Re: [MOSAIC] title 1 reading - help
I would also agree. I teach in a fairly large district (9 elementary schools) where we've adopted a packaged program for balanced literacy. It's not perfect but a good start. The older teachers want a step by step scripted curriculum with a workbook which teaches skills not strategies. It is the younger teachers who have continued to do research, further their education and read professionally that understand what needs to be done. I even have a colleague that displays worksheets on her classroom bulletin board! -Original Message- From: mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org [mailto:mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org] On Behalf Of kmuppe...@aol.com Sent: Monday, October 10, 2011 8:07 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] title 1 reading - help Oh wow. I see absolutely the opposite! Most of the newer teachers I see were at least trained in kid-watching. I see older teachers who want a manual and step by step scripted curriculum. Or want to continue the books and worksheets they have used for 15 or 20 years! In fact, I just had a conference with my own daugher's teacher. My daughter is left handed. The room only had right hand desks. I wanted it changed. The teacher said no one has ever had a problem in 20 years. Really? Or she never noticed? -Original Message- From: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Mon, Oct 10, 2011 7:30 pm Subject: Re: [MOSAIC] title 1 reading - help I absolutely agree! I am concerned that it seems that newer/younger teachers are less and less able to rely on their own observations, and that it seems the norm to instantly look for a program of some kind, rather than cultivate the knowledge and observational skills necessary for good kid-watching. And once again, this is not a criticism of newer/younger teachers... it is a criticism of the system and their trainers. Renee ___ 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] title 1 reading - help
I totally gree! I am also 63 and working as a literacy coach. I have a few young teachers that are incredibly clueless regarding literacy instruction and one 70 year old who is working her heart out to improve. I don't believe that this is exceptional. -Original Message- From: Janet Larr jl...@pike.k12.in.us To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tue, Oct 11, 2011 8:11 am Subject: Re: [MOSAIC] title 1 reading - help I am an older teacher (63 years of age). I have heard enough ageism on his post. Move past it. Age does not define a teacher's practice. I m an instructional coach. I am working 10-12 hour days to move all ges of teachers toward responsive teaching using workshop approach. I on't consider my age a factor in how I teach just as I do not believe hat a very rigid, drill and kill teacher is that way because she is 26. et's just get to the important conversations and leave prejudicial tatements behind. Original Message- rom: mosaic-bounces+jlarr=pike.k12.in...@literacyworkshop.org mailto:mosaic-bounces+jlarr=pike.k12.in...@literacyworkshop.org] On ehalf Of Felicia Barra ent: Tuesday, October 11, 2011 6:37 AM o: 'Mosaic: A Reading Comprehension Strategies Email Group' ubject: Re: [MOSAIC] title 1 reading - help I would also agree. I teach in a fairly large district (9 elementary chools) where we've adopted a packaged program for balanced literacy. t's ot perfect but a good start. The older teachers want a step by step cripted curriculum with a workbook which teaches skills not strategies. t s the younger teachers who have continued to do research, further their ducation and read professionally that understand what needs to be done. ven have a colleague that displays worksheets on her classroom bulletin oard! -Original Message- rom: mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org mailto:mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org] On ehalf Of kmuppe...@aol.com ent: Monday, October 10, 2011 8:07 PM o: mosaic@literacyworkshop.org ubject: Re: [MOSAIC] title 1 reading - help Oh wow. I see absolutely the opposite! Most of the newer teachers I ee were at least trained in kid-watching. I see older teachers who ant a manual and step by step scripted curriculum. Or want to ontinue the books and worksheets they have used for 15 or 20 years! n fact, I just had a conference with my own daugher's teacher. My aughter is left handed. The room only had right hand desks. I wanted t changed. The teacher said no one has ever had a problem in 20 ears. Really? Or she never noticed? Original Message- rom: Renee phoenix...@sbcglobal.net o: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org ent: Mon, Oct 10, 2011 7:30 pm ubject: Re: [MOSAIC] title 1 reading - help absolutely agree! I am concerned that it seems that newer/younger eachers are less and less able to rely on their own observations, nd that it seems the norm to instantly look for a program of some ind, rather than cultivate the knowledge and observational skills ecessary for good kid-watching. And once again, this is not a riticism of newer/younger teachers... it is a criticism of the ystem and their trainers. Renee __ osaic mailing list os...@literacyworkshop.org o unsubscribe or modify your membership please go to ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive __ osaic mailing list os...@literacyworkshop.org o unsubscribe or modify your membership please go to ttp://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] title 1 reading - help
I am an older teacher (63 years of age). I have heard enough ageism on this post. Move past it. Age does not define a teacher's practice. I am an instructional coach. I am working 10-12 hour days to move all ages of teachers toward responsive teaching using workshop approach. I don't consider my age a factor in how I teach just as I do not believe that a very rigid, drill and kill teacher is that way because she is 26. Let's just get to the important conversations and leave prejudicial statements behind. -Original Message- From: mosaic-bounces+jlarr=pike.k12.in...@literacyworkshop.org [mailto:mosaic-bounces+jlarr=pike.k12.in...@literacyworkshop.org] On Behalf Of Felicia Barra Sent: Tuesday, October 11, 2011 6:37 AM To: 'Mosaic: A Reading Comprehension Strategies Email Group' Subject: Re: [MOSAIC] title 1 reading - help I would also agree. I teach in a fairly large district (9 elementary schools) where we've adopted a packaged program for balanced literacy. It's not perfect but a good start. The older teachers want a step by step scripted curriculum with a workbook which teaches skills not strategies. It is the younger teachers who have continued to do research, further their education and read professionally that understand what needs to be done. I even have a colleague that displays worksheets on her classroom bulletin board! -Original Message- From: mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org [mailto:mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org] On Behalf Of kmuppe...@aol.com Sent: Monday, October 10, 2011 8:07 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] title 1 reading - help Oh wow. I see absolutely the opposite! Most of the newer teachers I see were at least trained in kid-watching. I see older teachers who want a manual and step by step scripted curriculum. Or want to continue the books and worksheets they have used for 15 or 20 years! In fact, I just had a conference with my own daugher's teacher. My daughter is left handed. The room only had right hand desks. I wanted it changed. The teacher said no one has ever had a problem in 20 years. Really? Or she never noticed? -Original Message- From: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Mon, Oct 10, 2011 7:30 pm Subject: Re: [MOSAIC] title 1 reading - help I absolutely agree! I am concerned that it seems that newer/younger teachers are less and less able to rely on their own observations, and that it seems the norm to instantly look for a program of some kind, rather than cultivate the knowledge and observational skills necessary for good kid-watching. And once again, this is not a criticism of newer/younger teachers... it is a criticism of the system and their trainers. Renee ___ 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] Confering
Anything by Carl Anderson! Sent from my HTC smartphone on the Now Network from Sprint! - Reply message - From: Terry trwr...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: [MOSAIC] Confering Date: Mon, Oct 10, 2011 10:27 pm I think Patrick Allen's book Conferring is an excellent resource for conferring. Terry Wrenn On Mon, Oct 10, 2011 at 7:20 PM, evelia cadet cadeteve...@hotmail.comwrote: This is my first year launching reader's workshop and I believe is going very well. My district does not follow reader's workshop. So, I have been preaching about readers' workshop in my school. Two other teachers started reader's workshop, after seeing the enthusiasm my students are showing about their reading. I wanted to share this with you all because this group has made a big impact in my teaching. Now I need some help with individual conferences. How essential are they? Do they need to happen everyday? Does anyone know about a great website or book about individual conferences? Anything else I should know about conferences? Thanks a lot. Evelia Cadet ___ 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 -- *Stress (substitue worry) is a form of atheism; it infers that you do not believe God is in control.* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ 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] fluency measures
Just a question...We use DIBELS oral reading fluency passages to measure students' reading rate in grades 1 and 2. These readings are considered 'cold' reads because the students do not preview or practice the passage. We also have district assessments which include a fluency/rate passage for grades 1-4. The discussion has come up that perhaps we should do a 'warm' read with these passages to compare to the DIBELS - for grades 1 and 2. I read in the posts that there are many different assessment products being used in schools. Are the fluency measures mostly done as cold or warm reads? I also wonder if the fluency rubrics such as Hasbrouck and Tindel or Shinn have been normed on cold or warm reads. It seems it would be important to assess according to how the rubric was normed. Thank you for any input, Mary ___ 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] fluency measures
We had to do Dibels on the computer. I am not sure what was measured my ability to move on the computer or the students fluency. I did a comparison with a cold a warm read. Does anyone have a fluency letter they use for home practice for parents. PatK On Oct 11, 2011, at 4:34 AM, Conner-Righter, Mary wrote: Just a question...We use DIBELS oral reading fluency passages to measure students' reading rate in grades 1 and 2. These readings are considered 'cold' reads because the students do not preview or practice the passage. We also have district assessments which include a fluency/rate passage for grades 1-4. The discussion has come up that perhaps we should do a 'warm' read with these passages to compare to the DIBELS - for grades 1 and 2. I read in the posts that there are many different assessment products being used in schools. Are the fluency measures mostly done as cold or warm reads? I also wonder if the fluency rubrics such as Hasbrouck and Tindel or Shinn have been normed on cold or warm reads. It seems it would be important to assess according to how the rubric was normed. Thank you for any input, Mary ___ 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 PatK ___ 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] fluency measures
Hi Mary, I guess I would ask what information would be gained by doing a warm read. If you have the students preview the passage before hand will you be getting a true glimpse of how they approach text independently? I believe a warm read is appropriate if you are asking students to read aloud text aloud in front of their classmates. I think we educators are under a lot of pressure to prove that kids are making progress. I always try to ask myself What is the value in what I am doing? How will it benefit me and the students? Sandy -Original Message- From: Conner-Righter, Mary mrigh...@pennsvalley.org To: Mosaic Mosaic@literacyworkshop.org Sent: Tue, Oct 11, 2011 12:57 am Subject: [MOSAIC] fluency measures Just a question...We use DIBELS oral reading fluency passages to measure students' reading rate in grades 1 and 2. These readings are considered 'cold' reads because the students do not preview or practice the passage. We also have district assessments which include a fluency/rate passage for grades 1-4. The discussion has come up that perhaps we should do a 'warm' read with these passages to compare to the DIBELS - for grades 1 and 2. I read in the posts that there are many different assessment products being used in schools. Are the fluency measures mostly done as cold or warm reads? I also wonder if the fluency rubrics such as Hasbrouck and Tindel or Shinn have been normed on cold or warm reads. It seems it would be important to assess according to how the rubric was normed. Thank you for any input, Mary ___ 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] title 1 reading - help
I am 62 and trying as hard as I can to get abreast of best practices for the children I teach. I see this true in all age groups. Age has nothing to do with it, it is dedication and the willingness to learn. I have both. And so do the teachers I work with. PatK On Oct 11, 2011, at 5:15 AM, shcohe...@aol.com wrote: I totally gree! I am also 63 and working as a literacy coach. I have a few young teachers that are incredibly clueless regarding literacy instruction and one 70 year old who is working her heart out to improve. I don't believe that this is exceptional. -Original Message- From: Janet Larr jl...@pike.k12.in.us To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tue, Oct 11, 2011 8:11 am Subject: Re: [MOSAIC] title 1 reading - help I am an older teacher (63 years of age). I have heard enough ageism on his post. Move past it. Age does not define a teacher's practice. I m an instructional coach. I am working 10-12 hour days to move all ges of teachers toward responsive teaching using workshop approach. I on't consider my age a factor in how I teach just as I do not believe hat a very rigid, drill and kill teacher is that way because she is 26. et's just get to the important conversations and leave prejudicial tatements behind. Original Message- rom: mosaic-bounces+jlarr=pike.k12.in...@literacyworkshop.org mailto:mosaic-bounces+jlarr=pike.k12.in...@literacyworkshop.org] On ehalf Of Felicia Barra ent: Tuesday, October 11, 2011 6:37 AM o: 'Mosaic: A Reading Comprehension Strategies Email Group' ubject: Re: [MOSAIC] title 1 reading - help I would also agree. I teach in a fairly large district (9 elementary chools) where we've adopted a packaged program for balanced literacy. t's ot perfect but a good start. The older teachers want a step by step cripted curriculum with a workbook which teaches skills not strategies. t s the younger teachers who have continued to do research, further their ducation and read professionally that understand what needs to be done. ven have a colleague that displays worksheets on her classroom bulletin oard! -Original Message- rom: mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org mailto:mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org] On ehalf Of kmuppe...@aol.com ent: Monday, October 10, 2011 8:07 PM o: mosaic@literacyworkshop.org ubject: Re: [MOSAIC] title 1 reading - help Oh wow. I see absolutely the opposite! Most of the newer teachers I ee were at least trained in kid-watching. I see older teachers who ant a manual and step by step scripted curriculum. Or want to ontinue the books and worksheets they have used for 15 or 20 years! n fact, I just had a conference with my own daugher's teacher. My aughter is left handed. The room only had right hand desks. I wanted t changed. The teacher said no one has ever had a problem in 20 ears. Really? Or she never noticed? Original Message- rom: Renee phoenix...@sbcglobal.net o: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org ent: Mon, Oct 10, 2011 7:30 pm ubject: Re: [MOSAIC] title 1 reading - help absolutely agree! I am concerned that it seems that newer/younger eachers are less and less able to rely on their own observations, nd that it seems the norm to instantly look for a program of some ind, rather than cultivate the knowledge and observational skills ecessary for good kid-watching. And once again, this is not a riticism of newer/younger teachers... it is a criticism of the ystem and their trainers. Renee __ osaic mailing list os...@literacyworkshop.org o unsubscribe or modify your membership please go to ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive __ osaic mailing list os...@literacyworkshop.org o unsubscribe or modify your membership please go to ttp://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 PatK ___ 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] fluency measures
Whether or not you assess on a cold read or a warm read depends on your purpose for assessment. If you want to see how a child will do in class, then assess the way they are taught. If you want students to preview all text before they read, then you want to have them preview before assessment. If you want to see how kids do without accessing background knowledge, then perhaps you would want a cold read. Assessment literacy comes into play yet again. What is the purpose for the assessment? Then set up assessment conditions to match the information you want. Jennifer L. Palmer Instructional Facilitator, National Board Certified Teacher (EC Gen) Magnolia Elementary School (Home School) 901 Trimble Road, Joppa, MD 21085 Phone: (410) 612-1553 Fax: (410) 612-1576 In EVERY child...a touch of GREATNESS!!! Proud of our Title One School! Norrisville Elementary School 5302 Norrisville Rd White Hall, MD 21161 Phone: 410-692-7810 Fax: 410-692-7812 Where Bright Futures Begin!!! From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on behalf of Dear Sent: Tue 10/11/2011 10:07 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] fluency measures Hi Mary, I guess I would ask what information would be gained by doing a warm read. If you have the students preview the passage before hand will you be getting a true glimpse of how they approach text independently? I believe a warm read is appropriate if you are asking students to read aloud text aloud in front of their classmates. I think we educators are under a lot of pressure to prove that kids are making progress. I always try to ask myself What is the value in what I am doing? How will it benefit me and the students? Sandy -Original Message- From: Conner-Righter, Mary mrigh...@pennsvalley.org To: Mosaic Mosaic@literacyworkshop.org Sent: Tue, Oct 11, 2011 12:57 am Subject: [MOSAIC] fluency measures Just a question...We use DIBELS oral reading fluency passages to measure students' reading rate in grades 1 and 2. These readings are considered 'cold' reads because the students do not preview or practice the passage. We also have district assessments which include a fluency/rate passage for grades 1-4. The discussion has come up that perhaps we should do a 'warm' read with these passages to compare to the DIBELS - for grades 1 and 2. I read in the posts that there are many different assessment products being used in schools. Are the fluency measures mostly done as cold or warm reads? I also wonder if the fluency rubrics such as Hasbrouck and Tindel or Shinn have been normed on cold or warm reads. It seems it would be important to assess according to how the rubric was normed. Thank you for any input, Mary ___ 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] fluency measures
I have been using the H.E.L.P.S. downloadable free passages for fluency practice for my EC students. The process is for repeat readings only and has a short comprehension piece through recall. It's a good tool to help students who struggle with fluency. They can chart their own progress, and it is very easy to use if you have volunteers that can help. I have a retired teacher who likes to come in 2-3 times per week for 90 minutes. she can see up to 5 students in that time individually. Every child has their own one-on-one time. It is under research and trainings are available. Non-profit, and all materials costs and training amounts go back into literacy programming. Confidence, word fluency, and phrasing/intonation is modeled and practiced. Warm reads help kids, not necessarily assessors. Who are we really trying to help? Donna Petree Exceptional Children's Program Germanton Elementary School Email Disclaimer: Please be advised that the contents of this message and any reply may be subject to disclosure under North Carolina law. This communication is for use by the intended recipient and contains information that may be privileged, confidential, or copyrighted under applicable law. If you are not the intended recipient, you are hereby formally notified that any use, copying, or distribution of this communication, in whole or in part, is strictly prohibited. Please advise the sender immediately by reply e-mail and delete this message and any attachments without retaining a copy. This communication does not constitute consent to the use of sender's contact information for direct marketing purposes or for transfers of data to third parties. From: mosaic-bounces+donna.petree=stokes.k12.nc...@literacyworkshop.org on behalf of Dear Sent: Tue 10/11/2011 10:07 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] fluency measures Hi Mary, I guess I would ask what information would be gained by doing a warm read. If you have the students preview the passage before hand will you be getting a true glimpse of how they approach text independently? I believe a warm read is appropriate if you are asking students to read aloud text aloud in front of their classmates. I think we educators are under a lot of pressure to prove that kids are making progress. I always try to ask myself What is the value in what I am doing? How will it benefit me and the students? Sandy -Original Message- From: Conner-Righter, Mary mrigh...@pennsvalley.org To: Mosaic Mosaic@literacyworkshop.org Sent: Tue, Oct 11, 2011 12:57 am Subject: [MOSAIC] fluency measures Just a question...We use DIBELS oral reading fluency passages to measure students' reading rate in grades 1 and 2. These readings are considered 'cold' reads because the students do not preview or practice the passage. We also have district assessments which include a fluency/rate passage for grades 1-4. The discussion has come up that perhaps we should do a 'warm' read with these passages to compare to the DIBELS - for grades 1 and 2. I read in the posts that there are many different assessment products being used in schools. Are the fluency measures mostly done as cold or warm reads? I also wonder if the fluency rubrics such as Hasbrouck and Tindel or Shinn have been normed on cold or warm reads. It seems it would be important to assess according to how the rubric was normed. Thank you for any input, Mary ___ 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] fluency measures
I totally agree.I am 47 and a curriculum specialist. Two of the most dedicated, innovative, and effective teachers that I have ever worked with in are in their 50's and I would hold their practices up to anyone else on the planet. Age has absolutely nothing to do with teacher effectiveness. Experience is the root of great responsive teaching. --- On Tue, 10/11/11, Patricia Kimathi pkima...@earthlink.net wrote: From: Patricia Kimathi pkima...@earthlink.net Subject: Re: [MOSAIC] fluency measures To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Tuesday, October 11, 2011, 2:32 PM We had to do Dibels on the computer. I am not sure what was measured my ability to move on the computer or the students fluency. I did a comparison with a cold a warm read. Does anyone have a fluency letter they use for home practice for parents. PatK On Oct 11, 2011, at 4:34 AM, Conner-Righter, Mary wrote: Just a question...We use DIBELS oral reading fluency passages to measure students' reading rate in grades 1 and 2. These readings are considered 'cold' reads because the students do not preview or practice the passage. We also have district assessments which include a fluency/rate passage for grades 1-4. The discussion has come up that perhaps we should do a 'warm' read with these passages to compare to the DIBELS - for grades 1 and 2. I read in the posts that there are many different assessment products being used in schools. Are the fluency measures mostly done as cold or warm reads? I also wonder if the fluency rubrics such as Hasbrouck and Tindel or Shinn have been normed on cold or warm reads. It seems it would be important to assess according to how the rubric was normed. Thank you for any input, Mary ___ 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 PatK ___ 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] title 1 reading - help
I didn't mean to offend anyone. My mentor taught 1st grade for 30 years and always prided herself on going to workshops to keep abreast of best practices. My observation was from the school I currently teach at. -Original Message- From: mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org [mailto:mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org] On Behalf Of Patricia Kimathi Sent: Tuesday, October 11, 2011 10:29 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] title 1 reading - help I am 62 and trying as hard as I can to get abreast of best practices for the children I teach. I see this true in all age groups. Age has nothing to do with it, it is dedication and the willingness to learn. I have both. And so do the teachers I work with. PatK On Oct 11, 2011, at 5:15 AM, shcohe...@aol.com wrote: I totally gree! I am also 63 and working as a literacy coach. I have a few young teachers that are incredibly clueless regarding literacy instruction and one 70 year old who is working her heart out to improve. I don't believe that this is exceptional. -Original Message- From: Janet Larr jl...@pike.k12.in.us To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tue, Oct 11, 2011 8:11 am Subject: Re: [MOSAIC] title 1 reading - help I am an older teacher (63 years of age). I have heard enough ageism on his post. Move past it. Age does not define a teacher's practice. I m an instructional coach. I am working 10-12 hour days to move all ges of teachers toward responsive teaching using workshop approach. I on't consider my age a factor in how I teach just as I do not believe hat a very rigid, drill and kill teacher is that way because she is 26. et's just get to the important conversations and leave prejudicial tatements behind. Original Message- rom: mosaic-bounces+jlarr=pike.k12.in...@literacyworkshop.org mailto:mosaic-bounces+jlarr=pike.k12.in...@literacyworkshop.org] On ehalf Of Felicia Barra ent: Tuesday, October 11, 2011 6:37 AM o: 'Mosaic: A Reading Comprehension Strategies Email Group' ubject: Re: [MOSAIC] title 1 reading - help I would also agree. I teach in a fairly large district (9 elementary chools) where we've adopted a packaged program for balanced literacy. t's ot perfect but a good start. The older teachers want a step by step cripted curriculum with a workbook which teaches skills not strategies. t s the younger teachers who have continued to do research, further their ducation and read professionally that understand what needs to be done. ven have a colleague that displays worksheets on her classroom bulletin oard! -Original Message- rom: mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org mailto:mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org] On ehalf Of kmuppe...@aol.com ent: Monday, October 10, 2011 8:07 PM o: mosaic@literacyworkshop.org ubject: Re: [MOSAIC] title 1 reading - help Oh wow. I see absolutely the opposite! Most of the newer teachers I ee were at least trained in kid-watching. I see older teachers who ant a manual and step by step scripted curriculum. Or want to ontinue the books and worksheets they have used for 15 or 20 years! n fact, I just had a conference with my own daugher's teacher. My aughter is left handed. The room only had right hand desks. I wanted t changed. The teacher said no one has ever had a problem in 20 ears. Really? Or she never noticed? Original Message- rom: Renee phoenix...@sbcglobal.net o: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org ent: Mon, Oct 10, 2011 7:30 pm ubject: Re: [MOSAIC] title 1 reading - help absolutely agree! I am concerned that it seems that newer/younger eachers are less and less able to rely on their own observations, nd that it seems the norm to instantly look for a program of some ind, rather than cultivate the knowledge and observational skills ecessary for good kid-watching. And once again, this is not a riticism of newer/younger teachers... it is a criticism of the ystem and their trainers. Renee __ osaic mailing list os...@literacyworkshop.org o unsubscribe or modify your membership please go to ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive __ osaic mailing list os...@literacyworkshop.org o unsubscribe or modify your membership please go to ttp://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
Re: [MOSAIC] fluency measures
Wow - great question. Read Naturally website says to use cold reads. The H-T norms are part of their website. The FP BAS fluency rating is also based on a cold read. - Original Message - From: Conner-Righter, Mary mrigh...@pennsvalley.org To: Mosaic@literacyworkshop.org Sent: Tuesday, October 11, 2011 7:34 AM Subject: [MOSAIC] fluency measures Just a question...We use DIBELS oral reading fluency passages to measure students' reading rate in grades 1 and 2. These readings are considered 'cold' reads because the students do not preview or practice the passage. We also have district assessments which include a fluency/rate passage for grades 1-4. The discussion has come up that perhaps we should do a 'warm' read with these passages to compare to the DIBELS - for grades 1 and 2. I read in the posts that there are many different assessment products being used in schools. Are the fluency measures mostly done as cold or warm reads? I also wonder if the fluency rubrics such as Hasbrouck and Tindel or Shinn have been normed on cold or warm reads. It seems it would be important to assess according to how the rubric was normed. Thank you for any input, Mary ___ 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] please help
whoever gave a list of good books that are high interest lo readability, could you please send again, i went back a while and can't find the link, thanks so much Cheryl 'Teaching is a work of heart.' ___ 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] title 1 reading - help
Well you did offend many who, regardless of age, read the research, have strong convictions regarding reading instruction and have been fighting the battle many years. I won't even list my credentials, but I am over 60 and still kicking! On Oct 11, 2011, at 4:33 PM, Felicia Barra wrote: I didn't mean to offend anyone. My mentor taught 1st grade for 30 years and always prided herself on going to workshops to keep abreast of best practices. My observation was from the school I currently teach at. -Original Message- From: mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org [mailto:mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org] On Behalf Of Patricia Kimathi Sent: Tuesday, October 11, 2011 10:29 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] title 1 reading - help I am 62 and trying as hard as I can to get abreast of best practices for the children I teach. I see this true in all age groups. Age has nothing to do with it, it is dedication and the willingness to learn. I have both. And so do the teachers I work with. PatK On Oct 11, 2011, at 5:15 AM, shcohe...@aol.com wrote: I totally gree! I am also 63 and working as a literacy coach. I have a few young teachers that are incredibly clueless regarding literacy instruction and one 70 year old who is working her heart out to improve. I don't believe that this is exceptional. -Original Message- From: Janet Larr jl...@pike.k12.in.us To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tue, Oct 11, 2011 8:11 am Subject: Re: [MOSAIC] title 1 reading - help I am an older teacher (63 years of age). I have heard enough ageism on his post. Move past it. Age does not define a teacher's practice. I m an instructional coach. I am working 10-12 hour days to move all ges of teachers toward responsive teaching using workshop approach. I on't consider my age a factor in how I teach just as I do not believe hat a very rigid, drill and kill teacher is that way because she is 26. et's just get to the important conversations and leave prejudicial tatements behind. Original Message- rom: mosaic-bounces+jlarr=pike.k12.in...@literacyworkshop.org mailto:mosaic-bounces+jlarr=pike.k12.in...@literacyworkshop.org] On ehalf Of Felicia Barra ent: Tuesday, October 11, 2011 6:37 AM o: 'Mosaic: A Reading Comprehension Strategies Email Group' ubject: Re: [MOSAIC] title 1 reading - help I would also agree. I teach in a fairly large district (9 elementary chools) where we've adopted a packaged program for balanced literacy. t's ot perfect but a good start. The older teachers want a step by step cripted curriculum with a workbook which teaches skills not strategies. t s the younger teachers who have continued to do research, further their ducation and read professionally that understand what needs to be done. ven have a colleague that displays worksheets on her classroom bulletin oard! -Original Message- rom: mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org mailto:mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org] On ehalf Of kmuppe...@aol.com ent: Monday, October 10, 2011 8:07 PM o: mosaic@literacyworkshop.org ubject: Re: [MOSAIC] title 1 reading - help Oh wow. I see absolutely the opposite! Most of the newer teachers I ee were at least trained in kid-watching. I see older teachers who ant a manual and step by step scripted curriculum. Or want to ontinue the books and worksheets they have used for 15 or 20 years! n fact, I just had a conference with my own daugher's teacher. My aughter is left handed. The room only had right hand desks. I wanted t changed. The teacher said no one has ever had a problem in 20 ears. Really? Or she never noticed? Original Message- rom: Renee phoenix...@sbcglobal.net o: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org ent: Mon, Oct 10, 2011 7:30 pm ubject: Re: [MOSAIC] title 1 reading - help absolutely agree! I am concerned that it seems that newer/younger eachers are less and less able to rely on their own observations, nd that it seems the norm to instantly look for a program of some ind, rather than cultivate the knowledge and observational skills ecessary for good kid-watching. And once again, this is not a riticism of newer/younger teachers... it is a criticism of the ystem and their trainers. Renee __ osaic mailing list os...@literacyworkshop.org o unsubscribe or modify your membership please go to ttp://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive __ osaic mailing list os...@literacyworkshop.org o unsubscribe or modify your membership please go to ttp://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org Search the MOSAIC
