, spelling (5 CVC words, after doing an example w/ the child--the alphabet is printed across the top of the recording sheet), auditory rhyming (choosing from 3 pictures to find the one that rhymes w/ the first picture), auditory beginning sounds (same format as rhyming). Spelling is scored: they get a point for each correct feature (correct blend, vowel pattern, etc) and another point for spelling the word correctly. All scores are combined to give a summed score, and there is a benchmark (different for beginning, middle & end of year). PALS in 1-3: word lists (Preprimer, primer, 1st-6th), based on results of word lists choose a reading passage for child to read with 6 comprehension questions after (child must read 15 words to "pass" and get the reading passage for that level--child continues w/ word lists until fewer than 15 words are read on a list). Child continues reading passages until he/she reaches instructional level. In 1st grade, if he/she can't read enough words on the preprimer, there is an alphabet recognition & letter/sound assessment similar to the K PALS. There is also a spelling component--1st grade 15 words maybe? 2nd grade 20 and 3rd grade 25. These correlate with the Words Their Way Developmental Spelling Inventory (same folks, or some of the same, who developed Words Their Way did the same w/ PALS--out of Univ. of VA). Words start with CVC, include some beginning & ending blends & digraphs, move on into long vowel spelling patterns, "other" spelling patterns (oi, aw). The word list & spelling inventory combine to give a "summed score" and there is a benchmark (different for different times of year). I think that's everything! Melissa/VA/2nd On Sun, Jul 11, 2010 at 11:02 PM, wrote: > Can anyone give me more information about PALS? I’m wondering how it > stacks up with the Observation Survey, Word Analysis of DRA, Early Literacy > Reading Inventory (J. Johns)? > > > > > > -Original Message- > From: Elizabeth Hiles > To: Mosaic: A Reading Comprehension Strategies Email Group < > mosaic@literacyworkshop.org> > Sent: Tue, Apr 13, 2010 7:27 am > Subject: Re: [MOSAIC] need evaluative tool for kindergartners and first > graders > > > PALS - Phonological Awareness Literacy Screening > can be found at http://pals.virginia.edu > It is designed for PreSchool through 3rd grade for teachers. > You can contact the PALS office to find out how to get it for your > school. > It is the best!!! It is not just a diagnostic tool. It helps > teachers plan instruction > and provides excellent resources. > > On Apr 13, 2010, at 7:49 AM, Patricia Kimathi wrote: > > > Careful there are two PALS screening tools one is PALS and the other > > is PAL Process Assessment of the Learner > > Pat Kimathi > > On Apr 12, 2010, at 3:24 PM, Elizabeth K. Hiles (ekhiles) wrote: > > > >> One of the best diagnostic tools for kindergarten and first grade is > >> the > >> Phonological Ability Literacy Screening (PALS) - go to > www.pals.virginia.edu > >> or google PALS > >> PALS was designed by Marcia Invernizzi and colleagues at the > >> University of Virginia. > >> Also, Beverly Tyner has a screening inventory in her book that you > >> can get through the > >> International Reading Association www.ira.org > >> The book is Differentiated Instruction K-2 > >> > >> > >> From: mosaic-bounces+ekhiles=henrico.k12.va...@literacyworkshop.org > >> [mosaic-bounces+ekhiles=henrico.k12.va...@literacyworkshop.org > >> ] On Behalf Of Amy Lesemann [amy.lesem...@gmail.com] > >> Sent: Monday, April 12, 2010 3:08 PM > >> To: mosaic@literacyworkshop.org > >> Subject: [MOSAIC] need evaluative tool for kindergartners and first > >> graders > >> > >> Hello - I am a reading specialist who needs to assess students > >> entering our > >> kindergarten and first grade. I have used Clay's Observation Survey. > >> Any > >> other suggestions out there? Opinions on DIBELS? Can you use it for > >> entering > >> kindergartners? > >> > >> How expensive is DIBELS? Thanks - Amy > >> > >> -- > >> Amy Lesemann, Reading Specialist and Director, Independent Learning > >> Center > >> St. Thomas the Apostle Elementary School > >>
Re: [MOSAIC] Chapter 1 (Book Whisperer)
Great question, Eliza! Als0, what if the basals reading level is too high or too low for a child? Is the basal going to instruct the teacher on how to assess and adjust to that child's individual needs? - Original Message - From: "Elisa Waingort" To: mosaic@literacyworkshop.org Sent: Monday, July 12, 2010 7:23:55 AM Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer) So, then how do you wean them off the basal? And how do teachers become independent and knowledgeable enough to fend off all the ridiculous mandates if they are not prepared to do so? 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 The society which scorns excellence in plumbing as a humble activity and tolerates shoddiness in philosophy because it is an exalted activity will have neither good plumbing nor good philosophy: neither its pipes nor its theories will hold water. -Former US Cabinet member John W. Gardner Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ What often > happens is they use the basal as a crutch and don't feel the need to deepen > their knowledge base because the script gives them the plans. > > Laura ___ 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] a professor's reply
Philomena, Thanks. I had planned on doing it. I told a few last spring when I taught a seminar class; I think MOSAIC is a wonderful website. I am sure teachers in our area are not cognizant of the site and I'll spread the word. Mary - Original Message - From: Mena Date: Monday, July 12, 2010 9:43 am Subject: Re: [MOSAIC] a professor's reply To: mosaic@literacyworkshop.org > > Hi Mary, I also teach undergrad and grads literacy pedagogy...I > encourage my students to join the MOSAIC LISTSERV..so that they > can learn as well from this collaborative group of kindred > spirits. Philomena > > > > Philomena Marinaccio-Eckel, Ph.D. > Florida Atlantic University > Dept. of Teaching and Learning > College of Education > 2912 College Ave. ES 214 > Davie, FL 33314 > Phone: 954-236-1070 > Fax: 954-236-1050 > > > > > -Original Message- > From: medwa...@daltonstate.edu > To: beverleep...@gmail.com; Mosaic: A Reading Comprehension > Strategies Email Group > Cc: Mosaic: A Reading Comprehension Strategies Email Group > Sent: Sun, Jul 11, 2010 6:32 pm > Subject: [MOSAIC] a professor's reply > > > Folks, > > I thoroughly enjoy and LEARN from your responses on this > website. This fall I > > will teach an undergrad class in "Reading Assessment and > Prescription" (I didn't > > dream up the title) to senior teacher candidates. (I typically > have taught > > graduate courses.) > > > > I am enthralled with the discussion from "real teachers of > reading" and I will > > work to incorporate your suggestions, ideas, and strategies as I > prepare future > > teachers of reading. > > > > I concur with your perceptions of "why schools use basals" > (security for first > > year teachers and a guarantee for schools that "something is > being taught."). > > In our state we have state standards aligned with IRA standards > that > > explicitedly state what students should know and be able to do. > We prepare our > > teacher candidates to use multiple resources to teach the state > standards > > (correlated to state assessments). Frequently we're finding > when our candidates > > graduate they are employed by school systems who purchase > "canned products" that > > purport to meet state standards and they are required to use the > products. > > Teachers feel they are turned into "technicians" of reading and > are not able to > > use "best practices" to teach reading. > > > > THANKS for the information. I will continue to read your > missives with much > > interest. > > > > Mary > > > > - Original Message - > > From: beverleep...@gmail.com > > Date: Saturday, July 10, 2010 5:32 pm > > Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer) > > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > > > > I, too, think basals have some value, especialy for new > teachers > > > with a not-so-wonderful teacher education program. THAT IS, if > > > the level of the basal meets the level of the student, which > > > precludes whole class instruction. It's only been recently in > > > my career, though, that I've seen a better alternative. When I > > > became a literacy coach, our district had just adopted an > > > official balanced literacy stance. Most of us had been > > > following balanced literacy practices for 20 years, though. I > > > was under the impression at that time that lit coaches were > > > nice, but not necessary. WOW was I wrong. To refer to Judy's > > > letter at this point, I would say that the exception to new > > > teachers needing a year with a basal's planning and support > > > would be the presence of a lit coach, with an appropriate > ratio > > > of 20 teachers:1 coach. There are so many wonderful books out > > > now to guide coaches, but one of the most powerful books is > > > Jennifer Allen's A Sense of Belonging: Sustaining and > Retaining New > > > Teachers. Every administrator on this list should take > > > advantage of their summer-of-less-work to read this book! Jan > > > Miller Burkins has great books as well. I have 9 or 10 > coaching > > > books that guide coaches to guide teachers into professional > > > educators. One of my profs said that the way to get > outstanding > > > teachers was to either hire them or to grow the ones you had. > > > We have the knowledge to do that now, just not the will. > > > Instead many of the Powers that Be wish to spend billions on > > > "teacher-proofed" materials. Even the Feds themselves have > > > admitted that the Reading First program spent well over 6 > > > BILLION dollars and didn't develop comprehending readers -- > why > > > would we want any other kind of readers??? RF was the biggest > > > program to take teacher judgment out of the equation and look > at > > > the results!! > > > Sent from my BlackBerry Smartphone provided by Alltel > > > > > > -Original Message- > > > From
Re: [MOSAIC] Chapter 1 (Book Whisperer)
So, then how do you wean them off the basal? And how do teachers become independent and knowledgeable enough to fend off all the ridiculous mandates if they are not prepared to do so? 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 The society which scorns excellence in plumbing as a humble activity and tolerates shoddiness in philosophy because it is an exalted activity will have neither good plumbing nor good philosophy: neither its pipes nor its theories will hold water. -Former US Cabinet member John W. Gardner Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ What often > happens is they use the basal as a crutch and don't feel the need to deepen > their knowledge base because the script gives them the plans. > > Laura ___ 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 professor's reply
Hi Mary, I also teach undergrad and grads literacy pedagogy...I encourage my students to join the MOSAIC LISTSERV..so that they can learn as well from this collaborative group of kindred spirits. Philomena Philomena Marinaccio-Eckel, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: medwa...@daltonstate.edu To: beverleep...@gmail.com; Mosaic: A Reading Comprehension Strategies Email Group Cc: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sun, Jul 11, 2010 6:32 pm Subject: [MOSAIC] a professor's reply Folks, I thoroughly enjoy and LEARN from your responses on this website. This fall I will teach an undergrad class in "Reading Assessment and Prescription" (I didn't dream up the title) to senior teacher candidates. (I typically have taught graduate courses.) I am enthralled with the discussion from "real teachers of reading" and I will work to incorporate your suggestions, ideas, and strategies as I prepare future teachers of reading. I concur with your perceptions of "why schools use basals" (security for first year teachers and a guarantee for schools that "something is being taught."). In our state we have state standards aligned with IRA standards that explicitedly state what students should know and be able to do. We prepare our teacher candidates to use multiple resources to teach the state standards (correlated to state assessments). Frequently we're finding when our candidates graduate they are employed by school systems who purchase "canned products" that purport to meet state standards and they are required to use the products. Teachers feel they are turned into "technicians" of reading and are not able to use "best practices" to teach reading. THANKS for the information. I will continue to read your missives with much interest. Mary - Original Message - From: beverleep...@gmail.com Date: Saturday, July 10, 2010 5:32 pm Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer) To: "Mosaic: A Reading Comprehension Strategies Email Group" > I, too, think basals have some value, especialy for new teachers > with a not-so-wonderful teacher education program. THAT IS, if > the level of the basal meets the level of the student, which > precludes whole class instruction. It's only been recently in > my career, though, that I've seen a better alternative. When I > became a literacy coach, our district had just adopted an > official balanced literacy stance. Most of us had been > following balanced literacy practices for 20 years, though. I > was under the impression at that time that lit coaches were > nice, but not necessary. WOW was I wrong. To refer to Judy's > letter at this point, I would say that the exception to new > teachers needing a year with a basal's planning and support > would be the presence of a lit coach, with an appropriate ratio > of 20 teachers:1 coach. There are so many wonderful books out > now to guide coaches, but one of the most powerful books is > Jennifer Allen's A Sense of Belonging: Sustaining and Retaining New > Teachers. Every administrator on this list should take > advantage of their summer-of-less-work to read this book! Jan > Miller Burkins has great books as well. I have 9 or 10 coaching > books that guide coaches to guide teachers into professional > educators. One of my profs said that the way to get outstanding > teachers was to either hire them or to grow the ones you had. > We have the knowledge to do that now, just not the will. > Instead many of the Powers that Be wish to spend billions on > "teacher-proofed" materials. Even the Feds themselves have > admitted that the Reading First program spent well over 6 > BILLION dollars and didn't develop comprehending readers -- why > would we want any other kind of readers??? RF was the biggest > program to take teacher judgment out of the equation and look at > the results!! > Sent from my BlackBerry Smartphone provided by Alltel > > -Original Message- > From: jvma...@comcast.net > Sender: mosaic-bounces+beverleepaul=gmail@literacyworkshop.org > Date: Sat, 10 Jul 2010 15:09:50 > To: Mosaic: A Reading Comprehension Strategies Email > GroupReply-To: "Mosaic: A Reading > Comprehension Strategies Email Group" > > Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer) > > I am one who denigrated basals, but I do agree with Laura (see > below). In fact, for many reasons, I think new teachers SHOULD > start with basals. That is how we learn to teach reading in a > traditional way as we gather our own reading theories--and the > planning is done for them. Mosaic would have made no sense to me > if I hadn't already had a foundation in teaching reading. > Unfortun
Re: [MOSAIC] Chapter 2 (Book Whisperer)
Everybody is a Reader When responding to this chapter you can think about the following ideas: 1) Donalyn makes a strong argument for free choice reading on a daily basis. This is not the norm in most classrooms today. Respond to the this statement - "Readers without power to make their own choices are unmotivated." (pg 23) Reflect on your current practice. How does this mesh with what you currently have in place? 2) Donalyn describes three types of readers. Reflect on your years of teaching and the students you have worked with using these terms. Do you consider yourself a "responsive teacher" in the sense Donalyn described in this chapter? How can you become more responsive to your students needs in this coming school year? 3) I was highly impressed with Donalyn's knowledge of literature, and her ability to match students with books. She had the knowledge of a librarian. If finding the right book is critical, how then can we improve our knowledge base of books in order to support our students interests? 4) Open response on any topic that jumped out at you as you read. I am enjoying the discussion so far. I hope you are finding this book energizing as we plan for our upcoming school year. Laura Kump readinglady.com -Original Message- From: creeche...@aol.com To: mosaic@literacyworkshop.org Sent: Sun, Jul 11, 2010 9:35 am Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer) In a message dated 7/11/2010 9:13:41 A.M. Eastern Daylight Time, readingla...@aol.com writes: Then for independent readi ing they read books on their own reading level. I think for independent reading, children should be allowed to read whatever they want, no matter what the level. I read YA books all the time and LOVE them and learn from them.During independent or at home reading, I want children to acquire a love for reading. Nancy Creech ___ 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.
