Re: [MOSAIC] Research: Reading Units of Study Question
Nancy, I am not familiar with RUS either. It is funny, we teach in the same state, same grade and are so different. If these schools could all get together and find balance I think we might just be okay. It seems the focus is decided by someone other than the teachers, and then the focus becomes a "focus" and so much is left out. I feel for your 4th grade teachers next year who get kids who didn't write for a year or longer. It seems so simpleyet so many who make the decisions just don't see it. Tell me more about RUS please. Thanks, Terry "Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated." -Russell Stauffer, 1980 ___ 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] Does this sound ok?
I would have them share their "thinking" during share time. Maybe you can make
a premade sticky note with a thinking bubble and have them stick it where they
noticed they were listening to their thinking. Model that first. That way, at
this point, they are not taking a great deal of time to record their thinking.
Another thing is to jot down some of their thinking while you are conferencing
and?ask them to share that during share time. ?Part of the celebration can be
you charting their thinking on a chart...maybe label the chart, We Are Learning
that Readers Think About Their Thinking, or something like that. It is good for
them to see that visual of their thinking, and motivates them to share.
Can't wait to hear about your results!!! Hold that excitement close...it will
only get better.
Terry
"Love of reading and writing is not taught, it is created.
Love of reading and writing is not required, it is inspired.
Love of reading and writing is not demanded, it is exemplified.
Love of reading and writing, is not exacted, it is quickened.
Love of reading and writing is not solicited, it is activated."
-Russell Stauffer, 1980
-Original Message-
From: Heather Green <[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Wed, 26 Nov 2008 5:39 pm
Subject: Re: [MOSAIC] Does this sound ok?
Thanks so much, Terry. Can I pick your brain a little more? Should I have
them record their metacognition, or thoughts, while they read
independently?(After I demonstrate the voice inside my head that 'talks'
while I read?) Or just trust that they will notice them without having to
record them? How would you do the sharing session at the end? Thanks so
much! I really am sooo excited! I thought Daily 5 was the answer to all my
questions. It is great, but I think combining it with this-- it will be the
perfect combo.
On Wed, Nov 26, 2008 at 5:31 PM, <[EMAIL PROTECTED]> wrote:
> It is so exciting when you are in the jumping off stage and want to do it
> all! So, your plan is exciting to hear. But I would suggest from experience
> to just begin with metacognition. Get them to hear the voice inside their
> head, their thinking. Spend like a week, just getting them to listen to
> that. Use concrete objects, pictures and wordless books. Let them share
> their thinking orally, and celebrate and create that safe place where all
> thinking is wonderful and acceptable and celebrated. When they share their
> thinking, you will most likely hear questions, connections, maybe
> inferences. But no need to label yetjust get them to learn to listen,
> share, and feel safe.
> Just my opinionI truly loved hearing your excitement.
> Terry
>
>
> "Love of reading and writing is not taught, it is created.
> Love of reading and writing is not required, it is inspired.
> Love of reading and writing is not demanded, it is exemplified.
> Love of reading and writing, is not exacted, it is quickened.
> Love of reading and writing is not solicited, it is activated."
> -Russell Stauffer, 1980
>
>
> -Original Message-
> From: Heather Green <[EMAIL PROTECTED]>
> To: mosaic@literacyworkshop.org
> Sent: Wed, 26 Nov 2008 5:20 pm
> Subject: [MOSAIC] Does this sound ok?
>
>
>
> Monday, after break, I plan to start Reading Workshop with my 1st graders.
> Up to this point we have been using Daily 5, so they have the routines of
> Read to Self, Read with Someone, Listening, Word Work and Writing down
> beautifully. However, now I think I will limit their choices to Read to
> Self and Read with Someone because we only have 50 minutes for reading
> club. I am nervous but excited about diving into this! I keep telling
> myself "implement now, perfect later!" So I want to know if this plan is
> along the right lines.
>
> My plan is that we will gather up front for a mini-lesson. My first mini
> lesson will be about asking questions. I will do a read aloud (not sure
> what
> yet), and tell them that when you read you have two voices going on in your
> head: your reading voice and your thinking voice. I will think aloud my
> questions while I read a passage. ("I wonder...") Then I will read a
> little
> more and have them raise their hands if a question pops into their heads.
> Next, I will model how they can mark their questions while they are reading
> today. I will give them stickies and have them write questions on their
> stickies and mark the page. After about 25 min. of independent work, we
> will
> come back for a group share. Students will read the page they marked and
> then what they were wondering.
>
> Questions!!
> -Is this too much for one day?
> -Is writing on the sticky notes too much to ask of 1st graders in November?
> (well, December)
> -I was planning to start off with whole group shares. Then, after we get
> the
> format down and the students hear what sharing sounds like, I want to get
> them really good at sharing in groups of 4. How do I make sure they do
> this
> su
Re: [MOSAIC] Does this sound ok?
It is so exciting when you are in the jumping off stage and want to do it all!
So, your plan is exciting to hear. But I would suggest from experience to just
begin with metacognition. Get them to hear the voice inside their head, their
thinking. Spend like a week, just getting them to listen to that. Use concrete
objects, pictures and wordless books. Let them share their thinking orally, and
celebrate and create that safe place where all thinking is wonderful and
acceptable and celebrated. When they share their thinking, you will most likely
hear questions, connections, maybe inferences. But no need to label yetjust
get them to learn to listen, share, and feel safe.
Just my opinionI truly loved hearing your excitement.
Terry
"Love of reading and writing is not taught, it is created.
Love of reading and writing is not required, it is inspired.
Love of reading and writing is not demanded, it is exemplified.
Love of reading and writing, is not exacted, it is quickened.
Love of reading and writing is not solicited, it is activated."
-Russell Stauffer, 1980
-Original Message-
From: Heather Green <[EMAIL PROTECTED]>
To: mosaic@literacyworkshop.org
Sent: Wed, 26 Nov 2008 5:20 pm
Subject: [MOSAIC] Does this sound ok?
Monday, after break, I plan to start Reading Workshop with my 1st graders.
Up to this point we have been using Daily 5, so they have the routines of
Read to Self, Read with Someone, Listening, Word Work and Writing down
beautifully. However, now I think I will limit their choices to Read to
Self and Read with Someone because we only have 50 minutes for reading
club. I am nervous but excited about diving into this! I keep telling
myself "implement now, perfect later!" So I want to know if this plan is
along the right lines.
My plan is that we will gather up front for a mini-lesson. My first mini
lesson will be about asking questions. I will do a read aloud (not sure what
yet), and tell them that when you read you have two voices going on in your
head: your reading voice and your thinking voice. I will think aloud my
questions while I read a passage. ("I wonder...") Then I will read a little
more and have them raise their hands if a question pops into their heads.
Next, I will model how they can mark their questions while they are reading
today. I will give them stickies and have them write questions on their
stickies and mark the page. After about 25 min. of independent work, we will
come back for a group share. Students will read the page they marked and
then what they were wondering.
Questions!!
-Is this too much for one day?
-Is writing on the sticky notes too much to ask of 1st graders in November?
(well, December)
-I was planning to start off with whole group shares. Then, after we get the
format down and the students hear what sharing sounds like, I want to get
them really good at sharing in groups of 4. How do I make sure they do this
successfully, since I obviously can't watch all the groups at one time? How
do I get them independent in their shares? How do I get them to REALLY
listen to each other?
Thanks for all your help! I am nervous but ready to give this a try.
___
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embership please go to
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___
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Re: [MOSAIC] Response to Intervention question
Look at this site...it is great for record keeping of your progress monitoring. http://www.jimwrightonline.com/php/chartdog_2_0/chartdog.php Terry "Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated." -Russell Stauffer, 1980 -Original Message- From: Dawn Vela <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sat, 15 Nov 2008 2:33 pm Subject: Re: [MOSAIC] Response to Intervention question This is on the same topic but not necessarily a response to the question.? Does anyone have any good forms for recording information for RTI?? I know we can do simple anecdotals and of course running records.? In particular I'm looking for records for classroom teachers and intervention teachers grades pk-5.? All replies would be appreciated! Dawn Vela From: Melissa Kile <[EMAIL PROTECTED]> To: [EMAIL PROTECTED]; Mosaic: A Reading Comprehension Strategies Email Group Sent: Wednesday, November 12, 2008 5:44:48 AM Subject: Re: [MOSAIC] Response to Intervention question Well, you and I certainly think alike!! They may be addressing behaviors--he doesn't seem to retain information, and when he does, it's inconsistent. For example, a simple math practice sheet (addition) is done almost entirely correctly one day, and the next a very similar sheet has more wrong answers than right. Thank you! I plan to insist on a "pre-"intervention meeting w/ all involved. Melissa On Tue, Nov 11, 2008 at 10:51 PM, suzie herb <[EMAIL PROTECTED]> wrote: > My thinking would be how can the problem be fixed if you don't know what > the problem is and that there needs to be a collaborative meeting of this > group of people discussing what strategies would best suit the style of > learner this student is.? I can't imagine any boy, let alone one with issues > carrying words around and learning them in isolation on a 'good' day or even > learning isolated words.? I would imagine the support people would not be > teaching reading but addressing behaviours.? Does he forget for example? > What can he remain focussed on?? And, why wouldn't instructional level be > the first place to start I wonder?? Nothing else makes much sense to me but > I think a meeting of all the experts, lead by thet person, 'You" who knows > him best as a learner to agree on a list of strategies, then reports on > successes and otherwise, to then re assess the development and program wou ld > be a great way to go. > > --- On Wed, 12/11/08, Melissa Kile <[EMAIL PROTECTED]> wrote: > > From: Melissa Kile <[EMAIL PROTECTED]> > Subject: [MOSAIC] Response to Intervention question > To: Mosaic@literacyworkshop.org > Received: Wednesday, 12 November, 2008, 2:31 PM > > I have a student (2nd grade inclusive classroom) who, recently, did not > qualify as learning disabled. The discrepancy between his achievement & > ability levels was significant, but there was not a large enough indication > of a processing problem to label him LD. We also suspect ADD, but of > course, > that's the parents' call as to whether they take him to the doctor for > a > diagnosis, so that isn't being addressed right now. The team's > recommendation was to refer him to our (new) county RtI team. I got a > little > bit of an explanation about what they do, but would like a more in-depth > explanation. > > Here's what I got from our spec. ed lead teacher (who I respect): This is > an > example of one strategy--they choose a 2nd grade level text for Mason (he > reads at beginning first grade), have him read it, and determine which > words > he can't recognize (which I suspect would be 70% or better). They write > those words on small cards that he can carry around during the day and > practice. Remember--ADD, in all likelihood. He's well-behaved--a typical > active boy, and likeable. I was also told the team might work with him once > a day or even more. > > Then I asked, "So, when would he work with text at his independent or > instructional level?" She didn't know. I really wanted to ask if > anyone on > the team had a background in reading instruction (over and above special > education). Two of the people on the team (besides the team leader) would > be > a county behavioral specialist and our school psychologist. Are these the > best choices for this intervention? Is there a special training that takes > place before they work with struggling readers? > > I know our special ed teacher was just able to give me a short answer t o a > question that I'm sure requires a very long answer. Can anyone help me out > with some information, or point me to a reliable source on the Internet? > > Thank you so much!! > Melissa/2nd/VA > __
Re: [MOSAIC] Text-to-Self Mini-Lesson Question
Meghan, Yes, it is your friend who "was floored"! Glad to see you found this list. You will get many ideas from many wonderful people here. I am going to email you off the list as well...but had to say hi when I saw your name here! Terry "Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated." -Russell Stauffer, 1980 -Original Message- From: Pitzer, Meghan L. <[EMAIL PROTECTED]> To: mosaic@literacyworkshop.org Sent: Thu, 13 Nov 2008 1:48 pm Subject: [MOSAIC] Text-to-Self Mini-Lesson Question Hi! I am just beginning to "teach" Reading the Mosaic way. I have read the book and absolutely love it! I began with a schema lesson and started right in to introducing text-to-self connections. I was reading aloud a book to the class that I could make connections with. I was getting through a picture book per lesson for 7 days. I then talked to a good friend of mine over email who was floored that I was getting through that much! She says that it should take several days to get through a mini-lesson doing think aloud for the students with one picture. I was just wondering if someone could give me some insight as to what more I could be doing to make the lessons go a little deeper and some ideas of books that are great to model this strategy. I feel that I am not being as effective as I could be. Any suggestions would be greatly appreciated! Thanks! Meghan Meghan Pitzer 3rd Grade Teacher Clay Springs Elementary (407) 884-2275 x2233 -- The information contained in this e-mail message is intended solely for the recipient(s) and may contain privileged information. Tampering with or altering the contents of this message is prohibited. This information is the same as any written document and may be subject to all rules governing public information according to Florida Statutes. Any message that falls under Chapter 119 shall not be altered in a manner that misrepresents the activities of Orange County Public Schools. [References: Florida State Constitution I.24, Florida State Statutes Chapter 119, and OCPS Management Directive A-9.] If you have received this message in error, or are not the named recipient notify the sender and delete this message from your computer. ___ 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://snip url.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] To Understand
I thought I was all signed up for the To Understand Group but I didn't get any emails. It did start right? Terry "Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated." -Russell Stauffer, 1980 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Reading Attitude Surveys
The Garfield Reading and Writing Attitude surveys?are good ones, they are posted on this site: http://www.professorgarfield.org/parents_teachers/printables/reading.html Terry "Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated." -Russell Stauffer, 1980 -Original Message- From: Lyndsay Buehler <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sun, 31 Aug 2008 9:17 am Subject: [MOSAIC] Reading Attitude Surveys Hi there, I'm hoping to use Reading Attitude Surveys in my grade 1 classroom this school year, as one measure of my students' progress. I'm curious to know -If any other teachers 'out there' are using this method. (Are you finding it helpful?) -If anyone has a template for a survey they'd like to share (or a few 'don't miss' questions that my survey should include?) Thanks in advance, -- Lyndsay Buehler Grade 1 / Music / Ontario, Canada "There is no end to learning." -- Robert Schumann ___ 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] Detective Stories & Inferences 3-5th Grade
Look up mysteries on readwritethink.org There is a fabulous unit there. Terry "Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated." -Russell Stauffer, 1980 -Original Message- From: [EMAIL PROTECTED] <[EMAIL PROTECTED]> To: Mosaic@literacyworkshop.org Sent: Wed, 16 Jul 2008 5:54 pm Subject: [MOSAIC] Detective Stories & Inferences 3-5th Grade I am looking for online, free resources for the folowing stories: Detective stories for 3-5th grades Anything to do with inferences--drill, stories, etc. Thanks to all! -jenn Jennifer Abbott Bulka Social Cognitive Therapy The Talking Playhouse www.talkingplayhouse.com 650 678-9769 Order your "It's A Visual World SOCIAL KUECARDS" today! Please note we have a 24 hour cancellation policy. "I can't understand what I can't visualize." -Albert Einstein CONFIDENTIALITY STATEMENT: This e-mail notice and contents associated with it such as attachments, etc. may contain confidential and privileged information for the use of the designated recipients to whom this notice was sent. If you are not the intended recipient, you have received this email in error and that any review, disclosure, dissemination, or copying of it or its contents is prohibited. If you have received this email in error, please notify The Talking Playhouse at [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Writing listserv
Real Writing Teachers on yahoo is a wonderful list like this one. Terry "Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated." -Russell Stauffer, 1980 -Original Message- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Wed, 16 Jul 2008 6:32 pm Subject: [MOSAIC] Writing listserv Hello: I enjoy reading comments and questions from this listserv and am learning a lot! Does anyone know of a "good" listserv regarding writing in elementary? Our Pro-D focus for next year is writing and a listserv like Mosaic would help. Thanks in advance, Jan C Neels Elementary Vice-Principal ___ 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] Lindamood Bell V&V with students who have Aspergers
Yes, I have had a little training in this and I have found it to be very helpful for visualizing. Terry "Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated." -Russell Stauffer, 1980 -Original Message- From: [EMAIL PROTECTED] <[EMAIL PROTECTED]> To: Mosaic@literacyworkshop.org Sent: Wed, 16 Jul 2008 5:55 pm Subject: [MOSAIC] Lindamood Bell V&V with students who have Aspergers Does anyone have experience with using Verbalizing & Visualizing from LindamoodBell to help concrete thinkers with imagery challenges expand their skillset? I have found this to be very helpful and would be happy to share info. -jenn Jennifer Abbott Bulka Social Cognitive Therapy The Talking Playhouse www.talkingplayhouse.com 650 678-9769 Order your "It's A Visual World SOCIAL KUECARDS" today! Please note we have a 24 hour cancellation policy. "I can't understand what I can't visualize." -Albert Einstein CONFIDENTIALITY STATEMENT: This e-mail notice and contents associated with it such as attachments, etc. may contain confidential and privileged information for the use of the designated recipients to whom this notice was sent. If you are not the intended recipient, you have received this email in error and that any review, disclosure, dissemination, or copying of it or its contents is prohibited. If you have received this email in error, please notify The Talking Playhouse at [EMAIL PROTECTED] ___ 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] Re (Mosaic) Vocabulary Strategies
Isabel Beck's work is excellent for vocabulary. I have read Robust Vocabulary and have thought about getting her latest book that you mentioned. It seems like everything regarding vocabulary points to multiple exposure and lots of context to get into their memory. Another strategy I used last year was vocabulary gradients and use it with context. I think my greatest struggle with all the vocabulary strategies is to remain consistent. I need to treat it as I do reader's workshop, routine and daily. Terry -Original Message- From: Linda Buice <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Listserv Sent: Sun, 13 Jul 2008 2:05 pm Subject: [MOSAIC] Re (Mosaic) Vocabulary Strategies I have been watching this conversation, and am very interested in what you are talking about. I will be working on improving my vocabulary instruction this summer. I have been to three workshops that have me thinking and I also think it will be helpful here. Jo Robinson said that with the core vocabulary, students should be exposed to the words, a picture, and a kid friendly definition. Our district has purchased a kid friendly dictionary to help us. Using kid friendly definitions help students understand better. In Ellin Keene's workshop, she mentioned that students will only place a certain number of words in long term memory per week. For example, an 8 year old will be able to remember 8 words per week. Of course, Ellin is research based. She wasn't saying don't expose them to more, she said they will only remember that amount. In Isabel Beck's workshop, she talked a lot about writing sentences using the words. She talked a lot about encouraging active processing of words, as opposed to just remembering. She has a new book called Creating Robust Vocabulary. It gives many extended examples of asking questions using two target words that requires the students to think if the words are connected. For example, p. 27 - Could a tyrant be a miser? I like this way of doing it, because it gets them thinking deeply about meaning. She has a lot of research about getting students to be deep thinkers about the words. She stated that generating sentences about a word early in learning doesn't help, but asking open questions about target words does help. She also stated that encounters with words need to be in a variety of contexts that encourage processing of target words over several days. The teacher needs to engage in conversations with students to get the language going. This just fits in so nicely with reading strategies. Hope that helps, Linda ___ 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] I got a job!
Congrats...sounds like a dream job! Keep us posted next year, would love how to hear how they got to that point! Terry -Original Message- From: chris and teresa casart <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Wed, 2 Jul 2008 9:31 pm Subject: Re: [MOSAIC] I got a job! A little bit more... - 4th grade - 21 students - one visually impaired student, which made me nervous for about 3 seconds, until I remembered that reading strategies work whether you read with your eyes or your fingers - 20-25% ESL or ELL population - Latino and Sudanese - focus on teaching comprehension strategies (integrated cross-curricular) - many teachers are studying and implementing the structure laid out in The Daily 5 - strong emphasis on writing workshop - professional learning communities of teachers studying together, working toward a common goal - lots of data collection for a practical purpose - guiding instruction - my classroom is NOT in a portable =) - a sink, yes, a sink, in my room!!! - block scheduling, with only ONE rotating special scheduled for the same 45 minute time slot each day (a BIG change from my last job, where I had to carry my schedule around with me at all times because it was so confusing - too much running around all over the school every day) - a dynamic principal - curriculum driven - language liaisons for the Latino and Sudanese families (most students speak English, but their parents might not) - three other fabulous 4th grade teachers with whom I will collaborate - a 10 minute commute - my day starts at 8:30 and ends at 4:05...no more leaving the house at AM! "It's all good." Teresa -Original Message- From: [EMAIL PROTECTED] workshop.org [mailto:[EMAIL PROTECTED] Behalf Of ljackson Sent: Wednesday, July 02, 2008 8:22 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] I got a job! Tell us a bit more about the new position. On 7/2/08 6:09 PM, "chris and teresa casart" <[EMAIL PROTECTED]> wrote: > Two months ago I took a leap of faith and decided to resign from my teaching > position without first having another one secured. I wanted to find an > opportunity to teach in a school that was committed to a balanced literacy > philosophy. > > Last week I started the interview process at two schools who both share in > this philosophy. Yesterday, I was offered a contract, and I accepted! We > celebrated by trading in our 11 year old minivan and then going out to a > romantic dinner. ;) > > Tomorrow is our 15th wedding anniversary, followed by Independence Day, so > our family will continue to celebrate. > > I am so blessed to have found this email group and a sweet new job all in > the same week!!! (I'm jumping for joy right now.) Thanks for being there > for me in cyberspace! > > Teresa > > > > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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] getting started...
Would any of our long term members like to talk a little about how they felt as newbies...how you went about making the change to strategy teaching...what was challenging for you and how you overcame the challenges? I have been teaching the strategies for about 7 years now...I am surprised it has been that long when I think about it. As a newbie, I was tied to the listserve. I did not know anyone else trying it, and had no other support other then the members of this group and another group. So for me, the challenge was to be mentored via email. But they did a great job! I just had to jump in. Early on, I would really rely on the members of the groups, and the books, Reading with Meaning and Mosaic of Thought. It didn't take long to see what happened with the kids, to listen to their thinking and to see what would happen when I ALLOWED it. That was the big thing, letting go and letting them. It helped me to post every question, thought, things gone well, things gone wrong, and then listen to those with experiece. The members who were very specific and detailed in their responses were the biggest help. Now, 7 years later, I continue to learn. The kids teach me more each year, as well as the discussions here and through other professional development I choose to take part in. Also, it has taken off in our district, and that requires for us to share what we discover. A word of caution to the newbies, something I see happen a lot to newbies in our district. Remember, the goal is for students to gain meaning, not to see how many connections they can make (or questions, inferences, etc). From the words of one of the membersn who taught me early on, to always ask, "and how does that help you to understand...". I hope if you are just starting out, you will ask lots of questions, and I hope that many of will give you insight into what we have learned, including the mistakes we made along the way. Good luck! Terry -Original Message- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Fri, 27 Jun 2008 6:12 pm Subject: [MOSAIC] getting started... I don't know about all of you, but I would love to hear more about Steph Harvey's institute! I am guessing we may have several new members as a result of this session since I have heard that this listserv and the tools page were promoted there! I am betting that many of these newest members have a lot less experience in strategy teaching and readers workshop. Would any of our long term members like to talk a little about how they felt as newbies...how you went about making the change to strategy teaching...what was challenging for you and how you overcame the challenges? As for me personally, I have been teaching strategies for a while, but I finally have the go ahead to actually do readers workshop for some of my intervention groups and I would love to hear how you all got started in teaching strategies in reading workshop. How do you set up the workshop? I am particularly interested in how you balanced comprehension teaching with surface structure systems in the primary grades! AND I will only have an hour a day with each grade: K, 1 and 2 Jennifer **Gas prices getting you down? Search AOL Autos for fuel-efficient used cars. (http://autos.aol.com/used?ncid=aolaut000507) ___ 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] phonemic awareness/segmentation help wanted
How much meaning is there in DIBELS assessments that require students to bark out nonsense syllables in record time? Above is one of the perfect examples of the imbalance... I guess my point has been misinterpreted. I am agreeing with others, to balance all components of reading we do need to connect one to another. We should never get so focused on one, that we leave another behind. I don't think any can of worms has been opened here, I think the discussion is great. I think balance is something many struggle with and discussing how we try to keep that balance and keep meaning as the targeted goal is a perfect discussion for this group. Enjoying the dialogue, Terry/FL -Original Message- From: Renee <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Tue, 24 Jun 2008 11:00 am Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted On Jun 23, 2008, at 8:21 PM, [EMAIL PROTECTED] wrote: > I have been thinking about this post since it came up. When we are > teaching phonological awareness and phonics, aren't we still teaching > meaning? My interpretation of what we are doing with this instruction, > is always based on meaning. No, I don't think so... not particularly. I just finished a year in a Kindergarten in which the head teacher definitely did not include meaning in practically any of her phonics/phonemic awareness activities. It was nearly all isolated, without context. How much meaning is there in DIBELS assessments that require students to bark out nonsense syllables in record time? If the argument here is that isolated phonics instruction LEADS to meaning, that it is a step in the process of reading for meaning, then I would say it would be just as easy to address phonics and phonemic awareness in a meaningful way, in context, as PART OF the whole reason for reading in the first place. My two cents. Renee "We are here to infiltrate space with ideas." ~ Ramtha ___ 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] to part or not to part (Gina)
Gina, we must have been posting at the same timeand thinking a great deal alike! Terry -Original Message- From: gina nunley <[EMAIL PROTECTED]> To: mosaic@literacyworkshop.org Sent: Mon, 23 Jun 2008 11:09 pm Subject: Re: [MOSAIC] to part or not to part I think a discussion of "parts" and phonics is perfect on this Mosaic of Thought list. Keeps us honest and real. If there is anything I know in my 25 years of teaching it is to be careful not to get stuck down either side of a continuum. In my classroom I first focus on reading to understand, reading strategically, metacognitivelyand yet it in my sixth grade classroom there are students struggling with automaticity in decoding and that needs to be addressed. Sometimes that means focusing on some phonics gaps, sometimes it doesn't, but I need all the eggs in the basket to address my HALO classroom (high, average, low, other). I feel comfortable knowing we're all going to be free to consider all options in these discussions. I have a dyslexia teacher friend who would seriously disagree with us if we ONLY hit reading for meaning with the strugglers. Balance . Gina _ The other season of giving begins 6/24/08. Check out the i Talkathon. http://www.imtalkathon.com?source=TXT_EML_WLH_SeasonOfGiving ___ 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] phonemic awareness/segmentation help wanted
I have been thinking about this post since it came up. When we are teaching phonological awareness and phonics, aren't we still teaching meaning? My interpretation of what we are doing with this instruction, is always based on meaning. A child learns early that sounds put together communicate something(mama dada, no). As that develops we help them to hear how those sounds are put together to create words, and then knowledge of the symbols that create words, again to create meaning, to communicate. We teach them how to print so that they can use those symbols to communicate their ideas, making meaning. Yes, eventually we want them to put more text together and understand at a deeper level, but it takes steps to get us there. I think we always need to remember the balance, and meaning is always the goal, instruction just changes over time. Yes, once a procedure has been used over a long period of time, and that procedure is not working, we need to change the approach. Or find out why that approach is not working, is there a physical reason behind it? I am of the opinion that all components of reading should be a part of the delicate balance of bringing meaning and understanding. Terry/FL -Original Message- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Sun, 22 Jun 2008 11:55 pm Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted In a message dated 6/22/2008 11:22:31 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: Please explain what a meaning based approach is? Do you recommend any type of instruction. Thanks for asking Pat. I was getting kind of frustrated that all this talk about "parts" was going on and no one was talking about how to help the struggling students with the purpose for reading. The process is so important and no one was talking about older children thinking that reading was all about letter sounds. Especially on the Mosaic of Thought listserv. Shouldn't we be striving for the children "to understand?" It is funny. I am also listening to the conversation on the "To Understand" list and it sounds like the people on this list and that list are not even talking about books by the same author! As far as I know there is no research that supports teaching synthetic phonics to students over first grade. Even the National Reading Panel report says that. And recently the Reading First Impact study came out and said that none of the millions and millions of dollars spent on teaching the "parts" programs have helped children comprehend at ALL. My question about a meaning based approach was because I was kind of shocked by the responses to the question. I was hoping that someone would jump in and make some suggestions about using miscue or retrospective miscue with these students. I have found that most kids by fourth grade aren't going to be helped by more phonics. My guess is, as Dorothy Watson says, they are probably over phonicating. I don't have the email right in front of me, but if I recall, the original poster said the students were reading nonsense words. If that is the case, they need a lot of instruction about what reading really is! I would tape the kids. Have them listen to the tapes of their reading either by themselves or with a partner. Have them do reader response to the books. I would have them to lots of Reader's Theater. I also asked about writing. I would have them writing most of the instructional time. Of course it would have to be purposeful writing. Like have them write Reader's Theater scripts for the Junie B. Jones books to perform for a first or second grade class. Have them buddy up with a younger class and read to them. Have them make tapes for a kindergarten listening center. You don't HAVE to know phonics to read! Try a different approach. Think outside the box. What they have had so far didn't work. Nancy Creech **Gas prices getting you down? Search AOL Autos for fuel-efficient used cars. (http://autos.aol.com/used?ncid=aolaut000507) ___ 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] Cause and Effect
All the If You Give A Mouse a Cookie, If You Give a Moose a Muffin, Pig a Pancake(etc)...by Laura Numeroff (sp?) As well as the Jimmy's Boa books illustrated by Kellogg and written by Noble. Terry -Original Message- From: anne ehrmanntraut <[EMAIL PROTECTED]> To: mosaic@literacyworkshop.org Sent: Mon, 16 Jun 2008 1:05 pm Subject: [MOSAIC] Cause and Effect oes anyone have a childrens book or lesson plan that they use to teach cause nd effect to grades K-2. Any help would be greatly appreciated. Thank you. t’s easy to add contacts from Facebook and other social sites through Windows ive™ Messenger. Learn how. ttps://www.invite2messenger.net/im/?source=TXT_EML_WLH_LearnHow __ osaic mailing list [EMAIL PROTECTED] 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] OT: Teacher documentary
Neither?link worked for me. Terry -Original Message- From: Michelle TeGrootenhuis <[EMAIL PROTECTED]> To: 'Mosaic: A Reading Comprehension Strategies Email Group' Sent: Mon, 16 Jun 2008 11:17 am Subject: [MOSAIC] OT: Teacher documentary My earlier post lost the complete link. Trying to send it again: http://schoolsmatter.blogspot.com/2008/06/trailer-for-new-film-on-teachers.h tml Michelle TG www.mrstg.com ? ___ 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] Looking for Books
The Miraculous Journey of Edward Tulane is another good one by Kate DiCamillo. I can think of lots for 2-5th, just wonder about the K and 1 kids with some of these books, even as a read aloud. Terry -Original Message- From: Krista Sadlers <[EMAIL PROTECTED]> To: 'Mosaic: A Reading Comprehension Strategies Email Group' Sent: Thu, 12 Jun 2008 9:44 pm Subject: Re: [MOSAIC] Looking for Books http://www.comingsoon.net/films.php?id=16476 The Tale of Despereaux is being released on film in December...it might make a great field trip after you've read the book! -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Carol Lau Sent: Thursday, June 12, 2008 7:53 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Looking for Books The Tale of Despereaux: Being the Story of a Mouse, a Princess, Some Soup and a Spool of Thread (Tale of Despereaux) by Kate Dicamillo and Timothy Basil Ering -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Behalf Of SPINELLO, Carol Sent: Thursday, June 12, 2008 4:12 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: [MOSAIC] Looking for Books Our school was just awarded a grant to implement a One School, One Book program. The idea is for the entire school to share in the same book experience once a month. Our goal is to join our school community around a common theme through discussion. So we are looking for ten books that could be read aloud to students ranging in grade from K-4. We want books that are language rich, will create strong dialogue between students and teachers, and encourage children to think deeply and critically. I am hoping the members of this list serve could offer titles for our program. I thank you in advance for your suggestions. Carol ___ 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. No virus found in this incoming message. Checked by AVG. Version: 7.5.524 / Virus Database: 270.3.0/1499 - Release Date: 6/12/2008 7:13 AM No virus found in this outgoing message. Checked by AVG. Version: 7.5.524 / Virus Database: 270.3.0/1499 - Release Date: 6/12/2008 7:13 AM ___ 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] Big Words
The reading series we just adopted has the "Robust Vocabulary" embedded. I am wondering and hoping this will prove to be like Beck's approach. The series is Harcourt Storytown. Anyone using it? Terry/FL -Original Message- From: Stephanie Sanchez <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Fri, 13 Jun 2008 12:40 am Subject: Re: [MOSAIC] Big Words I'd like to chime in on this vocabulary conversation. I teach 3rd grade in a school with majority of the student's being ELL's and in a high poverty area. For many years, we were like most schools that simple were not getting results. I'm happy to say that we now are no longer a NCLB program improvement school. One of the way's we have most out of it is by focusing on vocabulary acquisition. We also follow Isabel Beck's approach and use the vocabulary program Elements of Reading: Vocabulary. This program and Beck's approach has produced an excitment in our school. Because multiple exposures of the words are given, supported with visuals, and ample oral practice, our students are owning these words. I have had students come to school the next day telling me they heard these words on tv. They track words they find while reading. As a teacher, I become more cognizant of the words and find myself using them in my vocabulary throughout the day. As I look over them on the state tests, I myself find these words on the test and am blown away about how much meaning would be lost if they hadn't learned them. I would highly recommend reading her book "Bringing Words to Life" and think about the approach she gives. I have seen a change in my students' vocabulary, both written and orally. Stephanie 3rd grade, Nor. Cal ___ 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] Secondary Level
Here is a good site http://educ.ubc.ca/courses/lled301/textbook/reading/index.html Terry -Original Message- From: Sonja Rode <[EMAIL PROTECTED]> To: mosaic@literacyworkshop.org Sent: Thu, 1 May 2008 2:16 pm Subject: [MOSAIC] Secondary Level I am a High School Reading teacher. This is my first year and I am being looked towards for help in teaching reading strategies to teachers of other disciplines. I am focusing on inferencing strategies and would like to know if there is any specific information out there to help with specific content areas regarding the use of inferencing? Do any of you know of any websites regarding Reading at the HS level? I am very desperate for help in differentiating in my classes between those students who need help with decoding as well as comprehension, those who decode well but need comprehension strategies and those who are special ed. and have many different specific needs. Any pointers would be most welcome. Off list my email [EMAIL PROTECTED] My name is Sonja and I thank you in advance for your help! ___ 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] book club
Ida B. would be ideal. Terry -Original Message- From: STEWART, L <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Tue, 22 Apr 2008 9:22 am Subject: [MOSAIC] book club Hi Everyone, I have a before school book club this year. My readers are third graders who read at a level 44 or above. I am looking for a recommendation for a fantastic final read - a book that will make them remember third grade and how much they love to read and talk about books. I would appreciate your help. So far we read Baby, Windcatcher, and Janitor Boy. If you have any suggestions please send them my way. Thanks. Leslie ___ 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] Teacher's College
This is something I would like to do in the future, how do you go about applying? Could someone post this information or email me back personally. Thanks, Terry **Planning your summer road trip? Check out AOL Travel Guides. (http://travel.aol.com/travel-guide/united-states?ncid=aoltrv000316) ___ 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] STAR
I have found it very reliable when I test the students one on one, not when I do a mass testing in the lab. They just start picking anything unless I am there watching them, some I have read it to me aloud. We have lots of people say it is unreliable as well. Terry -Original Message- From: Beverlee Paul <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sat, 8 Mar 2008 7:06 pm Subject: Re: [MOSAIC] best iri Since Lori mentioned the STAR, I'd be interested in what you all think of the validity of that test. Generally, several of the teachers at my school don't see it as accurate, by any means, but our library para believes it is highly accurate. I haven't ever had anything to do with it, so I'm a clean slate. If anyone would comment, I'd appreciate it. Thanks. Bev > Date: Sat, 8 Mar 2008 15:55:57 -0700> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] best iri> > I think finding a screening tool is a challenge when we are talking about teachers who deal with larger numbers of students than a single classroom. Our ninth grade reading teacher used the QRI this year. She conducted the readings in one on one sessions with the students and used the comprehension questions as an interview. She is working with the most troubled groups of readers, but generally has 12-18 kids in her classes. Previously she had been required to use the STAR, which none of us like, and she likes the QRI much better. I believe she used only the passage reading, and she did running records with a miscue eye. I don't suppose anything is perfect, and to be honest, I cannot see the majority of our middle or high school teachers willing to do anything that requires 1:1 assessment.> > My husband taught two sections of 8th grade reading this year (with a certification in Art Education and a master's in Technology Education, go figure) and he used the QRI in a slightly different way. He administered an on-level passage at the beginning of the year and kids did the questions (typed up with more room to respond) in writing. Then he re-administered passages with readers who did not score in the instructional and independent ranges. These he did orally. This amounted to some 2-6 readers, I believe, and that doesn't seem to me to be an overwhelming task. Our other high school reading teacher (working a more confident and more able group) plans to administer in this way in the coming year. > > I would so appreciate a continuing conversation about assessing reading with students at the middle and high school level.> > Lori> > > > - Original message -> From: gina nunley <[EMAIL PROTECTED]>> To: mosaic@literacyworkshop.org> Date: 2008, 08, Saturday Of March 15:27> Subject: [MOSAIC] best iri> > > Wow I actually took a course from Silvaroli at ASU back in the early 80s.> > > > Our district reviewed IRIs about 7 years ago and couldn't find big differences in them. In the end we were down to Jerry John's and QRI. (Qualitative Reading Inventory) We chose QRI because they were going to allow us to purchase 1 book for a grade level and then copy passages, whereas Jerry John required us to purchase every teacher a book and we didn't have the funds. We made kits from the QRI and gave one to each teacher.> > > > Overall I like it. It offers narrative and expository passages and there is a mixture of implicit and explicit comprehension questions. You can do a reading rate at the same time, and of course you can do as much as you'd like with the miscue analysis. What upper grade teachers don't always understand is that unlike the early year's running records, a QRI is only good as a beginning, middle, and end of the year assessment. ( I even wonder about how helpful the middle of the year is). The running records of early grades of course reflect the big leaps those readers make within short periods of time. You aren't going to see many older kids jump a full grade level from beginning to middle. > > > > > > Gina > > 6th grade ELA> > _> > Shed those extra pounds with MSN and The Biggest Loser!> > http://biggestloser.msn.com/> > ___> > 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. > _ Climb to the top of the charts!?Play the w
Re: [MOSAIC] Mosaic Course
It is through Heinemann, however you (or your school) need to have purchased 25 copies or more of MOT, 2nd edition. Terry ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] Mosaic Course
Did everyone know the Mosaic of Thought Course is up and running? Anyone joining? It looks like I was the first to post an introduction! Terry/Fl ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] ESL students
In a message dated 7/28/2007 12:10:00 AM Eastern Daylight Time, [EMAIL PROTECTED] writes: Is it more effective for ESL students to learn to read first and focus less on comprehension, or should ESL students focus more on comprehension and less on accuracy? This is an interesting question...and since you did ask, what do you THINK (since I really don't know at all), I will share my opinion. As a teacher, if I had an ESL student, I would work on both simultaneously, but probably not with the same material. I would assess this child's needs, as I would any child, and try to work with them where they need me to. I think the comprehension instruction would come more with read alouds, where I could challenge them a little. I do say simultaneously because I think you will need both. I do believe fluency and/or accuracy is a bridge to comprehension, and if you are laboring over the words your cognitive energy would be spent there and you would have little to give to comprehension. However, the goal of reading is comprehension, to make meaning, so I would want to devote plenty of time to that as well. That is what I THINK *SMILE* Terry/Fl (anxious to hear this discussion) ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] Repeated Readings for Fluency - Question for Tim
In a message dated 7/8/2007 9:35:54 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: I agree with Elaine that DIBELS can message readers that WPM is what reading is all about. You're rightDIBELS can leave that message. So, we need to intervene and let them know daily what fluency is, and why it is important. I have mentioned earlier that I do Reader's Theater, daily practice and weekly performance. In those DAILY situations we talk about what fluency REALLY is and why it is important. I have a rubric for performance day, and after each performance the students give positive comments about each performance. I also give positive comments and suggestions for improvement. When DIBELS comes around I let them know, this is a test to see if all that practice is working and for them to think about what we have learned about fluency. It makes a difference. We need to be specific, we need to show them the difference. Terry/FL ** See what's free at http://www.aol.com. ___ 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] Nancy Atwell
This is what I love about this list and others, the ability to reflect and question and ponder. I have been really pondering about this whole topic and listening to different perspectives. Sometimes I wonder if we lose sight of the purpose of the strategies. I have always used them as a tool, not a skill. I think if I taught them as a skill I would be interested in seeing them apply it more, but it being a tool, I can only watch to see if they use it to help them. Just like when I teach them strategies for decoding. I don't expect them to use those strategies with each and every word, or every text, I look for them to use them when needed. I do see some of the strategies help to "enjoy" the process of reading more, and absolutely to help with conversations about books. I am getting ready to present a workshop with two other teachers. They are from another school, and I was just introduced to them. As we began to plan, I stated that I would like us to begin with metacognition. They didn't want to, said it would take away from what teachers want, that they want the lessons and ideas. As I listen in on and reflect on our conversation here, I find it even more important. Maybe that is what is missing with some teachers who are "teaching" the strategies. We forget the purpose, and forget to teach the students the purpose. As I think about what they want to present, I think they want to show the strategies as skills, not tools. I may be wrong, but it does have me wondering. I appreciate this discussion, sometimes other's thoughts clarify my own thinking. Terry/Fl/2 ** See what's free at http://www.aol.com. ___ 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] Nancy Atwell
I have not read Atwell's bookhowever, this seems to be the approach I abandoned when I found MOT and others. So, I can only speak from experience. There are times when students need to be just lost in the "zone", and there are times when I need to read aloud just to read aloud. However, when I look at the success with teaching them how to think, using some of my read aloud to specifically teach that and some of their reading to practice it, I can not abandon it. It works, and it is that simple. Like we have heard in the past, comprehension is not caught, it truly does need to be taught. Terry/Fl ** See what's free at http://www.aol.com. ___ 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] Re-replies to my fluency v. comprehension response to Renee
Renee, Our "core" curriculum is Houghton Mifflin, but I can honestly say I did not do much with it. I used it for some whole group instruction, probably twice a week at best. Sometimes I used the stories in a listening center. My reading block looked like this: 9:05-9:20 Fluency Practice 9:20-9:50 A lesson on comprehension strategy 9:50-10:15: Independent Reading 10:15-10:20 Share time Tues, Wed, Thurs:10:20-11:20 Guided Reading Groups with many types of literature, and centers. The centers focused on vocab, phonics(decoding skills), nf comprehension (usually our SS curriculum), fluency, and other comprehension skills. I had another hour devoted to writing. Monday and Friday, core curriculum or other skill based instruction whole group I am required to use the core curriculum, I am also required to do 90 minutes of reading instruction, and I am required to do guided reading and centers. Terry/FL ** See what's free at http://www.aol.com. ___ 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] Re-replies to my fluency v. comprehension
I have found this conversation so interesting. I was one of the lucky participants who saw Tim Rasinski last summer at the Georgia Reading and Writing Conference and I was convinced to try some strategies he had presented. Before that time I had used Reader's Theater to help with fluency, but after hearing him speak I knew I had to be consistent. This year it became consistent, and EVERY student made gains in their rate as measured by DIBELS. That is enough for me to know I will continue to use it as I did this year. On Monday, students came in and found a new script (plays, poems, speeches, etc) on their desk and put it into their binder. Their morning work was to practice with their group, about 15 minutes each day. On Friday they performed. Yes, they increased in ratebut they also improved in fluency. I LOVED to listen to them read, they began to see the importance of expression, to pay attention to punctuation, to think about the meaning and adjust accordingly. I was disheartened when we looked at DIBEL scores and was told that the instruction was not effective because students did not meet the benchmark. But I still disagree, it was effective. They did make gains in rate, every student, and more importantly made the gains I mentioned above. I do believe in this strategy and will use it again. Also, they loved to perform, they became more confident, and they understood fluency's importance. Each time they performed they also made comments to the students, pointing out the things they did well, and they noticed the gains of specific students. I am saving all the sites listed here for next year. I also purchased some of the books from Benchmark with a grant I received. I see they have some new ones with speeches and other genres. I am hoping to order more. So glad to see Tim Rasinski post here, if you have not heard him speak, and have the opportunity, GO! Thanks, Terry/Fl/2,3 Loop -Original Message- From: Tim Rasinski <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sat, 26 May 2007 9:44 am Subject: [MOSAIC] Re-replies to my fluency v. comprehension Hello Everyone.This is my first posting, so I hope you will all be entle with me. I was asked to join the conversation inasmuch as I have een studying reading fluency for the past 27 years and have written widely bout it over much the same period. My interested started when I ried to understand the struggling readers I worked with who seemed to be ighly intelligent, yet had difficulty with reading and understanding what hey read. When I first read about fluency it was an epiphany. Let me begin by saying that I don't agree with all that has been done with luency, particularly over the past ten years or so, in fact I strongly isagree with the direction it has generally been going. Your comments argely reflect my own thoughts on the issue. I do operate under the ssumption, however naive it may be, that we are all trying to do what's ight for kids. Even those folks who are doing odd things to reading luency honestly believe they are helping children become good readers. Let me outline specifically my concerns and ideas related to fluency. Fluency is related to comprehension, quite strongly in fact. My own esearch has in fact found strong correlations between fluency and omprehension all the way through senior high school. We found we could redict high school students' performance on Ohio's High School Graduation est (a silent reading comprehension test) with a measure of reading luency (see Journal of Adolescent and Adult Literacy, 2005). We have ound similar results in working with older kids in Chicago and maha. Interestingly, however, policy makers are not terribly interested n fluency with older students.It's just not issue they say. I'd like or them to see that 9th grader who is reading without any expression or nthusiasm, or who reads at 25 words per minute. Think about it - if an verage 9th grader reads at 150 words per minute, what would normally be an our reading assignment for an average reading 9th grader now becomes a 6 our marathon for the student reading at such a slow rate.And, I can ell you that we have a lot of kids in middle and high school who like this. on't get me wrong, I am not advocating teaching kids to read fast for the ake of reading fast' but we have to at least consider it. My interest is in struggling readers. I run our reading clinic at Kent tate and I believe it is a huge concern for students experiencing severe ifficulty in reading. Mike Pressley and Nell Duke and another colleague rote that among students experiencing severe difficulty in reading, etween 75-90% of them have difficulties in reading fluency that are a ignificant source of their comprehension problems. think that fluency is important for comprehension -- it is not ecessarily comprehension, but it sets the st
Re: [MOSAIC] Test Taking Skills - Answering Questions
I do not remember the discussion, however I think the QAR (Question, Answer, Relationship) is a decent strategy for helping kids to analyze test questions. Are you familiar with that? Terry/Fl/3 ** AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com. ___ 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] Carbo Recorded Books
A few years back our school had a large grant and had the Carbo tapes and a lot of other resources and training from the company. After time, we have discarded most of the tapes. They are not an example of fluent reading, it is very slow reading. The students would not follow along and track, they would become bored. At the time it seemed like a good thing, however it never proved to be very good or helpful to many of our struggling readers. Terry/Fl ** AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com. ___ 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] Global Warming
I know someone was asking for something on this topic and I happened upon this site tonight and thought I'd share: _http://www.epa.gov/climatechange/kids/index.html_ (http://www.epa.gov/climatechange/kids/index.html) Terry/Fl (mailto:mosaic@literacyworkshop.org) ** AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com. ___ 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] who said this?
Isaw a teacher say it on the Strategies that Work video. Terry/FL -Original Message- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Wed, 28 Feb 2007 1:11 PM Subject: [MOSAIC] who said this? "Reading fiction is like watching a movie. Reading nonfiction is like watching the news." I think it was either Stephanie Harvey or Debbie Miller. Thanks, Cindy - Need Mail bonding? Go to the Yahoo! Mail Q&A for great tips from Yahoo! Answers users. ___ 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. AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com. ___ 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] District or School in FL using the strategies?
Hi all, One of the leaders at our district asked me if I am aware of a school or district where they are using comprehension strategies throughout the school and/or district. She would like to observe or send some of us to go and observe it in a schoolwide setting. Anyone aware of a school in Fl? Thanks in advance, Terry/Fl/3 ___ 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] Classroom Updates
In my 3rd grade classroom we have reviewed our use of the strategies this year since I looped and a few students were new to the group. We dove a little deeper and used text that had a little more depth. In January, we had a representative from Heinemann come and present to our school staff, and on day 2 she modeled the use of strategies. Day 2 was a limited group of teachers and I was not among them, but I heard a lot of the discussion after. What I came away with from both, is I needed to do more letting go in the gradual release model. So, with my partner, we have since launched into book talks, literacy groups or whatever you would like to call them. At first we used a copy of text that all the students had access to, the basal. This was to practice how to have discussions, to interact with our reading as a group. I walked around and jumped in as needed, redirected, focused and/or questioned as we developed what worked and what didn't. This week the groups are in groups where the reading level is the same and the text is on their own instructional level. I have 4 groups. Again, I am walking around, meeting with each group and scripting or participating in the discussion. One group in particular had a fabulous discussion today. They were reading Mufaro's Beautiful Daughters. Before they began that text, I gave them several folk tales and allowed them to browse and explore and determine what they had in common. With a little direction from me, they created a fabulous chart with things they noticed. Today, I gave them the text for discussion. They decided as a group how much to read before they started to discuss. I walked into a discussion about this statement: "kindness is a weakness". They had quite a debate going on, with one pair saying how good it was to be kind, and important in this world. But another disagreed saying, "kindness can be a weakness because you might try to please too many people." I asked him to take that further and explain his thinking, he stated, "people will try to take advantage of the kind, walk all over them."...The debate continued as I walked away...and soon I heard statements like, "but look right here in the text.." Needless to say, this is what I am hoping to see from all of them. But I did notice some weren't there. Tomorrow I am going to begin by sharing what I saw in this group's discussion and how that occurred. I am also going to show a clip from a Strategies that Work video of a group of students having a successful discussion and continue with this new journey with my class. We are also working on nonfiction conventions and creating notebooks. It has been a wonderful journey, and I am so glad the journey isn't over yet. I love to continue to learn and stretch my students beyond what I am currently doing. I hope I continue to find new paths to wander down, I thank each member of the groups I belong to that keep stretching ME. It is a rewarding and valuable experience. I am also excited that my school is looking in this direction, that would not have happened if I had not had the support from all of you to keep me going. Thanks as always, Terry/3/FL ___ 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] Book Closeouts Coupon Request
I have one: world password: bookcloseouts Terry ___ 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] books for sensory images
_Hairs/Pelitos_ (http://www.amazon.com/Hairs-Pelitos-Sandra-Cisneros/dp/0679890076/sr=8-1/qid=1158528497/ref=pd_bbs_1/104-4696886-0230364?ie=UT F8&s=books) by Sandra CisnerosI used this book last week and it worked really well for sensory images. Terry/Fl/3 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
Re: [MOSAIC] (mosaic) fitting it all in
In a message dated 9/16/2006 4:18:34 PM Eastern Standard Time, [EMAIL PROTECTED] writes: How do the rest of you fit in all the skills "stuff" while still teaching the thinking and reasoning strategies? We had a reading consultant come in this year and I almost stood up and applauded when she told our group that we must FIRST teach our students the strategies of comprehension BEFORE we can expect them to do the skills. So many people on my staff use them synomously(sp?), saying the skill instruction is their comprehension instruction. What I try my best to do is first have them independently using one of more of the strategies and then show them how those strategies help us to find the main idea, or to think about the author's purpose and why they chose their words, or to identify the causes and effects; it just becomes a part of the deep discussion as we become involved in and around text. Terry/3/Fl ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
