Re: [MOSAIC] Suggestions for replacing DRA2???
Does the DRA2 not align with the CC? In what way? What about the Fountas Pinnell Benchmark Assessment System? Original email: - From: Dionne, Jeanne dion...@northstonington.k12.ct.us Date: Sun, 3 Aug 2014 17:41:26 + To: mosaic@literacyworkshop.org Subject: [MOSAIC] Suggestions for replacing DRA2??? We need to find an assessment to replace the DRA2 (K-5) that aligns with CCSS . . . any suggestions? Jeanne Dionne 1st Grade Teacher North Stonington Elementary School 860-535-2805 ext. 103 Love and respect all children for with the passing of time they become us. From: Mosaic mosaic-boun...@literacyworkshop.org on behalf of Patrice Dimare lamm...@aol.com Sent: Thursday, July 10, 2014 8:32 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Daily 5 Several of our teachers use the Daily Five few cautions - make sure that your teachers understand that it is management framework to help teachers have time for small group instruction -careful not to let it morph into a new version of centers -make sure teachers understand that independent reading still needs to be checked on otherwise kids get into bad habits ---critical point see Nell Dukes new book - Check out Tim Shanahans blog on the Daily Five got a lot of backlash, but he did make some good points to think about. Patrice Title I Reading Specialist On Jul 7, 2014, at 5:13 PM, ka...@laurinburg.com wrote: Who is using Daily 5 and what are your thoughts? Our county is starting this for the coming school year. Sent from my iPhone ___ 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 All emails using the North Stonington Public Schools email system should conform to BOE Network Policy # 4118.5, and may contain confidential or privileged information. If you have received this in error, please delete this message and any attachments and notify the sender by replying to this email. ___ 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 mail2web.com - Microsoft Exchange solutions from a leading provider - http://link.mail2web.com/Business/Exchange ___ 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] off topic - iready
Has anyone used iready as a diagnostic or for Universal Screening (RTI)? Thanks. Cathy mail2web LIVE Free email based on Microsoft Exchange technology - http://link.mail2web.com/LIVE ___ 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] Daily 5 - thanks for this posting - am following up/reading/thinking
Original email: - From: Patrice Dimare lamm...@aol.com Date: Thu, 10 Jul 2014 08:32:18 -0400 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Daily 5 Several of our teachers use the Daily Five few cautions - make sure that your teachers understand that it is management framework to help teachers have time for small group instruction -careful not to let it morph into a new version of centers -make sure teachers understand that independent reading still needs to be checked on otherwise kids get into bad habits ---critical point see Nell Dukes new book - Check out Tim Shanahans blog on the Daily Five got a lot of backlash, but he did make some good points to think about. Patrice Title I Reading Specialist On Jul 7, 2014, at 5:13 PM, ka...@laurinburg.com wrote: Who is using Daily 5 and what are your thoughts? Our county is starting this for the coming school year. Sent from my iPhone ___ 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 mail2web.com Enhanced email for the mobile individual based on Microsoft Exchange - http://link.mail2web.com/Personal/EnhancedEmail ___ 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] Literacy Assessments
Pat - I've been using the FP BAS (Fountas and Pinnell Benchmark Assessment System) for a number of years. I think of it more as similar to the DRA than to the Rigby Assessment, perhaps only because it goes higher. It is based on the Guided Reading leveling system, A - Z. There is a running record with a comprehension conversation - excellent comprehension questions broken into 3 areas in the levels above K - within (essentially a retell), beyond (inferencing), and about (author's craft). In levels K and below, there are within and beyond questions. FP are former Reading Recovery teachers. There are additional components in the FP BAS as well - such as vocabulary, sight words, phonics concept assessments. The Continuum of Literacy Learning, a resource component that accompanies the BAS or can be found and used separately, can help guide next-steps. I think it's an excellent assessment system to GUIDE a teacher. Not a be-all nor end-all. I think it's more discrete than the DRA, does not use the writing component as the DRA does (although that option is available), and goes higher than the Rigby. Let me know if you have more questions. Guided Reading can be based on the diagnostics of the FP BAS; sorts are a teaching activity that can also be based off the diagnostics of the FP BAS or what is seen in GR. Cathy Original email: - From: Patricia Kimathi pkima...@earthlink.net Date: Wed, 26 Mar 2014 10:15:09 -0700 To: mosaic@literacyworkshop.org Subject: [MOSAIC] Literacy Assessments I am working with a school that is using Fountas Pinnell Benchmark Assessment. I know we have discussed Dibels and other assessment programs but I don't ever remember seeing this assessment discussed. Is any one familiar with it and what do you think. It reminds me of the Old Rigby Assessment and it includes many of the items Marie Clay pioneered, running records, concepts about print etc. I am wondering if anyone has used FP's assessment, guided reading, or word sorts and what did you think. If you have used it how does it compare to running records, miscue analysis, the Observation Survey and Reading Recovery. I know that Reading Recovery is based on using running records and Observation Survey, but I know in many schools these have been used separately. I just want your opinion. What does/did your school district use and what do you think. Pat Kimathi PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive myhosting.com - Premium Microsoft Windows and Linux web and application hosting - http://link.myhosting.com/myhosting ___ 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] First Grade Guided Reading Groups
Has anybody done any research on the number of (apparent) adhd students and causes, and more importantly, how to teach to them? Cathy Original Message: - From: Myclass09 myclas...@gmail.com Date: Sun, 10 Mar 2013 10:43:11 -0400 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] First Grade Guided Reading Groups This is a great question, Jessica! You named the struggle that so many students and teachers have, I think especially in high-poverty schools. Our students are smart and capable, but it is a struggle to engage them and to sustain their attention!! I love the suggestion about 20 minutes of sustained physical activity in the morning. Our school is under such intense scrutiny from the school district and the state, it would take a year to get permission for that exercise program! Keep up the good work! Our kids are worth it : ) On Sat, Mar 9, 2013 at 2:58 PM, Jessica Paz jessica@selu.edu wrote: Good Afternoon, I am a first grade teacher and I am always looking for ways to increase rigor in my guided reading groups. I teach in a low SES school and my students struggle to pay attention. I have to constantly keep them working with no down time what so ever. My goal is to get these students reading fluently. Any suggestions or ideas would be greatly appreciated! Jessica Paz First Grade Teacher ___ 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 -- Lesley ___ 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 myhosting.com - Premium Microsoft® Windows® and Linux web and application hosting - http://link.myhosting.com/myhosting ___ 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] book leveling site?
Hi. I've been hearing from my teachers that many people feel the scholastic book wizard leveling site isn't on the money with many titles. The Fountas Pinnell subscription site is preferable to many, but that costs $ and can add up if you don't have a big list ready to go. I use the scholastic site often, myself. Is there another free website that others use that they recommend? Thanks. Cathy ___ 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 Comprehension Program
I also suggest for whole-class read aloud and guided practice - Linda Hoyt's Interactive Read Aloud - by grade levels; published by Heinemann but here's an Amazon link: http://www.amazon.com/Interactive-Read-Alouds-Standards-Comprehension-Two- Volume/dp/0325010986/ref=sr_1_3?ie=UTF8qid=1343826551sr=8- 3keywords=linda+hoyt+interactive+read+aloud Original Message: - From: Kahn, Chavie ka...@ou.org Date: Tue, 31 Jul 2012 01:29:39 + To: mosaic@literacyworkshop.org Subject: [MOSAIC] Reading Comprehension Program Hi, I am looking for a literacy program for my high school students performing on a third grade level. I was hoping to find a program that focuses on improving comprehension. Do you have a suggestion? Thanks, Chavie ___ 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 mail2web.com - Microsoft® Exchange solutions from a leading provider - http://link.mail2web.com/Business/Exchange ___ 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] question for Terry Decker/supervising ed techs
Thanks, Terry and Linda. I agree 100% with both of you and everything you say. Linda - I like the phrase 'pause-prompt-praise' - I needed something easy to put in volunteers'/EA's brains. Terry - your third point of mini-observations is my biggest discomfort. Can you speak more to that? Thanks. Cathy - Original Message - From: Linda Rightmire lindarightm...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Thursday, June 14, 2012 7:44 PM Subject: Re: [MOSAIC] question for Terry Decker/supervising ed techs Terry, I leave in your full comments on EAs. Great suggestions especially with the amount of back and forth interaction you have detailed. Interesting comment re Allington -- also a longtime favorite of mine -- that he disagrees with EAs for assisting weaker students. I know one of his major points is expert help for those kids. However, I feel a live, warm body is better than a computer (that responds with whatever ding or boink when you're right or wrong ;/ ). I speak of using volunteers. I recruited volunteers very selectively -- not from the general parent population per se, but often from my educated friends (including retirees). (My husband will regularly find me at a gathering chatting up a friend -- turns out we're discussing whether I can rope them in to help one half hour a week.) No they are not trained specifically at length -- but I did train them and give them ongoing feedback. I have had this argument with other university personnel, and I think those kids need *both* (obviously, I'd say). They need my expertise, but they also need a lot of oral reading practice at a suitable level (in self-chosen material, another Allington 'pillar' of reading instruction) -- practise reading with a friendly adult who has a bit of training. You can train as to 'pause-prompt-praise' (just one simple approach people can remember, not my invention). For example, it is common for adults to think they must instantly say, no, and interrupt that second. Reading Recovery taught us to use -- *after* the paragraph or whatever -- Let's look at that, there's a tricky bit here, and You said whatever miscue -- what would we expect it to look like [or sound like] if it was miscue? In more substantial material (or with very struggling students) I would also encourage the adult to take a turn -- read for a page or two, just to improve comprehension, establish some of the vocabulary, share enjoyment, etc. And so on. Great stuff, thanks, Terry. Linda Rightmire SD #73 Kamloops, BC On Thu, Jun 14, 2012 at 9:51 AM, Terry Decker deckerteac...@yahoo.comwrote: Hi Cathy,I'm sorry I'm so slow getting a response to you. Life's been very hectic, as you know from the teaching at the end of the year perspective. As for supervising EAs, I've found it to be one of the most rewarding parts of my job as our school's Title 1 teacher/Literacy Specialist supervisor. There are a few things that I think have helped our team to be successful, and I hope this is what you're wanting. If not, maybe this will trigger specific questions I can answer. 1) Hire the right EA. If you have input on personnel, I'd opt for experience as much as possible. I have 3 retired teachers on my team, and they're wonderful. They have the background, the teacher work ethic, and the love of children. I also have 2 EAs who have worked in Title for many years and one certified teacher (secondary math--but still a teacher) who just wanted part-time because of family...It helps when your EAs don't have to learn the ropes from the ground up. 2) Take time to train your EAs on exactly which programs, progress monitoring tools, and routines you want to use. Make sure he/she can use materials with fidelity. 3) Find a way (and this is a hard one for me, but I found it helps a lot ) to do regular mini-observations on your EA to support her/him and for your peace of mind that the students are getting what they need. This will also help support the EA and give you the opportunity to answer specific questions about practice. This is particularly important if your EA has no prior teaching background. 4) Meet weekly to go over the data he/she has collected on students. You should be the one to enter that data into whatever record-keeping system you use, so you know exactly where each student is working. 5) Build a professional and friendly rapport with the EA. Those weekly meetings give you the opportunity to listen to the EAs insights and feelings about the chilodren he/she teaches, and are usually insightful. 6) If you learn something new/know of available professional development opportunities that would be beneficial, help to facilitate the EA's professional growth. For example, I scheduled a training from our district ELL department on SIOP techniques, which was very beneficial and appreciated. You don't have to do all the training
[MOSAIC] Burns Roe
Funny you should ask that, Karrie. I, too, saw that and have asked other reading specialists in my school union if anyone has it. So far nobody has replied that they have it. I'd like to know how it differs from the QRI and other IRIs that specify the types of questions they ask. Does the DRA2 specify question types? We use the Fountas Pinnell Benchmark Assessment System, which differs between in the text (can look back and find), beyond (inferences, predictions), and about the text (author's craft) comprehension questions. It's been a number of years since I used the DRA(1) but I don't remember question differentiation there. Cathy - Original Message - From: Karrie Fast karrie.f...@wrightcity.k12.mo.us To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wednesday, June 13, 2012 11:17 AM Subject: Re: [MOSAIC] handwriting and social issues Does anyone know about the Burns and Roe Independent Reading Inventory? I was reading on The Sisters webpage about this assessment. Does anyone use it, how effective is it versus the DRA2? Karrie -Original Message- From: mosaic-bounces+karrie.fast=wrightcity.k12.mo...@literacyworkshop.org [mailto:mosaic-bounces+karrie.fast=wrightcity.k12.mo...@literacyworkshop.org] On Behalf Of Linda Rightmire Sent: Wednesday, June 13, 2012 7:50 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] question for Terry Decker/supervising ed techs
Hi, Terry. I couldn't quite tell what your address was so am emailing you here. You can email me off-list at cag...@myfairpoint.net. I would like to talk about supervising ed techs/EA's/other staff, as I'm supervising 1 ed tech for RTI, and I'm not sure I'm doing it the best it can be done. I'm open to anyone else being in on the conversation as well. Thanks. Cathy We have done Walk to Read for 3 years now, and it has made a positive difference in the reading success of the students at my school. Classroom teachers are still using the reading series for whole class instruction and are using literacy workshop too. We have a mandated 90 minutes of reading instruction, and the Walk to Read is 30-35 minutes of that. Our district funded 4 literacy assistants, who, along with the Title 1 staff, help us to place every child in appropriate materials for their rate and level of instruction. As the Title 1 reading specialist, I supervise the lit EAs and Title staff. Additionally, I pull Tier 3 students for another dose of focused instruction in the afternoon. \ We are moving to an RtI-like process next year, which I eagerly anticipate. 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] fluency programs
Have you looked on the What Works Clearinghouse for your research-base? I've used the 1-Minute Reader CD's (part of Read Naturally) with a few students with great success. One student in particular (and the first I used it with) was a shy reader; very afraid of being incorrect. I find that the outcomes haven't been so good with students who are quick to memorize text. They don't have the need to follow along sufficiently with their eyes but can actually mostly recite the text! My special ed department has used Quick Reads with favorable outcomes. I think they are 2 different programs, meeting different needs. I would think it would depend on your student needs as to which you'd choose to use. I don't believe they are published by the same people, either. QR is Elfrieda Hiebert. I, too, would like to know what 3x20 is. Is that something like the Daily 5 where you do 3 different pieces of reading 'work' for 20 minutes each? And thanks to Teri for posting the Summer Reads by Elfreida Heibert! I wasn't aware of that. Cathy - Original Message - From: norma baker hutch1...@juno.com To: mosaic@literacyworkshop.org Sent: Thursday, May 24, 2012 9:45 PM Subject: [MOSAIC] fluency programs Hi all! I was wondering if anyone has had experience with both Quick Reads and Read Naturally. I'd like to know what you think about the pros and cons comparing both programs. Our 3-5 building has a lot of money tied up in one program and our new principal wants to implement the other next year. How do they compare in your experience with them? Also does anyone know of any specific research comparing fluency programs. I know teaching anything in isolation isn't the ideal in Reading Workshop, but we have seen pretty consistent results in the past with 3 x 20. Thanks in advance for any insight you have! norma ___ 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] Daily 5 - opinions
As an interventionist, I have worked with a classroom teacher who uses the Daily 5 in 3rd and one in 4th. It has been a powerful and successful tier 2 intervention. I think that's due to the increased on-level reading time, and conferencing more often with reluctant or struggling readers. Students know which aspects of reading they need to focus on. One 3rd grade student has a difficult time settling down, really reading, and building stamina. We decided to have him fill out questions on his book as an accountability piece. These were easy for the classroom teacher to create, as the books are a lower level. - Original Message - From: Jennifer Quinett Joyner jjoyn...@wcpss.net To: mosaic@literacyworkshop.org Sent: Friday, May 04, 2012 5:02 PM Subject: Re: [MOSAIC] Daily 5 - opinions I would like to begin this program next year for upper grades. Do you see the benefit for grades 3-5? Also, any resources that you have for the upper grades would be helpful. I have heard from some teachers they feel there is no accountability for the students as they move from each station. Any thoughts? Jennifer Joyner Bugg Elementary-3rd Grade jjoyn...@wcpss.net (919)250-4750 -mosaic-bounces+jjoyner1=wcpss@literacyworkshop.org wrote: - To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org From: Beverlee paul Sent by: mosaic-bounces+jjoyner1=wcpss@literacyworkshop.org Date: 05/04/2012 01:18AM Cc: mosaic@literacyworkshop.org mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Daily 5 - opinions IMHO the Daily 5 has more potential than any other change today to revolutionize education in America. That said, D5 isn't solely and directly responsible for these changes, but rather provides the framework or format which allows a balanced program to succeed Sent from my iPad On May 3, 2012, at 8:38 PM, Kathleen Robertson kan...@telus.net wrote: Hello everyone Many primary teachers in our school are moving to the daily five. I have read the book but have not attended any workshops or conferences on this. I would love to hear your opinions based on your observations and experience! Kathleen Robertson ___ 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] short stories for middle grades
Jack Gantos' Heads or Tails: Stories from the Sixth Grade. - Original Message - From: Conner-Righter, Mary mrigh...@pennsvalley.org To: Mosaic@literacyworkshop.org Sent: Wednesday, April 25, 2012 10:17 AM Subject: [MOSAIC] short stories for middle grades Hi, Does anyone have a recommendation for a book of short stories appropriate for middle grade students? I'm looking for a mentor text to use in a writing workshop to show the craft of short story writing. Thank you! Mary ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Link to one district's CCSS templates for report cards
I forgot to say thanks for posting the link, too. :-) Cathy - Original Message - From: ... dma...@aol.com To: mosaic@literacyworkshop.org Sent: Monday, April 23, 2012 8:54 PM Subject: Re: [MOSAIC] Link to one district's CCSS templates for report cards They are not specifically CC, but as close as is available right now in the searches I have done. -Original Message- From: CAG cag...@myfairpoint.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Mon, Apr 23, 2012 6:56 pm Subject: Re: [MOSAIC] Link to one district's CCSS templates for report cards dmace, I don't see where these documents refer to the Common Core, although the date on the bottom is 2012. Do you know for sure that they're based on those? (I haven't cross-referenced to the CC.) - Original Message - From: ... dma...@aol.com To: mosaic@literacyworkshop.org Sent: Sunday, April 22, 2012 4:43 PM Subject: [MOSAIC] Link to one district's CCSS templates for report cards A google search turned up this page that had report card templates for grades K-5. I hope this helps those of you searching for something. http://www.pulaskischools.org/elemrptcd.cfm I don't believe that Pearson has developed the report cards yet for national implementation. Too many problems again this year with the tests they have developed being administered. And they haven't even begun to score them. If you are less than enthusiastic about CCSS join one of many groups on facebook that are working to end this tireless parade of education reform. I suggest Testing Hurts Kids as a jumping off point into the world of counter-reform. :) https://www.facebook.com/groups/177487122369569/?ref=ts ___ 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] Link to one district's CCSS templates for report cards
dmace, I don't see where these documents refer to the Common Core, although the date on the bottom is 2012. Do you know for sure that they're based on those? (I haven't cross-referenced to the CC.) - Original Message - From: ... dma...@aol.com To: mosaic@literacyworkshop.org Sent: Sunday, April 22, 2012 4:43 PM Subject: [MOSAIC] Link to one district's CCSS templates for report cards A google search turned up this page that had report card templates for grades K-5. I hope this helps those of you searching for something. http://www.pulaskischools.org/elemrptcd.cfm I don't believe that Pearson has developed the report cards yet for national implementation. Too many problems again this year with the tests they have developed being administered. And they haven't even begun to score them. If you are less than enthusiastic about CCSS join one of many groups on facebook that are working to end this tireless parade of education reform. I suggest Testing Hurts Kids as a jumping off point into the world of counter-reform. :) https://www.facebook.com/groups/177487122369569/?ref=ts ___ 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
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] Benchmark Testing
We benchmark with the Universal Screenings. That's one flag. Then we take into consideration teacher observations/classroom data and the NECAP (standardized test for the region), recognizing it tests in the fall over last year's (and past) learning. Unfortunately, the results aren't available until the spring, so that's pretty useless for intervention purposes. That will change with the CC assessments, as info will be available immediately. We use diagnostic testing after deciding that the data shows student need. Fountas Pinnell Benchmark Assessment System is a powerful diagnostic tool. I use other tools as well to pinpoint phonics or multi-syllable weaknesses. The FP BAS has decent comprehension information, and we can look at trends using that information. When you say 'essential skills' that were taught over the specific period of time, are you referring to the skills that the diagnostic testing would show a student needs? That's what's considered Progress Monitoring. I try to tailor the PM to the intervention. Sometimes the PM depends on the grade level or developmental level of the student. In many cases, running records are good PM's. I hope this makes sense. - Original Message - From: Foltermann, Marsha mfolterm...@denisonisd.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wednesday, April 04, 2012 11:46 AM Subject: Re: [MOSAIC] Benchmark Testing In my district we assess three times per year and call it Benchmark Testing. (Not sure that everyone actually uses the same definition.) The testing is to assess strengths and primarily weaknesses of our students so that we can reteach and provide tutoring where necessary. We are supposed to be testing primarily over the essential skills that were taught for that specific period of time. I think I am probably asking an impossible question to most of you because I am from Texas, and we are one of the five states that have not accepted the Common Core Standards for ELAR. I often refer to the Common Core Standards and our standards in Texas ARE very similar so think we could certainly use the same assessment! Mrs. Marsha Foltermann 6th grade, ELAR 903-462-7307 For a conference, please call the office: 903-462-7200 mfolterm...@denisonisd.net -Original Message- From: mosaic-bounces+mfoltermann=denisonisd@literacyworkshop.org [mailto:mosaic-bounces+mfoltermann=denisonisd@literacyworkshop.org] On Behalf Of CAG Sent: Tuesday, April 03, 2012 7:59 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Benchmark Testing Are you asking about Universal Screenings? We are using the Aimsweb. - Original Message - From: Foltermann, Marsha mfolterm...@denisonisd.net To: mosaic@literacyworkshop.org Sent: Tuesday, April 03, 2012 10:16 AM Subject: [MOSAIC] Benchmark Testing I am very frustrated so reaching out to a group that I know is educationally informed! Can anyone out there please tell me what your district uses as a resource for Benchmark Tests? Mrs. Marsha Foltermann 6th grade, ELAR 903-462-7307 For a conference, please call the office: 903-462-7200 mfolterm...@denisonisd.netmailto:mfolterm...@denisonisd.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] Benchmark Testing
Are you asking about Universal Screenings? We are using the Aimsweb. - Original Message - From: Foltermann, Marsha mfolterm...@denisonisd.net To: mosaic@literacyworkshop.org Sent: Tuesday, April 03, 2012 10:16 AM Subject: [MOSAIC] Benchmark Testing I am very frustrated so reaching out to a group that I know is educationally informed! Can anyone out there please tell me what your district uses as a resource for Benchmark Tests? Mrs. Marsha Foltermann 6th grade, ELAR 903-462-7307 For a conference, please call the office: 903-462-7200 mfolterm...@denisonisd.netmailto:mfolterm...@denisonisd.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] HS reading assessments
I second the QRI. - Original Message - From: Kim kgrie...@verizon.net To: mosaic@literacyworkshop.org Sent: Sunday, February 05, 2012 5:53 PM Subject: [MOSAIC] HS reading assessments I am looking for a good reading assessment that I can use with middle and high school students. I have used the Critical Reading Inventory with a few high school students; however, it is a very long and complicated test. Do you have any suggestions? Thank you for your help! Kim ___ 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] fountas Pinnell BAS
Hi, Linda. I have a question. Maybe in Canada there's a different version of the BAS, or could it be that your school is using another system? Maybe the Rigby? There is 1 Fiction and 1 Nonfiction text at each level of the FP BAS system, with no alternate texts. The DRA had an alternate text, and the Rigby PM assessment kit had a couple of sets. Just curious. Thanks. Cathy - Original Message - From: Linda Rightmire linda_rightm...@yahoo.ca To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wednesday, January 25, 2012 9:26 AM Subject: Re: [MOSAIC] fountas Pinnell BAS Hi Jacqueline, Our school is smaller (1 or 2 classes per grade level). Without looking up the current F P info -- the set we have included an 'alternate' binder so that you could make sure the student was working with unseen text (a new little book, that is, new to him or her). At that, one set (including the second binder) was adequate, in that they were housed on a shelf in one primary classroom. Because of the pressure during the several weeks prior to report card periods (due dates), you need to manage your class time well to get individual assessments done and get the binder back to its 'home' shelf each day. We keep the originals of the recording sheets in a separate small binder and plenty of copies (perhaps ten) in sleeves with each small assessment book in the big binder. So each teacher was probably in and out of that shelf several times over a three week period. People did need to mindful of the needs of others and there was pressure on the system in being the demand for the actual binder. Sometimes a teacher will just take out a group of ten or so of the books (plus sleeves with assessment pages), knowing that's the range they'd be working in that day, to leave the rest free for another teacher. There is a fair bit of informal communication between classrooms and over the staff room lunch table as to who is using what. To sum up, it took some good will and cooperation -- but the one set (with alternate) was adequate. It sounds like a school your size would need two? It was easy to use (if you are used to running records) . By data management you probably mean the single sheet on which a student's level is tracked over several years -- yes we used that. These were required by admin, but they were easy to keep up and also very useful. Only one cautionary note -- just occasionally you'd have a student whose home background was limited and he may need 'the alternate', being that maybe he's never been skating or what have you -- something a little too unfamiliar to be a fair assessment. Hope that helps, Linda Rightmire South central British Columbia, Canada ___ 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] fountas Pinnell BAS management disk
Jackie - I agree with the other posters who said the more sets, the better. We share a set between 2 teachers now, with easy access. That works well. My lit specialist set is shared between 5th grade and middle school (2 classes each) as well as for my use. That makes it difficult to expect middle school teachers to use it. As far as the data management disk, we tried it but it didn't give us all the information we wanted or in the format we wanted. We developed our own chart to use with it for classroom information. I might revisit their disk now, though, that I'm comfortable with the assessment and what our needs are from it. Cathy - Original Message - From: Jacqueline Brick jacquelinebr...@asmadrid.org To: mosaic@literacyworkshop.org Sent: Wednesday, January 25, 2012 4:59 AM Subject: [MOSAIC] fountas Pinnell BAS Hello, Our school is considering purchasing the latest edition of the Fountas Pinnell Benchmark Assessment System. We are not sure if we need to order one kit per classroom, or one kit per grade level (we have 3 classes per grade level) We currently use Reading A-Z Running Records and correlate them to FP, but want to know how FP kit works. If you use FP: Do we need one kit per grade level or one kit per teacher? Is it easy to use? Do you use the data management component? Any information would be appreciated, as it is a huge expense and I want to make sure it is worth it. Thanks, Jacki American School of Madrid ___ 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] F P Monthly Check
I posted this monthly FP chart a while ago. Maybe the link doesn't work or people didn't notice it? http://www.heinemann.com/fountasandpinnell/supportingMaterials/bas/ProgressMonitoring.pdf It shows expected grade level performance for 10 months of the year. You can do a running record on any text. 100+ words is usually sufficient to give an idea of the reading. The FP level is the same as a Guided Reading level. Some reasons to sometimes do a more formal Benchmark assessment is that it offers a more definite leveling than many trade books, and it has a comprehension component that some might feel more comfortable with than creating their own comprehension check. There are rubrics out there to help with general comprehension feedback. You might choose to do an FP BAS assessment for report cards, or when you need more definitive data. - Original Message - From: Sandy Stevens sstev...@maustonschools.org To: mosaic@literacyworkshop.org Sent: Thursday, November 17, 2011 8:49 PM Subject: [MOSAIC] F P Monthly Check I have seen many requests for monthly benchmarks. My question about this is--how do you determine the FP level on a monthly basis? Surely you wouldn't do the benchmark every month, would you? That to me would seem to be over testing on the benchmark. But how else do you determine the students' level unless you are actually doing the benchmark? Also, how would have the time to do a monthly FP benchmark? You'd be spending all your time doing the assessment. I must be missing something. Sandy 4th grade teacher ___ 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] Common Core and F P
I certainly agree that we, as teachers, need to look at the student overall and a variety of 'snapshots'. In my experience, though, the FP Benchmark Assessment has been a very helpful tool in analyzing students' reading and then working with that student on areas that need strengthening. - Original Message - From: kea...@aol.com To: mosaic@literacyworkshop.org Sent: Wednesday, November 02, 2011 5:24 PM Subject: Re: [MOSAIC] Common Core and F P Let's not assume that because something is standard RTI practice that it has any bearing on best practice or good teaching. Can't say I am seeing any correlation between them. -Original Message- From: CAG cag...@myfairpoint.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tue, Nov 1, 2011 9:19 pm Subject: Re: [MOSAIC] Common Core and F P Two months can be interpreted usually as 2 levels behind. That's standard RTI practice for Tier 3 interventions. These monthly guidelines are found here: http://www.heinemann.com/fountasandpinnell/supportingMaterials/bas/ProgressMonitoring.pdf Something else to remember is that FP's benchmark goals are Instructional, not Independent. Cathy - Original Message - From: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tuesday, November 01, 2011 9:56 AM Subject: Re: [MOSAIC] Common Core and F P April, I am curious as to whether the teachers in your school/district are speaking out against this plan? It seems to have very little recognition of the fact that children learn at different rates, and that some take longer to get something than other. Two months behind? Wow. That seems very nit-picky and also very arbitrary. Are there others out there who are assessing/judging children in this way? Renee On Nov 1, 2011, at 6:15 AM, Stein, Ellen H. wrote: What would that look like? What extra intervention are you doing? -Original Message- From: mosaic-bounces+estein=bcps@literacyworkshop.org [mailto:mosaic-bounces+estein=bcps@literacyworkshop.org] On Behalf Of Willard, April D Sent: Tuesday, November 01, 2011 8:01 AM To: 'Mosaic: A Reading Comprehension Strategies Email Group' Subject: Re: [MOSAIC] Common Core and F P Students who are two or more levels behind the monthly target are the students who we focus on for extra intervention. This could be in the form of after school tutoring, extra small group instruction with the teacher or a reading specialist. April Willard Holding a grudge is like eating rat poison and then waiting for the rat to die. ~ Anne Lamott ___ 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] Common Core and F P
Two months can be interpreted usually as 2 levels behind. That's standard RTI practice for Tier 3 interventions. These monthly guidelines are found here: http://www.heinemann.com/fountasandpinnell/supportingMaterials/bas/ProgressMonitoring.pdf Something else to remember is that FP's benchmark goals are Instructional, not Independent. Cathy - Original Message - From: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tuesday, November 01, 2011 9:56 AM Subject: Re: [MOSAIC] Common Core and F P April, I am curious as to whether the teachers in your school/district are speaking out against this plan? It seems to have very little recognition of the fact that children learn at different rates, and that some take longer to get something than other. Two months behind? Wow. That seems very nit-picky and also very arbitrary. Are there others out there who are assessing/judging children in this way? Renee On Nov 1, 2011, at 6:15 AM, Stein, Ellen H. wrote: What would that look like? What extra intervention are you doing? -Original Message- From: mosaic-bounces+estein=bcps@literacyworkshop.org [mailto:mosaic-bounces+estein=bcps@literacyworkshop.org] On Behalf Of Willard, April D Sent: Tuesday, November 01, 2011 8:01 AM To: 'Mosaic: A Reading Comprehension Strategies Email Group' Subject: Re: [MOSAIC] Common Core and F P Students who are two or more levels behind the monthly target are the students who we focus on for extra intervention. This could be in the form of after school tutoring, extra small group instruction with the teacher or a reading specialist. April Willard Holding a grudge is like eating rat poison and then waiting for the rat to die. ~ Anne Lamott ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] fluency measures
Wow - great question. Read Naturally website says to use cold reads. The H-T norms are part of their website. The FP BAS fluency rating is also based on a cold read. - Original Message - From: Conner-Righter, Mary mrigh...@pennsvalley.org To: Mosaic@literacyworkshop.org Sent: Tuesday, October 11, 2011 7:34 AM Subject: [MOSAIC] fluency measures Just a question...We use DIBELS oral reading fluency passages to measure students' reading rate in grades 1 and 2. These readings are considered 'cold' reads because the students do not preview or practice the passage. We also have district assessments which include a fluency/rate passage for grades 1-4. The discussion has come up that perhaps we should do a 'warm' read with these passages to compare to the DIBELS - for grades 1 and 2. I read in the posts that there are many different assessment products being used in schools. Are the fluency measures mostly done as cold or warm reads? I also wonder if the fluency rubrics such as Hasbrouck and Tindel or Shinn have been normed on cold or warm reads. It seems it would be important to assess according to how the rubric was normed. Thank you for any input, Mary ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] nonfiction texts and help with a strategy
Susanne - thanks. This might be just what I've been looking for to help me do RTI in comprehension. Cathy From: Susanne McCurry susanne.mccu...@gmail.com Also, I just started reading a book called Comprehension Connections, Bridges to Strategic Reading by Tanny McGregor. It's perfect for making abstract reading concepts more concrete. For example, I just made a Reading Salad with my 3rd graders. Every time I read from the text, the tudents placed a red piece of paper into the salad bowl. When I used my background knowledge, they placed a green piece of paper into the bowl. There were many Ah-hah moments with my students. They noticed that there was much more thinking happening than there was text. (It sounds better when you read the book.) She walks the reader through the lessons as she does them with her students, so it's like observing someone present the lesson before doing it with your class. It's a short, useful, and easy read. ___ 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 need suggestions about assessments
Yes - we use it through 8th. I think it is excellent. - Original Message - From: paltm81...@aol.com To: mosaic@literacyworkshop.org Sent: Wednesday, August 31, 2011 8:22 AM Subject: Re: [MOSAIC] I need suggestions about assessments In a message dated 8/31/11 7:49:51 AM, betsylafont...@gmail.com writes: . By the second week of school, all students in the elementary school were tested by this team using the Fountas and Pinnel testing system. Has anyone used Fountas and Pinnel in middle school? My principal is heading in this direction. Pat www.pawsofwood.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] I need suggestions about assessments
In this vein, I found http://www.hallco.org/literacy/ - if you click on the left bar RTI literacy notebook then under Progress Monitoring Tools then dra short form, there's a rubric based on the DRA for a retelling + 2 inferential questions. You can use it with any leveled book. We've used FP for a couple of years now and like it very much. I prefer it to the DRA because of the conversational comprehension questions and the lack of an emphasis on writing (which is a different thing to assess from reading comprehension). We don't use the FP for our Universal Screening, though. For that we've used Dibels for the last 2 years and are moving to Aimsweb this year. My feeling is that the FP or DRA are not quick enough for a US. I assume that the Universal Screening issue is why your administration mandated the Dibels, Saundra. The DRA2 questions sound interesting. I'll keep an eye out for them. Cathy - Original Message - From: Shults Mt moosetra...@montanasky.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, August 28, 2011 9:04 AM Subject: Re: [MOSAIC] I need suggestions about assessments Last year I field tested for the second time, a new component for DRA2 or rather a separate assessment component, a progress monitoring assessment that can be done quickly in comparison to the writing for comprehension piece of DRA2. It is still a running record assessment with approximately 6 quick questions that vary at different levels, from setting, vocabulary, synthesis ect. that should be out this fall. This could be done throughout the year and then use the full DRA2 for beginning and end of year. Trish Shults - Original Message - From: Saundra McDonald sonimcdon...@comcast.net To: mosaic@literacyworkshop.org Sent: Saturday, August 27, 2011 17:55 Subject: [MOSAIC] I need suggestions about assessments Our school is struggling with deciding what kind of reading assessment to use for grades 3-5. In the past we have used DIBELS (mandated by the administration) and DRA2. Our principal has expressed her concern that the DRAs take up too much instructional time to administer and some of the teachers feel there is not consistency from grade to grade in how they are given and so the results are not that helpful. My question is what assessments do you use at your school? Has anyone used the Fontas and Pinnell system? If so, is it any less time consuming than the DRAs? What else is out there? Thank you, Saundra ___ 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] Selling your teaching books
paperbackswap.com is a great source to get books you're looking for as well as trade the books you no longer want. (hint, hint - give my email address if you decide to sign up and I'll get a 'credit') If your titles are in demand, you can get a good price at amazon.com . Cathy - Original Message - From: Carol Keskeny ckesk...@gmail.com To: Mosaic@literacyworkshop.org Sent: Sunday, May 22, 2011 11:41 AM Subject: [MOSAIC] Selling your teaching books To make sure teachers who want your books, you can also sell your books at reasonable prices here: http://www.teacherspayteachers.com/Sell-Items ___ 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 and Writing Continuums Common Core
FP have aligned the Continuum with the Common Core. Scroll about halfway down this website: http://www.heinemann.com/fountasandpinnell/supportingMaterials.aspx Cathy - Original Message - From: Vickie Julka vju...@madison.k12.wi.us To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, May 22, 2011 10:20 AM Subject: Re: [MOSAIC] Reading and Writing Continuums Have you explored the Fountas Pinnell Continuum for Literacy Learning? Our District is using it as a guide along with their Prompting Guides. Vickie On Sat, May 21, 2011 at 9:15 PM, Conner-Righter, Mary mrigh...@pennsvalley.org wrote: Hi, I'd like to know if anyone can recommend a resource that has a reading development continuum and/or a writing development continuum. These would be continuums that define stages of reading/writing development and provide specifc descriptors of what a child can do at these stages. Thank you, Mary ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- Vickie Julka Literacy Instructional Resource Teacher Curriculum Assessment Madison Metropolitan School District (608)663-1974 ___ 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] suggestions - Just Words REWARDS
I second the Rewards kudos. I hesitated to reply as Judy did, as I don't use it as a 'phonics' program, as Michelle asked. When students have particular areas of need, I'll target those with speed drills or sorts as well as word work. I have had great success with my middle school students and Rewards and am looking forward to seeing how the growth transfers when we do the last round of Fountas Pinnell Benchmark Assessments. Cathy - Original Message - From: Judy Shenker jshen...@lcc.ca To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Friday, May 20, 2011 11:59 AM Subject: Re: [MOSAIC] suggestions ( Is this how I post a question to thelistserve?) Personally I prefer REWARDS for older readers. - It is published by Sopris West, same people who put out STEP UP TO WRITING - an incredible program for explicitly teaching writing process and text structure. I have had a lot of success with REWARDS, especially for middle school readers. Judy -Original Message- From: mosaic-bounces+jshenker=lcc...@literacyworkshop.org on behalf of Michelle Halperinkrain Sent: Fri 5/20/2011 10:08 AM To: mosaic@literacyworkshop.org Subject: [MOSAIC] suggestions ( Is this how I post a question to the listserve?) I need some advice and suggestions. Is anyone familiar with (or is using) the WILSON Just Words Program? http://www.wilsonlanguage.com/FS_PROGRAM_WRS.htm It is a decoding and spelling program for 4th -13 graders. We are looking for a remediation program for our middle school students who have gaps in their phonics knowledge that is impacting their ability to comprehend. I would appreciate any suggestions. Thank you. Michelle Halperin-Krain District Data Assessment Coordinator Keansburg School District mhalperinkr...@keansburg.k12.nj.us mailto:mhalperinkr...@keansburg.k12.nj.us ___ 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] middle school R/W workshop
If you could have a (preferably uninterrupted) block of time for Reading/Writing workshop, or your ELA class as you want it, what length would that block of time be? For example, Reading First for primary says 90 minutes daily. What would you say for middle level? Can you point me to any research? Thanks. Cathy ___ 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] Progress Monitoring for Rapid Letter Naming Fluency inSpanish
Dibels has a Spanish segment. Have you checked that out? - Original Message - I'm looking for resources and tools for progress monitoring students' Rapid Letter Naming Fluency in Spanish. Any ideas or resources you know about? Thanks, Amy Tisinger RTI coordinator Lloyd Elementary Chicago, IL ___ 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] Phonics program
Vickie - Can you share how the Phonics/Word Study piece is political? Thanks. Cathy - Original Message - From: Vickie Julka vju...@madison.k12.wi.us To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, February 05, 2011 12:56 PM Subject: Re: [MOSAIC] Phonics program Kelly, I am especially interested in the various supports you put in place for your struggling readers. We also are a mid sized urban district using a guided reading/balanced literacy approach but looking for ways to fill some of the gaps we are seeing with our struggling readers. Some of our teachers are beginning to use Cafe, which is powerful in that it lets the kids be part of their learning discussions/directions. We are trying to be thoughtful about the task of meeting the needs of all with the resources we have, while staying true to our core beliefs about how children learn. * Phonics and Word Study are by no means the bulk of our curriculum, but it IS a piece. *Andrea, We've known for awhile that it is a piece that we need to address in a* *more systematic manner for some of our teachers, but what we are finding is that it is a huge political piece that is taking the current discussions in an unbalanced direction in our district. We as leaders need to share our experiences to keep the balance for our fragile learners, so any thoughts are not only appreciated but essential. On Sat, Feb 5, 2011 at 8:38 AM, Kelly Alexander mandkalexan...@yahoo.comwrote: Just a quick responseI am the curriculum specialist in a mid-sized urban school district. We have completely revamped our literacy instruction over the past three years. We use a guided reading instruction and have various support models built into our program for struggling readers. I could go into much more detail about the program and what has worked and what hasn't, but what I really wanted to share was that we have implemented the CAFE approach in grade 5 this year and it seems to be working well. It made a lot of sense for us to begin with our older studentsand so far, so good. This does NOT mean that it won't be successful for your younger students, in fact I believe that it will be!. I just thought it might be nice for us to share our challenges and successes as we go through the transition process at different grade levels this year. Good Luck! :) --- On Fri, 2/4/11, Andrea Jenkins jenki...@oakhillschool.org wrote: From: Andrea Jenkins jenki...@oakhillschool.org Subject: Re: [MOSAIC] Phonics program To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Friday, February 4, 2011, 4:23 PM First, I want to think everyone who responded to my post about phonics programs. It was extremely helpful and has given me, as the Language Arts academic team leader, some direction in helping to lead my team. But I want to address why I asked the question in the forum in the first place. I believe COMPLETELY in teaching reading strategies. I have read Mosaic numerous times and it was transformative for me in both my philosophy and instruction. Teaching the explicit use of reading strategies is a huge part of our academic team's reform of our language arts program. So, why would I ask a question here about phonics? Well, because I feel that if I share the same philosophy as all of you about reading comprehension, then chances are, we would have similar philosophies about what works with phonics instruction. Phonics and Word Study are by no means the bulk of our curriculum, but it IS a piece. And it's a piece that we need to get right. I originally learned about Daily 5/CAFE from this listserv, so I figured many of you who were teaching reading strategies, and using the D5 structures, would also have sound advice about what phonics programs blend well with this type of instruction. Thank you for allowing me to pick your brains! I work at a small private school. We have the beauty of selecting any curriculum we want, but it also means we start from scratch on selecting programs. It's so wonderful having a community of experienced, knowledgeable educators to turn to for sage advice. Andrea - Original Message - From: MaryJo Costello mcoste...@rhnet.org To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Cc: mosaic@literacyworkshop.org Sent: Friday, February 4, 2011 7:14:59 AM Subject: Re: [MOSAIC] Phonics program Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org writes: Does anyone have any thoughts about reading and teaching kids the comprehension strategies, or are we all so pressured by RTI, phonics instruction, and standardized testing of discrete skills that we've forgotten about real reading? In our district we are all about comprehension...thankfully. Every new teacher or new to our district participates in staff development. When asked the question,
Re: [MOSAIC] Phonics program
Thanks, Beverlee, for that reflection. I'm an RTI and Reading Recovery teacher, and I was having a hard time thinking that the CAFE alone was not meeting my lowest kids' needs in the classroom without something additional that a GR group can give. What you say makes sense. Cathy - Original Message - From: Beverlee Paul beverleep...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tuesday, February 01, 2011 8:55 AM Subject: Re: [MOSAIC] Phonics program The Daily 5, and especially CAFE, do not lend themselves to phonics programs. CAFE is build on teaching word attack, comprehension, fluency strategies and providing time, space, and literacy materials for those strategies to be used and deepened. Mini-lessons are usually developed as a result of teacher observation or other assessment and go along with what most of the kids need to know at that particular time. The conferences with CAFE are where individual student needs, including phonics, are addressed. Guided reading is also often related to what a small group needs in strategy groups. Not that D5/CAFE are opposite from programs such as phonics programs, but they are not really congruent. On Mon, Jan 31, 2011 at 11:52 AM, Andrea Jenkins jenki...@oakhillschool.org wrote: We are transitioning to the Daily 5 and CAFE in k-2. I'm curious to know if any of you have discovered a good phonics program to go along with D5 / CAFE. Currently, each grade level uses as different program, and we are moving to a more systematic approach. I'd love some good recommendations. Thanks! Andrea ___ 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. -- There is nothing so unequal as equal treatment of unequals.Chief Justice Oliver Wendell Holmes ___ 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] Phonics program + CAFE 1st grade
What are your thoughts on the CAFE and the lowest readers in a first grade class? Does it give them the support they need? - Original Message - From: Beverlee Paul beverleep...@gmail.com Subject: Re: [MOSAIC] Phonics program The Daily 5, and especially CAFE, do not lend themselves to phonics programs. CAFE is build on teaching word attack, comprehension, fluency strategies and providing time, space, and literacy materials for those strategies to be used and deepened. Mini-lessons are usually developed as a result of teacher observation or other assessment and go along with what most of the kids need to know at that particular time. The conferences with CAFE are where individual student needs, including phonics, are addressed. Guided reading is also often related to what a small group needs in strategy groups. Not that D5/CAFE are opposite from programs such as phonics programs, but they are not really congruent. On Mon, Jan 31, 2011 at 11:52 AM, Andrea Jenkins jenki...@oakhillschool.org wrote: We are transitioning to the Daily 5 and CAFE in k-2. I'm curious to know if any of you have discovered a good phonics program to go along with D5 / CAFE. Currently, each grade level uses as different program, and we are moving to a more systematic approach. I'd love some good recommendations. Thanks! Andrea ___ 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] 5th grade up Interactive comprehension sites needed
How about razkids.com - leveled books with comprehension questions. - Original Message - From: Ann Jernigan ajerni...@mail.wccards.k12.mo.us To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Thursday, November 04, 2010 11:29 AM Subject: [MOSAIC] 5th grade up Interactive comprehension sites needed We are needing some interactive computer sites where students can read stories and answer questions. We have students asking for these so they can practice at home. We are needing these for upper elementary/ junior high levels. You guys are always great resources. Can anyone out there help?Here's a website that some of you might like for the JH/HS students: http://literacyworks.org/learningresources/4_networked_indiv/lr_networked_indiv_home.html Ann Jernigan Literacy Coach Webb City R-7 Schools ajerni...@mail.wccards.k12.mo.us ___ 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] assessment and data
Mary - I'd like to hear more about the database your district will be implementing. I need to develop something for my school and it's not my forte'! Thanks. Cathy - Original Message - From: Conner-Righter, Mary mrigh...@pennsvalley.org To: Mosaic@literacyworkshop.org Sent: Saturday, September 11, 2010 1:48 PM Subject: [MOSAIC] assessment and data Our school district implemented district assessments in grades K - 3rd about 8 years ago that were created by a team of Title I teachers. Over the years these teacher-created assessments have changed to meet standards. We now have our own district assessments for the following areas: phonemic awarenesss, listening comprehension, reading comprehension (F and NF), writing to a prompt, accuracy and fluency, science, social studies, and math. The language arts/reading assessments are given 3 times a year. The content area ones are given at the beginning and end of the year. Years ago when we first started these assessments, the Title I teachers spent hours inputing student scores into a Microsoft Word table. Several years ago we adopted the 4 Sight assessments in reading and math for 3rd - 12th grades. Success for All maintains a database for these assessments. We also adopted DIBELS for K through 2nd. Data collected by the U of Oregon's system. This is administered by the Title I teachers three times/year with progress monitoring ongoing. We are hoping to implement our own database this year which will organize all the data from the different assessments we give. Mary ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
