Re: [MOSAIC] Processing Question
I would do the CORE phonics assessment. You should assess her decoding words in isolation along with decoding nonsense words. Is there dyslexia in the family? I would explore dyslexia as a possibility. -- Sunshine Barker Reading Teacher Hoffmann Lane Elementary On 4/9/12 1:37 PM, Megan Dorsay mdor...@sd735.org wrote: Hi everyone, I was asked to test a 2nd grader who has been in our District since Kindergarten. Her Benchmarking scores (MAP and Aimsweb) red-flagged her for Intervention. The teacher agreed. Fluency and comprehension are low but she is wildly inconsistent day to day. She is getting the Horizons Intervention program 4x/week plus an extra dose of guided reading one-on-one 4x/week. She is not making appropriate progress according to progress monitoring and the running records, and oral and visual assessments of the teachers. She is totally inconsistent in her knowledge. One day, she reads well and answers questions. The next day, she cannot remember the silent e rule or the When two vowels go walking... or she will have trouble recognizing rhyming words, even when they are placed in a row in front of her. The teacher and Interventionist are stumped. (Me too!) Does anyone have any thoughts on strategies we could use or any professional books I could buy that would give us strategies to help her simple recall? Also, any information on processing issues would be so helpful as well. I don't have a huge background in that area. Thank you!! Megan Dorsay District Reading Specialist Skokie District 73.5 8000 E. Prairie Rd. Skokie, IL 60076 McCracken Middle School 847-676-8204 Middleton Elementary 847-676-8035 mdor...@sd735.org From: mosaic-bounces+mdorsay=sd735@literacyworkshop.org [mosaic-bounces+mdorsay=sd735@literacyworkshop.org] On Behalf Of Sally Thomas [sally.thom...@verizon.net] Sent: Sunday, April 08, 2012 8:30 PM To: mosaic listserve Subject: Re: [MOSAIC] School wide reading. I HIGHLY recommend the book Day to Day Assessment in the reading Workshop; Making informed Instructional Decision in Grades 3 - 6. By Sibberson and Szymusiak. Honestly I taught a reading workshop classroom for years grades 5 - 6. Much of my doctoral research had to do with intrinsic motivation and also assessment (the good kind ) as integral to intrinsic motivation. This book is absolutely excellent in describinb the thinking and classroom practices that least to highly engaged and effective reading - the independent reading so critical along with some of the other balanced literacy needed - to complete the whole!!! Please please please check it out. It works for primary and middle school, probably hgih school if you have the flexible mindset that can see the underlying assumptions of the practices and figure out how to make them work at the different levels. Sally thomas On 4/8/12 4:42 PM, Jennifer Olimpieri ojen...@sbcglobal.net wrote: Hi. I work in a k-5 school as a reading consultant. We currently have a monthly calendar that kids turn in to get a small prize. At the end of the year the get recognized, so on and so forth. However, the program is old and not very enticing. The younger ones are usually the ones turning in their calendars but mostly it is ineffective anymore. I would like to revitalize a school wide reading program. Does anyone have fresh and exciting ideas that is easily recordable but effective? I would live to hear ideas out there. Thanks! ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ 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 Skokie School District 73 1/2 The information contained in this e-mail message is intended only for the confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient, you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this in error, please notify us immediately by e-mail, and delete the original message. ___ 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 This e-mail and any attachments may contain legally privileged or
[MOSAIC] Spanish materials
I majored in middle level math/science education and have my masters in Curriculum and Instruction. To make a long story short, I am now in Arequipa, Peru helping to serve as a staff developer to public school teachers in reading. I work as a volunteer to an NGO (cudaperu.org). We are targeting just the third grade this first year as our pilot program. I have 4 classes that I work with. I am basing all of my meetings with the teachers on Stephanie Harvey and Anne Goudvis's *Strategies That Work*. I spoke with the professor of reading at my university (who introduced me to this book and does staff development seminars all over the state of AR), and he recommended that I buy the Comprehension Toolkit and *The Fluent Reader*. Everything I do is in Spanish. There are such incredible resources In English, but I am having a hard time finding materials in Spanish. Can any of you direct me to those materials that have already been translated? Remember, I am NOT teaching an ESL class. All of the texts I choose to use need to be culturally appropriate. But I have run across lots of teachers that have made posters for the strategies and done a lot of leg work for staff development. Does anyone know someone or somewhere that I can look to find this stuff already translated? Any information you may have would be helpful. Thanks so much. I just recently joined this group, and I pray that I can get some good advice from you all. Blessings. -- Megan McKinzie www.gregandmeg.net www.teamarequipa.net ___ 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] School wide reading.
At a school where I was reading specialist we used to have competitions between classes.(We only had one room per grade level.) We might have 3rd and 4th and 5th and 6th compete for the most AR points or most pages read. We did this by the month. The losing class would serve the winning class a treat (such as homemade sundaes or popcorn with a movie, or pizza) the losing class then served themselves and all enjoyed the treat. This seemed to work especially well with 4-6 grades. From: Jennifer Olimpieri ojen...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org; Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, April 8, 2012 6:42 PM Subject: Re: [MOSAIC] School wide reading. Hi. I work in a k-5 school as a reading consultant. We currently have a monthly calendar that kids turn in to get a small prize. At the end of the year the get recognized, so on and so forth. However, the program is old and not very enticing. The younger ones are usually the ones turning in their calendars but mostly it is ineffective anymore. I would like to revitalize a school wide reading program. Does anyone have fresh and exciting ideas that is easily recordable but effective? I would live to hear ideas out there. Thanks! ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ 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] Spanish materials
This resource http://en.childrenslibrary.org/ has a multitude of children's books in every language. We use the site in my district to gain cultural richness to our read alouds. Diana On Tue, Apr 10, 2012 at 10:03 AM, Megan McKinzie megmckin...@gmail.comwrote: I majored in middle level math/science education and have my masters in Curriculum and Instruction. To make a long story short, I am now in Arequipa, Peru helping to serve as a staff developer to public school teachers in reading. I work as a volunteer to an NGO (cudaperu.org). We are targeting just the third grade this first year as our pilot program. I have 4 classes that I work with. I am basing all of my meetings with the teachers on Stephanie Harvey and Anne Goudvis's *Strategies That Work*. I spoke with the professor of reading at my university (who introduced me to this book and does staff development seminars all over the state of AR), and he recommended that I buy the Comprehension Toolkit and *The Fluent Reader*. Everything I do is in Spanish. There are such incredible resources In English, but I am having a hard time finding materials in Spanish. Can any of you direct me to those materials that have already been translated? Remember, I am NOT teaching an ESL class. All of the texts I choose to use need to be culturally appropriate. But I have run across lots of teachers that have made posters for the strategies and done a lot of leg work for staff development. Does anyone know someone or somewhere that I can look to find this stuff already translated? Any information you may have would be helpful. Thanks so much. I just recently joined this group, and I pray that I can get some good advice from you all. Blessings. -- Megan McKinzie www.gregandmeg.net www.teamarequipa.net ___ 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] Processing Question
Renee, I think the question here, though, is what is going on with this student? Why is she having trouble? Why is she inconsistent? Why can she do it some days and not others? This doesn't look like the dyslexics I have known. We are also so quick to point to 'processing'... but every person seems to have a different definition of what that means. I am wondering about attention. If a student is not paying attention to information, then it doesn't go into memory. Many kids with true ADD have those patterns of inconsistency. The other piece that has not been discussed yet is oral language skills...particularly receptive language. If a child is slow to process oral language, then language in print often follows. AND, if oral language skills are weak, comprehension skills are often weak too. It just makes sense. Look at your speech pathologists caseloads and the reading specialist caseloads in a school and they often overlap. BUT, how often do we as classroom teachers and reading specialists think about how we can enrich oral language in order to build reading skills? And as I posted earlier, we often forget to look at health related issues. I can't tell you how many reading problems I have seen eased or even resolved by seeing that a child needs glasses, having the hearing checked or making sure that the child was getting 3 square meals or some time with the guidance counselor for emotional issues. I wonder if this child, when she has her good days, what cue system she is relying on? Is she sight word reading? Or is she truly decoding? Does she do better in different kinds of text? Does she do better when reading something she has background knowledge about or is interested in? It would be interesting to compare what she is reading on her good days and bad days and look for patterns. It is often more productive to build on the strengths she has when teaching her to read than try to remediate deficits. It is the principle behind reading recovery...research proven... build on student strengths. I personally do not use nonsense word inventories because I believe that decoding is an integrated process which uses meaning and syntax along with the visual cue system. I believe you don't get to the root of a decoding problem without looking at it holistically. That is my belief based on what my personal definition of reading is... and when we get into belief systems, we once again run up onto dangerous ground on this list. Note that I said I BELIEVE in all my statements in this paragraph. We have talked about this issue of phonics and fluency so many times before. Whether or not you believe that decoding and phonics can and should be assessed in isolation depends upon your belief about what reading is. I believe reading to be a holistic process with the end goal of comprehension. Comprehension informs and improves decoding and vice versa. I am laying that out there so folks who may not agree with me can at least understand my thinking process. So given my belief system, when I read the research, I get from it the idea that effective decoding/spelling instruction involves opportunities for students to compare and contrast sounds and words, allows them to build on what is known, is targeted to developmental levels of students and INCLUDES meaning as part of instruction. (ie... think about the words that are spelled the same but pronounced differently based on the content...think tire as in a car tire, and tire as in fatigue...meaning plays an important role in word identification) For those interested in this research, start with the Words Their Way series. Good stuff and in my experience it really, really works with all types of students!!! Now as we continue this discussion, as we respond to this thread, remember that first we have different beliefs. Please seek to understand and clarify someone's post before responding to it and before expressing your own beliefs. Remember that we are diverse... some terms and words mean very different things to us and we may not really understand what a person is trying to say on his or her post. When you are posting a belief, back it up with why you believe what you believe and back it up with research and or your personal experiences. I believe in this listserv. I believe in the people on it. I thrive on your passion, your dedication and your knowledge. When we get into the phonics and/or assessment issues, our passion sometimes leads us into angry words and hurt feelings. We need each other on this list. With Common core, RTI, the reauthorization of NCLB, etc etc. the demands on us are increasing exponentially and not all of us have the same background, education or experiences. So, Renee and others, can you give us a little more detail? Share once again, what you have done to help students who might have good oral language comprehension but are inhibited in their reading because they have trouble
Re: [MOSAIC] Spanish materials
Readinga-z.com has Spanish translations of their books. - Original Message - From: Megan McKinzie megmckin...@gmail.com To: mosaic@literacyworkshop.org Sent: Tuesday, April 10, 2012 11:03 AM Subject: [MOSAIC] Spanish materials I majored in middle level math/science education and have my masters in Curriculum and Instruction. To make a long story short, I am now in Arequipa, Peru helping to serve as a staff developer to public school teachers in reading. I work as a volunteer to an NGO (cudaperu.org). We are targeting just the third grade this first year as our pilot program. I have 4 classes that I work with. I am basing all of my meetings with the teachers on Stephanie Harvey and Anne Goudvis's *Strategies That Work*. I spoke with the professor of reading at my university (who introduced me to this book and does staff development seminars all over the state of AR), and he recommended that I buy the Comprehension Toolkit and *The Fluent Reader*. Everything I do is in Spanish. There are such incredible resources In English, but I am having a hard time finding materials in Spanish. Can any of you direct me to those materials that have already been translated? Remember, I am NOT teaching an ESL class. All of the texts I choose to use need to be culturally appropriate. But I have run across lots of teachers that have made posters for the strategies and done a lot of leg work for staff development. Does anyone know someone or somewhere that I can look to find this stuff already translated? Any information you may have would be helpful. Thanks so much. I just recently joined this group, and I pray that I can get some good advice from you all. Blessings. -- Megan McKinzie www.gregandmeg.net www.teamarequipa.net ___ 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] Rubrics
Not sure if this is too late for you, but I noticed no one has responded yet. The following rubrics are a great to get started. They also have some reading rubrics. http://educationnorthwest.org/resource/464 The why is to ensure all students and teachers know what the target is. Once you decide on the rubric, you need to define what it means in clear and concise language. For example, what exactly are acceptable details for the elaboration section of the rubric. It begins to open up conversations among teachers and helps all come to consensus on what is exemplary writing for each grade. (In an ideal world, anyway.) In one district where I worked we used these rubrics as basics and developed rubrics for each required genre. We also used more specific descriptors for grades. Example, for grades 3 and 4, showing details were expected for the middle. For grades 5 and 6, we excepted dialogue for details on the narrative. That way, we could up the ante and provide teachers with lessons for each expected skill. HOpe this helps. Carol - Original Message - From: Carol Spinello cspine...@branford.k12.ct.us To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wed, 04 Apr 2012 19:21:36 - (UTC) Subject: [MOSAIC] Rubrics My colleagues and I need to present a workshop to our K-4 teachers about rubrics...the How? and Why? Does anyone have a book recommendation, video, etc. that could help us. We are looking at rubrics to assess student learning at the end of our writing units of study. Thank you in advance! ___ 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
