Re: [MOSAIC] FountasPinnell LLI
Dear Nicole-- It is worth noting that LLI is coming out with a Red Kit designed for 3rd grade and I believe you will find that it addresses Common Core beautifully. If I recall correctly, levels dip back to 2nd grade. The LLI kit is well worth the purchase and for RtI if done with fidelity. Like another reader commented, 30 minutes is needed because some of the lessons are actually longer than 30 minutes. If students need help with comprehension, LLI is absolutely awesome for that. For students needing help with decoding, it does have excellent components for that; however, I would do another 10 minute word work or phonics lesson during the day. Using the Blue kit for 3rd grade will work, but as I said, you might check out the Red Kit!! On Mon, Mar 25, 2013 at 9:01 AM, Nicole Power npo...@bps.k12.ok.us wrote: My school does not have a reading intervention program or a leveled reading library. We are considering ordering the Blue second grade level of LLI to use with students who are in third grade and significantly behind in reading. I would like to hear from those who have experience with this program. What are the pros and cons? Did you supplement the program with a more direct instruction phonics program? Is the benchmark assessment really a necessary component or could you get similar information using other assessments of reading we currently have? This forum offers great discussion. I look forward to any info you can share about LLI and would be happy to receive replies on or off the forum. Thanks! Nicole Nicole Power, M.S., M.Ed. CCC-SLP/RTI Coordinator npo...@bps.k12.ok.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
Re: [MOSAIC] FountasPinnell LLI
I'm not aware of anything for grades 6--8 that is similar to LLI. I would definitely look at the Red LLI kit for middle school. The books are written at an intermediate level, but have more sophisticated stories and texts. Also the lessons address literary elements and structures which is needed for Texas STAAR and Common Core. The lower kits appeal more to primary students, so I hesitate to recommend the blue kit for middle schoolers. Other kits are being developed for 4th and 5th grades. If comprehension is the issue, may I suggest you look at the Comprehension Toolkit? This kit helps kids interact with text using the 6 comprehension clusters: Monitoring Comprehension, Ask Questions, visualize, Infer Meaning, Determine Importance, and Summarize and Synthesize. The kit is sold through Heinemann. Hope this helps! Cindy Boney Coordinator of Curriculum Projects On Monday, March 25, 2013, Jay Maqsood wrote: Is there any good system like the LLI for grades 6-8 struggling readers? For instance, say we have 6th graders who are reading at 3rd grade level. Would it be wise to use the LLI 3rd grade system with them or do you recommend another system? Thanks, JM* *This message is sent from a handheld device; please excuse typos. On Mar 25, 2013, at 1:57 PM, Palmer, Jennifer jennifer.pal...@hcps.orgjavascript:; wrote: PS... I like the assessment piece very much... Great to diagnose student needs and the best way to place students in the intervention. I think it might be tough to use a different assessment ... Sent from my iPhone On Mar 25, 2013, at 12:02 PM, Nicole Power npo...@bps.k12.ok.usjavascript:; wrote: My school does not have a reading intervention program or a leveled reading library. We are considering ordering the Blue second grade level of LLI to use with students who are in third grade and significantly behind in reading. I would like to hear from those who have experience with this program. What are the pros and cons? Did you supplement the program with a more direct instruction phonics program? Is the benchmark assessment really a necessary component or could you get similar information using other assessments of reading we currently have? This forum offers great discussion. I look forward to any info you can share about LLI and would be happy to receive replies on or off the forum. Thanks! Nicole Nicole Power, M.S., M.Ed. CCC-SLP/RTI Coordinator npo...@bps.k12.ok.us javascript:; ___ Mosaic mailing list Mosaic@literacyworkshop.org javascript:; 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 javascript:; 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 javascript:; To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] a question
Dear Sally, Possibly the most powerful assessments we educators perform are formative assessments. They tell us...and students...immediately how students are doing. Well-timed instruction, delivered at the point of error, goes farther, faster than waiting on periodic district assessments. However, well-timed assessments that remove the teaching factor-or district benchmarks-are equally beneficial as they give us snapshots of what the students have under control, or learned well and are practicing, as a result of our informed teaching. Combined, these assessments give us valuable feedback as teachers to improve our instuction and help students progress at the same time. So the short answer for me--it's all good! Cindy On Jan 29, 2013 11:11 AM, Sally Thomas sally.thom...@verizon.net wrote: I guess I understand that the powers that be don't trust teachers to assess their own students. And I do get that it is useful to do some kind of assessment where teachers can come together around agreed upon understandings of what a child's strengths and needs are. So overall i get doing some agreed upon assessments perhaps several times a year. For me I prefer assessments that are closer to the actual work involved - like writing a real text or reading a real book. so I like the DRA better than anything remotely like Diebels. (I actually prefer miscue analysis and like the Teachers College assessments which are similar to DRA but more interesting texts etc. but that's just a preference.) but here is my question. At the beginning of the year I needed to get to know my students well. Needed initial reading and writing assessments to see their strengths and needs. Also to find out their feelings about reading and writing and their interests etc. That provided my baseline data. But after that I always read individually with my kids during reading workshop (besides shared reading etc. in other parts of my literacy time) at minimum once every two or three weeks, more often with those struggling a bit. During those times I listen carefully with miscue eyes and ears and take quick informal notes. I can catch that they are now self correcting. Or see them chunk a word. Or chuckle at a funny part so I know they're understanding. I need that information to see how they're growing and what I need to teach or help with next! I do not get how we support kids without this ongoing assessment. It is easy to do informally along the way. We don't need official numbers etc. You can easily judge if they are struggling with too many words for the chosen text. And i have pretty good ideas (not exact) about the challenge levels of different texts. sometimes here I get the impression that teachers are only assessing through the official assessments? And I wrongMaybe it's that teachers are doing most of their teaching whole class with basal type reading programs??? I am just not understanding I guess how many teachers there are who are still teaching in workshop formats at least some of the time. How many teachers assess in ongoing ways all the time? Just wondering. On another list we are sharing some transcripts of kids reading with the actual text and the child's reading of that text and then sharing our interpretations of their miscues and strategies. Is there any interest in doing some of that on this list? Sally ___ 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] Words Their Way
We use the Words Their Way spelling stage/sort books, i.e. *Word Sorts for Within Word Pattern Spellers*. They contain the sorts for the stage as reproducibles. With that, we are able to be selective with our different needs/levels within grade levels. On Thu, Jan 17, 2013 at 2:25 AM, Jacqueline Brick jacquelinebr...@asmadrid.org wrote: Hello, Our school is considering order the Words Their Way: Word Study in Action 2012 word study workbooks. We have been using WTW for several years, photocopying the sorts as needed. I am wondering if anyone is using the workbooks. It seems to me that although it would be more teacher friendly to have the sorts already in a consumable form, it might be wasteful-what happens when kids test in the middle of a level, for example late within word pattern, and start off in the higher sorts in middle of a word study work book? It wastes the whole first part of the workbook. Also, do any of you have issues with the cutting of the sorts, especially for kindergarten and first grade students? Our teachers are precutting the sorts. Thanks for your advice! Jacki Brick Resource Specialist 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 -- *Cindy Brovold* *Literacy Coach Princeton Schools* *763-389-6940* *“*Literacy arouses hopes, not only in society as a whole but also in the individual who is striving for fulfillment, happiness and personal benefit by learning how to read and write. Literacy... means far more than learning how to read and write... The aim is to transmit... knowledge and promote social participation.*”* - UNESCO Institute for Education, Hamburg, Germany ___ 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] Help Repeated Readings
I highly recommend reading *The Fluent Reader *by Timothy V. Rasinski. He has researched the topic thoroughly and has multiple ways of building fluency in whole group, small group and with individuals. Familiar re-reading helps treat the Matthew effect where those who can read get stronger faster...and those who struggle with reading continue to struggle. Hope this helps! Cindy On Tue, Dec 18, 2012 at 8:25 AM, Julie G. Martin jgmar...@redwing.k12.mn.us wrote: Has anyone had experiences using repeated readings to effect fluency on a struggling student at a 6th or 7th grade level? If you have seen gains in the child's fluency rate, has there also been an increase in the child's motivation and willingness to read? Thanks, Julie ___ 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] Help Repeated Readings
Have you used Read Naturally? It is a great fluency tool for motivating reluctant readers, plus it works well for all age groups, since the text is informational and usually interesting to the students. Also, you can also select passages that are written to practice phonics patterns and the comprehension questions are decent. On Tue, Dec 18, 2012 at 8:25 AM, Julie G. Martin jgmar...@redwing.k12.mn.us wrote: Has anyone had experiences using repeated readings to effect fluency on a struggling student at a 6th or 7th grade level? If you have seen gains in the child's fluency rate, has there also been an increase in the child's motivation and willingness to read? Thanks, Julie ___ 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 -- *Cindy Brovold* *Literacy Coach Princeton Schools* *763-389-6940* *“*Literacy arouses hopes, not only in society as a whole but also in the individual who is striving for fulfillment, happiness and personal benefit by learning how to read and write. Literacy... means far more than learning how to read and write... The aim is to transmit... knowledge and promote social participation.*”* - UNESCO Institute for Education, Hamburg, Germany ___ 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
Ditto on Reciprocal Teaching, as well as Questioning the Author. Also, look for a new strategy called Close Reading. It's directly related to the CCSS, text complexity, and text dependent questioning. Specifically, it utilizes well-planned, thought out think alouds to build understanding with complex or incoherent text. On 8/1/12, Rosa Roper rosaro...@hotmail.com wrote: Check out: Reciprocal Teaching http://www.amazon.com/Reciprocal-Teaching-Work-Strategies-Comprehension/dp/0872075079/ref=sr_1_1?ie=UTF8qid=1343842047sr=8-1keywords=reciprocal+teaching The research base for this teaching strategy is very strong and you can choose your own text that is engaging to your students - it is not a program but a strategy that can easily be implemented with students. ___ 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 -- *Cindy Brovold* *Literacy Coach Princeton Schools* *763-389-6940* *“*Literacy arouses hopes, not only in society as a whole but also in the individual who is striving for fulfilment, happiness and personal benefit by learning how to read and write. Literacy... means far more than learning how to read and write... The aim is to transmit... knowledge and promote social participation.*”* - UNESCO Institute for Education, Hamburg, Germany ___ 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] Words Their Way
Interestingly, our district just went through the whole spelling issue/what to teach/how to teach/how much time to spend on spelling, etc. As the literacy coach for our building, I was asked to research and bring best practice instructional approaches to the decision making table. I would recommend the same to your district as well. It is a limited topic area and difficult to find substantial results, but well worth the effort. In that research you will find all the discussions afore mentioned and be able to come to a more solid conclusion for your choice. I can tell you in summary, that a certain amount of time should be spent practicing high frequency words, word pattern practice should be embedded in phonics instruction, and only about ten minutes a day should be given to spelling. The most beneficial practice comes when self-directed or independent (i.e. students as teachers) and in a patterned approach. My best to your work! On 6/9/12, re...@aol.com re...@aol.com wrote: Hi. We are looking at a consistent district-wide approach to spelling. Words Their Way is on our list (along with Sitton and Zaner Bloser) . I found this quote on amazon.com when pricing WTW: It gives you all the tools you need to carry out word study instruction that will motivate and engage your students, and help them to succeed in literacy learning. Ordered in a developmental format, Words Their Way™ complements the use of any existing phonics, spelling, and vocabulary curricula. So, if it's meant to complement an existing spelling curricula, what are some of you who use WTW using it with? Please email me offline. Thank you - so much! Martha ___ 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 -- *Cindy Brovold* *Literacy Coach Princeton Schools* *763-389-6940* *“*Literacy arouses hopes, not only in society as a whole but also in the individual who is striving for fulfilment, happiness and personal benefit by learning how to read and write. Literacy... means far more than learning how to read and write... The aim is to transmit... knowledge and promote social participation.*”* - UNESCO Institute for Education, Hamburg, Germany ___ 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 research on using iPads to improve reading accuracy
Your question addresses research; the only research related to technology that I've heard comes from Dr. Marzano and speaks of time allocation. His research reports needing to have students interacting about 75% of the time to see academic improvements. We also need to remember that it is the teacher behind the tool and the design of the lesson that makes an impact on learning, not the tool itself. Most important to consider is the instructional strategies and student interaction when using tech devices. With that said, I did receive a listing of the top five APS recommended by teachers through NEA. You should be able to access the short video clip through nea.org. Here is the list: 1. Fish Schoolhttp://itunes.apple.com/us/app/fish-school-by-duck-duck-moose/id367567459?mt=8 2. The Numberlyshttp://itunes.apple.com/us/app/numberlys/id491546935?mt=8ign-mpt=uo%3D4 3. Facejack http://facejackapp.com/index.html 4. Toontastic http://www.nea.org/tools/tips/toontastic-ipad-app.html 5. Storykit http://itunes.apple.com/us/app/storykit/id329374595?mt=8 Have fun! On Mon, Apr 16, 2012 at 11:22 PM, Pamela Soderquist sodi...@comcast.netwrote: Our school district is offering technology grants this year and my first grade team has decided to apply. After watching one of our 2nd grade teachers embrace technology, doing an action research project on improving student engagement, we became inspired. She also uses iPads to have students record their math proofs and explain science concepts. So we thought, wouldn't it be great to use iPads in reading. We could have students read ebooks in Daily 5. We could have them record themselves reading and listen to and critique themselves, teaching them to listen for mistakes and make it sound like they talk. We could also have them keep vocabulary dictionaries with definitions, example sentences and pictures. We're just starting to do research for free and not-so-expensive, but very effective apps for practicing sounds, spellings, vocab, etc. We also are looking for ebook resources that are leveled readers to help us select good fit books for independent reading. We're looking for studies that have already been conducted on the effectiveness of using iPads to improve accuracy. Plus additional resources for apps and ebooks. Other comments and advice are also welcome. Best regards, Pam Soderquist ___ 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 -- *Cindy Brovold* *Literacy Coach Princeton Schools* *763-389-6940* *“*Literacy arouses hopes, not only in society as a whole but also in the individual who is striving for fulfilment, happiness and personal benefit by learning how to read and write. Literacy... means far more than learning how to read and write... The aim is to transmit... knowledge and promote social participation.*”* - UNESCO Institute for Education, Hamburg, Germany ___ 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 question
Since you are sensing that he is choking under the duress of a timed reading, have you tried timing him without him knowing it, or having him record his reading on his own to get another form of sampling? Interestingly, I had a student who read meticulously slow, and once he heard his own reading he stated, I can do better than that. From there, he significantly upped his words per minute. Otherwise, possibly try a duration timing. If you are unfamiliar with that process, it just means that you time him with a longer passage for a longer period of time, then do the math accordingly; i.e. if it takes him three minutes to read, divide his total word rate by three. My understanding is that duration was designed for kids who are quick out of the gate, or those who speed up as they become more confident. I would even consider starting his timing once he is a minute or so into the passage. On Wed, Mar 14, 2012 at 5:36 AM, norma baker hutch1...@juno.com wrote: Morning, I have a student who has a high average IQ. He tests at Z in the a-z assessment, but his fluency (DIBELS) is at 77. In January the fourth grade goal was 105, so he is significantly below that expectation. He has received fluency support with Quick Reads (similar to REad Naturally or Great Leaps), readers' theater and poetry for repeated readings. I personally feel that he tries too hard and so whenever is timed (dare I say that word), he chokes. His fluency is obviously not impacting his ability to comprehend or to access the curriculum in class. He currently has 5 x 25 on his grid for fluency support and we suspect that his mom (lovely person, strong advocate) is going to push for 1-1 support. What else would anyone recommend trying with this student to improve his fluency? Thanks! norma PS I'm not looking for a philosophical discussion about the merits of DIBELS or measuring fluency. I'm aware of the good, the bad and the ugly. This is the situation I have andI am just trying to seek alternate solutions! Thanks! An old man once said, There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living. 53 Year Old Mom Looks 33 The Stunning Results of Her Wrinkle Trick Has Botox Doctors Worried http://thirdpartyoffers.juno.com/TGL3131/4f6074e85751d274e8c6st05duc ___ 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 -- *Cindy Brovold* *Literacy Coach Princeton Schools* *763-389-6940* *“*Literacy arouses hopes, not only in society as a whole but also in the individual who is striving for fulfilment, happiness and personal benefit by learning how to read and write. Literacy... means far more than learning how to read and write... The aim is to transmit... knowledge and promote social participation.*”* - UNESCO Institute for Education, Hamburg, Germany ___ 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
A simple FYI: The QRI comes as a text that you can purchase through most book distributers. On Tue, Feb 7, 2012 at 8:34 PM, Kim kgrie...@verizon.net wrote: Thank you so much for the information! I have a selected reading class that uses the Read180 program. I do not want to just add other kids to it only for the purpose of a single assessment and then never use it again. I am looking into the QRI, and I think I will buy this. I like how much information I am able to glean from one test product! I will check out the products mentioned. If you come across anything . . . I am ready to explore it! Kim -Original Message- From: Mena Sent: Tuesday, February 07, 2012 5:28 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] HS reading assessments The QRI is used for many research studies and has wonderful assessment components such as concept questions and a prediction task to evaluate a student's prior knowledge, retelling, think aloud, and look backs for comprehension questions. Mena Philomena Marinaccio-Eckel, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: CAG cag...@myfairpoint.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Mon, Feb 6, 2012 6:01 pm Subject: 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.orghttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/**MosaicArchivehttp://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.orghttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/**MosaicArchivehttp://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.orghttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/**MosaicArchivehttp://snipurl.com/MosaicArchive -- *Cindy Brovold* *Literacy Coach Princeton Schools* *763-389-6940* *“*Literacy arouses hopes, not only in society as a whole but also in the individual who is striving for fulfilment, happiness and personal benefit by learning how to read and write. Literacy... means far more than learning how to read and write... The aim is to transmit... knowledge and promote social participation.*”* - UNESCO Institute for Education, Hamburg, Germany ___ 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 would recommend the QRI5 (Qualitative Reading Inventory, 5th edition) as well. A QRI can help you pinpoint where a student's reading breaks down. Know that it is somewhat time consuming; 1:1, 20-30 min. per student. However, once you move to diagnosing or troubleshooting kids with reading difficulties that are deeply rooted, or puzzling, it becomes essential. We used QRI's in our reading clinic and found that by pinpointing a student's reading needs, we were able to streamline interventions, while witnessing immediate results. On Mon, Feb 6, 2012 at 9:02 AM, kshw...@aol.com wrote: The QRI 5 that is put out by Pearson is very good for middle/high school level. -Original Message- From: Kim kgrie...@verizon.net To: mosaic mosaic@literacyworkshop.org Sent: Sun, Feb 5, 2012 6:49 pm Subject: [MOSAIC] HS reading assessments I am looking for a good reading assessment that I can use with middle and high chool students. I have used the Critical Reading Inventory with a few high chool students; however, it is a very long and complicated test. Do you have ny suggestions? Thank you for your help! im __ osaic mailing list os...@literacyworkshop.org o unsubscribe or modify your membership please go to ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive -- *Cindy Brovold* *Literacy Coach Princeton Schools* *763-389-6940* *“*Literacy arouses hopes, not only in society as a whole but also in the individual who is striving for fulfilment, happiness and personal benefit by learning how to read and write. Literacy... means far more than learning how to read and write... The aim is to transmit... knowledge and promote social participation.*”* - UNESCO Institute for Education, Hamburg, Germany ___ 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] Awakening the heart
? On Tue, Jan 31, 2012 at 8:26 AM, Ward, Lisa wa...@laramie1.org wrote: Sorry... I am an instructional coach in Cheyenne Wyoming. Lisa Ward 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
Re: [MOSAIC] ipad apps for language arts
style and has a built in blue tooth keyboard that has an easy toggle for blue tooth on and off and an easy power switch. I've also created pdfs of several of the sample questions for our provincial testing for reading, writing and math using the method of photocopying and just putting on the iPad. Hope this is a start for some. I'd love t learn more and appreciate any recommendations and ideas ona nd off list. Sharon. On 2012-01-10, at 5:19 PM, Rochelle DeMuccio wrote: Michelle, We are working on a limited pilot with some elementary special education and AIS reading students. Which apps are your fifth graders using? Rochelle -Original Message- From: mosaic-bounces+rdemuccio=hhh.k12.ny...@literacyworkshop.org [mailto:mosaic-bounces+rdemuccio=hhh.k12.ny...@literacyworkshop.org] On Behalf Of Michelle Gips Sent: Tuesday, January 10, 2012 2:03 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] ipad apps for language arts Hello I am curious to know if anyone uses ipads in the classroom for Language Arts. The school I work at is piloting them in the 5th grade. Please share any information you might have. Thanks Michelle ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive -- *Cindy Brovold* *Literacy Coach Princeton Schools* *763-389-6940* *“*Literacy arouses hopes, not only in society as a whole but also in the individual who is striving for fulfilment, happiness and personal benefit by learning how to read and write. Literacy... means far more than learning how to read and write... The aim is to transmit... knowledge and promote social participation.*”* - UNESCO Institute for Education, Hamburg, Germany ___ 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] Second grade reading research articles
For research support, she could check the work of Matt Burns; Minnesota Center for Reading Research's co-director at the U of M, specializing in RTI and early intervention. Also, Richard Allington's research advocates Reading Recovery for first grade, along with the high need for early intervention with struggling readers. Is the Migrant Program targeting second grade to allow time for language acquisition? On Thu, Dec 15, 2011 at 3:25 PM, Mena drmarinac...@aol.com wrote: I have a past grad student who is now working for a Title I Migrant Program. She is the Reading Resource teacher for all elementary schools in the area. She sees a desperate need to tutor second graders inreading. SES and the schools currently tutor only tested grades. Although research shows that second grade is a where students fall behind, they are not tutored at this time due to funding. Does anyone know of research that supports tutoring for second grade. It has already been brought to her attention that some of the migrant students (according to their predicted levels of reading due to their diagnostic tests) infirst and second grade are struggling with reading at this time. The diagnostic predictions are very low ( 60%). From, Mena Philomena Marinaccio-Eckel, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: Diana Rea d...@mtv80.org To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Thu, Dec 15, 2011 1:23 pm Subject: Re: [MOSAIC] Reading Enrichment for Middle School I have recently discovered the website Lit2Go. It is a free online collection of stories and poems in Mp3 (audiobook) format. You can: - Download the files to your Mp3 player and listen on the go, - Listen to the Mp3 files on your computer, - View the text on a webpage and read along as you listen, - Print out the stories and poems to make your own book. You can search by author, title, reading level and subject matter. I also use Florida Center for Reading Research (FCRR) with RtI groups. It has complete lessons for the big 5 areas, and it's also free! Diana Instructional Coach Illinois On Wed, Dec 14, 2011 at 3:27 PM, mrsjro...@aol.com wrote: Next semester, I will be doing a reading enrichment block with students who are fair to good readers but they need a little extra boost with comprehension to become much better readers. I will have from 5 - 10 students per block - one block each of sixth and seventh grade. I am thinking that I would like to use short stories, short non-fiction passages and possibly short novels to hone their comprehension. I have no budget to work with so I am looking to put together my materials and I really appreciate any and all ideas fro this particular assignment. Thanks, June ___ 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 -- *Cindy Brovold* *Reading Coach* *763-389-6940* Literacy is not a luxury; it is a right and a responsibility. If our world is to meet the challenges of the twenty-first century we must harness the energy and creativity of all our citizens. *President Clinton* ___ 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] Writer's workshop book
Yes and it is excellent. On Jun 30, 2011 1:45 PM, Mary C teac...@yahoo.com wrote: Does anyone have the ralph fletcher book, teaching the qualities of writing? Is it good and worth to get for writer's workshop? ___ 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] Phonics in the 50s and 60s
SRA was one. On Jun 29, 2011 5:02 PM, Karen Burnside kburns...@mckinneyisd.net wrote: I have wondered the same thing myself. I began first grade in 1961. I think that we learned our phonetic background from the use of those skinny square spelling books.. I will never forget them, there was a different color for each grade level. I have since found them at yard sales and you will find the phonetic rules in the spellers. From: mosaic-bounces+kburnside=mckinneyisd@literacyworkshop.org[mosaic-bounces+kburnside= mckinneyisd@literacyworkshop.org] on behalf of Ann Skiba [ ski...@chartermi.net] Sent: Wednesday, June 29, 2011 7:20 AM To: Karen Burnside; Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Phonics in the 50s and 60s Heather, I'm a product of those years and probably the reason you can't find any phonics programs is most likely because we used sight reading to learn how to read with Dick and Jane! Ann Sent from my iPad On Jun 28, 2011, at 5:57 PM, Heather L disposablekita...@gmail.com wrote: Hello all! Ive been doing some research on reading in the 1950s - 60s and I cant find the names of any of the new phonics programs from those decades. Does anyone know of any from that period? Thanks, Heather L ___ 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: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Mime-Version: 1.0 (iPad Mail 8J2) X-Spam-Status: No, score=-1.9 X-Spam-Score: -1.3 X-Spam-Score: -18 X-Spam-Bar: - X-Ham-Report: Spam detection software, running on the system server.keithmack.com, has identified this incoming email as possible spam. The original message has been attached to this so you can view it (if it isn't spam) or label similar future email. If you have any questions, see the administrator of that system for details. Content preview: Heather, I'm a product of those years and probably the reason you can't find any phonics programs is most likely because we used sight reading to learn how to read with Dick and Jane! Ann Sent from my iPad [...] Content analysis details: (-1.9 points, 5.0 required) pts rule name ___ 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] Mosaic Digest, Vol 51, Issue 1
What is YA lit please??? Sent from my Verizon Wireless BlackBerry -Original Message- From: Linda Janney jann...@aol.com Sender: mosaic-bounces+cmacdon5=aol@literacyworkshop.org Date: Sat, 06 Nov 2010 15:12:50 To: mosaic@literacyworkshop.org Reply-To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Cc: kitso...@gmail.com Subject: Re: [MOSAIC] Mosaic Digest, Vol 51, Issue 1 I want to address both issues: content area reading and stamina. As a high school reading teacher (Florida mandates that underperforming students must take semesters of reading classes in lieu of electives.), my experience has taught me that students need a period of time during the day to read self-selected text to help build stamina. This is a practice we were fortunate to incorporate in our classes. However, it must be monitored or they will sit their and pretend to read. We spent hours teaching them how to pick out great books. We read and familiarized ourselves with YA lit. We could recommend books that teenagers literally 'eat' up! We built our kids' stamina to being able to sit for an hour engrossed in a book. I am not making this up. Oh, yes, we built large classroom libraries filled with YA lit. Now you are wondering when we had to to instruct and just what does a reading teacher do in high school. We had a smart administrator. Our blocks of time were 110 minutes long. That leaves a great deal of time for instruction and practice and monitoring. We worked on teaching our kids to think about what they were reading, not just to read the words. We taught them to mark up text, like all college students do. Cris Tovani has written several books that inspired our instructional practice. One of our best HS reading teachers was originally a middle school social studies teacher who used many of these practices in his MS classroom. I admire the fact that you want to help your kids understand what they are reading. Trust me it can be done. I did it for five years. I miss my teenagers! But now I have a chance to make a difference when they are young. Linda Janney John Muir Elementary School Second Grade Nobody can change you unless you want the change to happen. Patrick Ndovie -Original Message- From: mosaic-requ...@literacyworkshop.org To: mosaic@literacyworkshop.org Sent: Thu, Nov 4, 2010 9:00 am Subject: Mosaic Digest, Vol 51, Issue 1 Send Mosaic mailing list submissions to mosaic@literacyworkshop.org To subscribe or unsubscribe via the World Wide Web, visit http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org or, via email, send a message with subject or body 'help' to mosaic-requ...@literacyworkshop.org You can reach the person managing the list at mosaic-ow...@literacyworkshop.org When replying, please edit your Subject line so it is more specific than Re: Contents of Mosaic digest... Today's Topics: 1. High School request for ideas (ginger/rob) 2. Re: High School request for ideas (Dana Berg) 3. Re: High School request for ideas (Sally Thomas) -- Message: 1 Date: Wed, 3 Nov 2010 21:16:00 -0500 From: ginger/rob read.th...@sbcglobal.net To: 1 mosaic list mosaic@literacyworkshop.org Subject: [MOSAIC] High School request for ideas Message-ID: afc3a32f30d145719a7798189522a...@kitchencomputer Content-Type: text/plain; charset=iso-8859-1 I received this email and I believe she intended it for the Mosaic group so I am forwarding it on: ++ My name is C. Wright. I am trying to incorporate reading into my 11th grade content area because our students score low on the reading and social studies part of the exam. I know part of the problem is that may students do not know how to read. Some do not comprehend. So I am trying to teach students how to be successful readers on the test as well as acquire a life skill. I noticed that if the passages are long many students do not any attempt to read. My greatest problem is trying to find strategies that work during a reading assignment. The before and after is okay, but during the reading my strategies fade. Carolyn Wright wchwri...@wilcox.k12.al.us -- Message: 2 Date: Thu, 04 Nov 2010 05:12:54 -0600 From: Dana Berg danae3...@bresnan.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: Re: [MOSAIC] High School request for ideas Message-ID: web-25604...@be-3.cluster1.bresnan.net Content-Type: text/plain;charset=iso-8859-1;format=flowed On Wed, 3 Nov 2010 21:16:00 -0500 ginger/rob read.th...@sbcglobal.net wrote: I received this email and I believe she intended it for the Mosaic group so I am forwarding it on: ++ My name is C. Wright. I am trying to incorporate reading into my 11th grade content area because
[MOSAIC] phonics question- 2nd grade teacher
I can only speak from my experience. I didn't mean to upset anyone. When my boys were in elementary school, whole language became the thing. They are now 21 and 23. The schools around us taught NO PHONICS. We ended up with a huge group of kids that were in 3rd and 4th grade, had received little or no phonics instruction, and couldn't read. It was considered a model school system. People came from all over to tour the school. I was staying at home with my kids and subbing in the different schools. I also subbed in middle school, as I said before, and there was a distinct difference in the kids there. The ones with no phonics background had no word attack skills for unfamiliar words. Apparently, those of you on this board still included phonics instruction. That's wonderful, but that isn't how it was done where we were. We made a point to move into a school system that included phonics instruction. I use a balanced literacy approach that includes a strong component of direct phonics instruction and have had great success. I will now bow out of this discussion. Cindy ___ 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] workshop approach
Hi Lori, This is our second year in the balanced literacy mode. They push us to use a center-based approach. The problem in our school is that the behavior is so bad that it is hard to keep kids on task. My reading block is finally moving more smoothly. Our school suffers from a high turnover rate, also. Our schools sound very similar. Our reading coach doesn't do much besides criticize, though. She models to the first year teachers, but offers no real suggestions. I am hearing teachers talking about going back to whole class reading instruction because of the behaviors. It breaks my heart because we are finally making strides with getting these kids reading by doing the guided reading groups. Are you doing something beyond the guided reading groups that is particularly helpful? Our grade level just has particularly badly behaved students this year. We each have 6 pretty serious behavior problems, and I actually have 10 out of 17 that are behavior problems. It is hard to keep them on task with center work. I also have 8 that are reading below grade level. I have four that have moved from preprimer to first, and two that are still at primer. Two other have moved to beginning second grade. It would be nice to move them faster. I'd love any suggestions. Cindy/VA ___ 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] Workshops, was Departmentalization
Lori, Your post has intrigued me. You say you switched to a workshop approach, and that is what has achieved these results. But I wonder exactly what you mean by that??? Could you be more specific? Cindy ___ 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] (no subject)
PLEASE UNSUBSCRIBE ___ 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] here you go! --snowman ornaments
Go to this link and scroll down and you will see a finished product. They are really cute and my parents have always loved them. http://www.littlegiraffes.com/christmas.html -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Krista Sadlers Sent: Sunday, December 14, 2008 11:58 AM To: 'Mosaic: A Reading Comprehension Strategies Email Group' Subject: Re: [MOSAIC] here you go! --snowman ornaments Awww...now I want a picture to SEE it! -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Cindy Dunlap Sent: Sunday, December 14, 2008 11:45 AM To: 'Mosaic: A Reading Comprehension Strategies Email Group' Subject: [MOSAIC] here you go! --snowman ornaments Handprint Snowman Ornament Paint child's palm and fingers white. Carefully have them hold the blue ball to create the five snowmen. Use a paint marker to make hats, faces, and scarves. Attach a tag with this poem: These aren't just five snowmen As anyone can see. I made them with my hand Which is a part of me. Now each year when you trim the tree You'll look back and recall Christmas of 2004 When my hand was just this small! -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Sharon Sent: Sunday, December 14, 2008 8:26 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: [MOSAIC] off topic--snowman ornaments This has nothing to do with comprehension instruction but I'm desperate! My kiddos are making the handprint snowman ornaments and I can not find the decorated tag/poem that goes with it. Can anyone out there help me? Sharon/WI -- I am using the free version of SPAMfighter. We are a community of 5.7 million users fighting spam. SPAMfighter has removed 835 of my spam emails to date. Get the free SPAMfighter here: http://www.spamfighter.com/len The Professional version does not have this message ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ 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: 7.5.552 / Virus Database: 270.9.17/1847 - Release Date: 12/13/2008 4:56 PM No virus found in this outgoing message. Checked by AVG. Version: 7.5.552 / Virus Database: 270.9.17/1847 - Release Date: 12/13/2008 4:56 PM ___ 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] FW: questions, questions
Sorry-I had trouble getting it through the first few times I tried-it's my first response. Good luck next week. When you were talking about the metacognition aspect it made me think of a lesson from Strategies That Work (I think) where the teacher reads aloud and when she is thinking, she holds up a thinking bubble where her face shows through. I've done it with one of our literacy coaches and eventually the children are sharing their thinking in the bubble while I read. I can't wait to hear how your week goes! From: Cynthia Powers Sent: Monday, November 24, 2008 1:30 PM To: 'Mosaic: A Reading Comprehension Strategies Email Group' Subject: RE: [MOSAIC] questions, questions Heather, I'm not sure if others have responded yet but I can answer some of your questions with what I do. When I start Reading Workshop with my mini lesson, it is usually a book above their reading level-most times a picture book of some sort. I use this book to model the strategy I am wanting them to start making their own. So, for connections I may use Now One Foot, Now The Other by Tomie de Paola. I would model making connections (what I’m thinking, connections I’m making and how it helps me to understand) in a think aloud and later, during their independent reading time of the workshop, they are to try using that strategy with the books they have in their book holders (5 books of their choice-hopefully “just-right” or at their level for them). At the end of the workshop time, we meet whole group to report back what we’re trying and how it’s working. Our time is usually about 45min- 1 hour, later in the year sometimes longer. Now, I just thought of this….during the 6 weeks or so that I focus on a strategy the mini lesson changes. At the start of a strategy unit I am modeling, modeling, modeling! As the lessons progress I invite them to join in the read aloud and practice using the strategy. I may stop at different points during a story and have them record on sticky notes and a blank paper with just the book title on top what they are connecting to in the story. Eventually my goal is that they all start using their schema and connections to more deeply understand the story on their own. I hope that helps, just how I’ve been trying to work with my class. Cindy (IL, Grade 1) ___ 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] kindergarten list
All of the emails that went through were on the Mosaic list, not a separate list. Cindy/VA ___ 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] below grade level readers
Thanks Renee and Bev. I have done a lot of reading over the last couple of years, and I have read FP Guided Reading for grades 3-6, and I read Reading with Meaning by Debbie Miller. Our county is really pushing the shared reading this year. I recently purchased The Primary Toolkit, but I haven't read it yet. I probably need to do more charts and peotry. Which poetry do you use? Cindy/2nd ___ 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] Action Research Help
Hi Briana, I'd love to hear more about what you are doing. I am going to try to incorporate more of the explicit comprehension strategy instruction this year. I bought the Primary Comprehension Toolkit but still haven't sat down to digest it. I've been too busy getting everything else going, but I am hoping to get started with it. Cindy/2nd ___ 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] ***SPAM*** RE: Help, how do you know?
Last year I switched from 13 years at primary in the same school to Middle School. I knew I was ready for the change because I didn't have as much patience with my second graders and was getting more frustrated then usual. I spent the last month of school and all of last summer flip flopping between being excited and wonder what the heck I had done. I was fine once I started the new year. I think change is good and I was over due, but with young kids I wasn't ready to take the leap before this. Also, I know I can move back to elementary at some point if I want to (there are usually openings), but it could be awhile before I had this opening in Middle School. I teach 6th grade Reading and their are only two positions. Good luck with your decisions. Cindy -Original Message- From: Zey, Melissa [mailto:[EMAIL PROTECTED] Sent: Wednesday, June 25, 2008 9:54 AM To: Special Chat List for To Understand: New Horizons in ReadingComprehension; [EMAIL PROTECTED]; mosaic@literacyworkshop.org Cc: [EMAIL PROTECTED] Subject: [MOSAIC] Help, how do you know? Hello. I am currently in a district that is doing some restructuring and there will be an opportunity for building moves in the fall of '09 as new elementary is opened. Staff members are able have a say in their building and grade level. I taught 5th grade in the fall of my student teaching and for a spring long term and really enjoyed the older students. Then, my first official year of teaching was also in 5th grade and it was awful. I had a really tough group and few tools at that point to handle it well. I currently teach 3rd grade and have for many years now. I love third grade. They are independent and yet love school. I have only ever taught in one elementary school. I even did my student teaching in this building. The building is very traditional. After getting my masters a few years ago, I was exposed to balanced literacy. I started teaching that way and have never looked back. I often wonder how things would have been different with that first year of 5th graders if this is how they'd been taught. I am basically the only one in my building that teaches this way, which is why I am looking to change buildings. I have even considered leaving our district. As a whole I think my district is starting to make positive changes toward the balanced literacy approach, but it's certainly not happening in my current buidling. I love third grade, but when I see this opportunity to try to bring the joy of learning back to the older children--to empower them with their own ideas I wonder where I should be. I know this sounds ridiculous, but how do you know what's the right decision? As some of you have decided on career moves (going from teacher to specialist, changing districts, grade levels, etc.), how have you come to make those changes and why? Did you know at the time if it was the right decision? It's so hard to know... it just proves life is all about a leap of faith. Melissa Zey Farmington, MN From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Sun 6/22/2008 8:24 PM To: [EMAIL PROTECTED] Cc: [EMAIL PROTECTED] Subject: Re: [Understand] Understand Digest, Vol 4, Issue 16 Maybe, just maybe...there is a strong tie between the 'Fourth grade slump' and the age at which we have schooled out all the curiosity of early childhood... Jennifer I think this is very possible, Jennifer. One of the things I have battled is the feeling that students already come to me in fifth grade comfortable with the structure of unthinking schooling. They WANT me to just give them answers, to give them papers and more papers, to let the hand-up addicts control the class while the rest doze off into oblivion. Each year I battle this preordained culture and some years I am more successful than others. Understand, I am not blaming teachers here. They are working within the culture. It stretches way beyond the classroom IMHO. I generally start my fifth grade science unit by telling students I would feel very successful as a teacher if I can return them to their 3 year-old selves. They look at me like I am out of my mind and then I talk about how they had a natural curiosity back then that annoyed their parents and caregivers enormously. Usually, someone in the class knows a three-year-old, starts laughing and calling out, Why? Why? Why? Then we talk about how why, how, and what if can take us to wonderful learning places. When students ask fabulous and impossible questions in my class, I get very excited. I often have a posting for fabulous questions. If they ask me to answer them, I offer to help them know where to look. It is the start of rebirthing curiosity, but it takes time and patience. Some students will go overboard to begin with. Others will not see the value initially. Some things that I think stand in the way of curiosity in our classrooms are: --ditto on hurrying through curriculum
[MOSAIC] ***SPAM*** RE: RTI
I went to a RTI workshop in April that was really good. I'll have to look for the web sites (they may be at school). One of the points she really stressed is that the majority of our students should be at benchmarks with our core programs (tier 1)(without interventions), and if that isn't happening, then Districts and schools need to look at the core program and teacher training. If I remember correctly, 80-85% should succeed at this tier 1 level, which leaves 5 or 6 kids in a class of 30 needing interventions. This is not the case in our schools, but she assured us some schools were at this level of success from their core program. Also, a lot of school start in one area (tends to be reading) and gets interventions in place before moving on to other subjects. Districts need to realize if students need additional instructional time then resources have to be put into personal to provide this extra time. -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Sunday, June 15, 2008 10:37 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] RTI In our district, Tier I is the 90 minute literacy block required for all students. Students who are some risk on Dibels must currently be progressed monitored every week or two. (Fall 09 these students must receive 30 extra minutes of small group instruction with a teacher (not independent or computer work) Students who score at risk on Dibels currently must receive 30 additional minutes of small group instruction with a teacher and be progress monitored every one to two weeks. (Fall 09 these students must receive 60 minutes additional small group instruction.) This is all for Reading. Fall 09 the same amount of time in additional support will be required for math. This means that a teacher could spend an extra hour to three hours working with the at risk students. I do not have a problem with the students getting extra help but I do worry about the impact on the rest of the class. In a non-title school with no interventionist and no math specialist or reading specialist t his is a logistical nightmare. As far as the research based programs go, many of them do not have adequate research behind them. An article in Education Week not long ago discussed the lack of valid research. Some programs that are research based have very small studies behind them usually conducted by the company who put out the product. This is all very messed up. A college professor recently told me that the person who came up with idea for RTi or the tiers is unhappy with the way it has been put into practice. What started as a great idea has been taken to an extreme he never intended. Susan -- Original message -- From: Beverlee Paul [EMAIL PROTECTED] Bev: I've been trying not to add anything to the RTI discussion because I just don't have much positive to say right now. My ENORMOUS frustration is the research-based and measurable facets, not with the philosophy, which is wonderful. Again, I believe the whole thing is profit-driven if you peel back enough layers. The same folk who gave us Reading First programs and tutoring programs and summer school programs just happen to also have intervention programs for sale. And, once again, RtI must use scientifically-based programs (and they of course tell you which those are). But, the clincher remains the measurement. Just think about it--what meaningful intervention can be measured in 4-6 weeks??? DIBELS measures parts. Parts can be measured. Part measurement can be charted. Documentation springs eternal. But...what about the kind of learning that Ellin talks of in To Understand? What about ANYTHING greater than parts? By setting the 4-week intervention requirement, a team MUST choose parts -- what else could change in that amount of time that can be easily measured and charted over and over? Maybe comprehension is the problem (ya think?) -- what significant can be taught with a scientifically based program, measured, charted, retaught, etc. etc. etc.?? This is why I try so hard to just steer clear of any discussion. I can't imagine that there is absolutely anything other than a profit-motive for the assessment- and program-makers AND a way to lower our swelling special education numbers, which is what big business and government is demanding. Do you think kids will really be referred if the classroom teacher knows what happens next -- documentation, leaving of other learners to fend for themselves, many meetings, the kind of interventions required that might not even fit the kid? I believe teachers deserve all the credit in the world--they are our nations' unseen and unheralded treasures. But, give me a break, they also have an abundance of common sense. If they know a kid needs extra help AND they know what it will cost to get it to them through RtI, what do we think they'll do? They'll
[MOSAIC] ***SPAM*** RE: Daily 5
I've heard a lot about Daily 5 and plan to check into it this summer. Is it appropriate for use in a 6th Grade Middle School Reading class (each class period is 48 minutes and we meet daily)? thanks. Having said that, my suggestion is to run, don't walk, to the nearest Barnes Noble and purchase The Daily 5. I used it to set up my Reading Workshop this year. I did literacy centers in K 1 before. Now I'm in 2nd. ___ 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] ***SPAM*** RE: To Understand book discussion
I've ordered my copy from Barnes and Noble. It looks like it won't ship until March 10th, so hopefully I'll have it by the mid March starting time. Cindy -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Tuesday, February 26, 2008 5:31 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] To Understand book discussion Joy My hope is mid-March. Keith needs to set up the list and then we will go from there. Jennifer In a message dated 2/26/2008 7:34:01 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: Have we decided when we will start the discussion? I'm using points from a reward program to purchase the book. **Ideas to please picky eaters. Watch video on AOL Living. (http://living.aol.com/video/how-to-please-your-picky-eater/rachel-campos-du ffy/ 2050827?NCID=aolcmp0030002598) ___ 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] House Lesson
Thanks Diane, I didn't realize the lesson came from a book. That is really neat. I can see what a difference having a purpose makes in this passage. The book seems to be geared more toward middle school. Would it also be appropriate for second grade? I can see that this lesson would be fine, but what about the rest of the book? Cindy/VA/2nd ___ 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] House files in Tools
Someone mentioned finding the House files on the tools page. I looked and looked and didn't find it. Can someone steer me the right direction? Cindy/VA/2nd ___ 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] ***SPAM*** Lit Circle Discussion Rubrics
I have two, but they are very similar. The categories are: participation, on topic, eye contact, listen/respond to others, respectful to each other. I recently added volume. They also have a spot to note what went well and what they need to work on. I'm happy to share, but I'll have to get my current ones of my school computer Cindy 6th Reading Middle School Can you explain the rubric you use? Are there two - one rubric for the group and then another for the individual student? ___ 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] ***SPAM*** Lit Circles
This is my first time posting, so hopefully I'm doing it correctly. I've done Lit Circles twice this year. Though I don't know everything going on in their discussions, they have gone much better this time. I don't assign roles, but have kept control of when they meet and what their responses are about. All of my groups meet on the same day. I have them summarize what they've read and then discuss their responses. Once they are done meeting they have a rubric they fill out for how their group did on their discussion, then they fill out how they did as an individual. The last few times I've meet with each group to discuss their meeting and what grade they think they deserve for their discussion. They are getting pretty good on knowing if they are focused for their discussions. I need to do some mini-lessons on how to respond to each other. Most of the responses I've asked them to do have been open enough they fit all the books. For one they had two write two thick questions about their book, then after sharing their questions and discussing the answers with their group, they chose a question (there's or someone else's) and wrote a paragraph answer. The next time they had to make a connection to the book and share it with their group. The last couple of times they met I've been able to sit back and observe the groups (5 or 6 in each class). I would then wander close to groups that might be a little off task and listen in to what they were discussing. I've jotted down notes on what I see to discuss with each group. Cindy 6th Grade Reading ___ 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] Hoyt's Interactive Reading book
I had no idea they had been out of stock for 6 months. I probably need to order it from Heinemann if I want to see it any time soon. Thanks for the info. Deb, how do you use it to build fluency? Cindy/VA/2nd ___ 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] Hoyt's Interactive Reading book
I recently ordered this book from Amazon, but still haven't received it. It is called Interactive Read-Alouds, Grades 2-3: Linking Standards, Fluency, and Comprehension (Interactive Read-Alouds). Has anyone read this? Is it any good? Cindy/VA/2nd ___ 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] cross post
Lisa, is there some reason the print is disabled on your page? I wanted to print the list so I could plan with it, and it won't print. Cindy/VA/2nd ___ 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] Picture books for Prediction
I would love some recommendations for picture books to read aloud for working with predictions this week. Could you make some suggestions? Cindy/VA/2nd grade ___ 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] Guided Reading Webcasts or Videos
Melissa, this isn't a real recent message so I am copying and pasting it below so that you know what I am replying to. I found your post very interesting. Do you have to pay to use this resource? I was just looking for it and it looked like you have to order it. Is there a free option? Cindy/VA/2nd Date: Thu, 13 Dec 2007 07:34:28 -0600 From: Zey, Melissa [EMAIL PROTECTED] Subject: Re: [MOSAIC] Guided Reading Webcasts or Videos Message-ID: [EMAIL PROTECTED] There is a great resource called Using Guided Reading: to Strenghten Students' Reading Skills at the Emergent Level. It is a K-3 resource guide put out by BER, Bureau of Education Research. www.ber.org There is a video that accompanies the resource guide. This resource is actually a training session on guided reading. It covers conditions for guided reading success, what the rest of the class is doing, assessing student progress, etc. Plus, there are sample guided reading lessons on the video as well. I hope this helps! Melissa [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.
Re: [MOSAIC] Book suggestions OT
What about Walk Two Moons by Sharon Creech? It does have some mature subject matter (death, family issues) but has some nice tie-ins to Native American culture. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Need Projector Information ASAP
Our district uses one called an Elmo - Original Message - From: Joel Hootman [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Monday, October 01, 2007 6:16 PM Subject: Re: [MOSAIC] Need Projector Information ASAP ELMO On Oct 1, 2007, at 6:28 PM, [EMAIL PROTECTED] wrote: I need to know the name or type of projector I am now seeing that you can put a book right on and it projects. There is no need for a transparency. Thanks. Laura ** See what's new 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 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] No Postings
McGraw Hill - are you using Treasures? Email me if you are. Our district adopted it for last year and our school piloted it the year before. Maybe I can help. Cindy - Original Message - From: Beverlee Paul [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Thursday, August 23, 2007 8:26 PM Subject: Re: [MOSAIC] No Postings My sentiments exactly!! Bush and McGraw? Read Denny Taylor or Kenneth Goodman or Elaine Garan or Rick Meyers or Coles or a number of others. Harold McGraw is the godfather of Dubya. Are we so naive that we can't see down the road yet? Well, then read Bracey and Kohn and others. I wonder what percentage of schools are now requiring Direct Instruction of one form or other? Both Phyllis Schafely and Lynne Cheyney have tried to tell me how to teach in the last ten years. Yeeesh, indeed! If you haven't yet, go to susanohanian.com and spend some time. On Aug 23, 2007, at 2:23 AM, ccunningham wrote: Whew! I was wondering the same thing. I know I'm still prepping . . . we started school last Wednesday and we started a new reading series (McGraw Hill). I'm still trying to figure it out. Unfortunately, I'm at a school where you HAVE to follow each page and carry the manual with you. Would this be Open Court? You know when I read about mandates that require teachers to carry the manual around with them I want to take administrators by the necks and lock them in a room with heavy death metal music and no earplugs. What is the matter with people? Have they taken complete leave of their senses, or what? I want to know what the educational and teaching background is of the people making these mandates. This is not teaching. You might as well hire some yahoo off the sidewalk and slap the manual in their hand and say, Just do this. Scripted programs do not address the individual needs of children, do not create real learners, and do not require thinking teachers. Principals who get their credentials through leadership academies without teaching for several years in the classroom are not equipped to run a school. And what about the physical part of this? What about Carpal Tunnel Syndrome? Tennis Elbow? Repeated Stress Injury? I already have problems with my left elbow. I can't imagine what it would be like if I had to carry around a heavy teachers' manual all day. This just makes me want to scream. It all leads back to the desire for corporate takeover of the public education system. The McGraw Hill people are close friends of George Bush. Go look up McGraw Hill's profits for the last few years. Yeesh Renee And in the end, the love you take is equal to the love you make. ~ John Lennon / Paul McCartney ~ Carry That Weight ___ 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. _ Now you can see trouble.before he arrives http://newlivehotmail.com/?ocid=TXT_TAGHM_migration_HM_viral_protection_0507 ___ 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] (no subject)
I would love to try textmapping and visited the website. But I'm afraid of copyright infringement. I've e-mailed my principal to see what he thinks. I would love to use this method with my special education and at-risk 2nd graders. ___ 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] Bill - The Whining Thread
Hi Bill, I'm not entering the whining discussion, but I was thrilled to see a couple of your comments! You commented about children feeling they hadn't learned anything before they got to your class! PLEASE share what is different about your class! I teach in a school with many slow students and though I am elementary rather than middle (as I believe you are) I want to do the best that I can for these kids. I view it as MY fault when they don't pass the test and I'd love to hear what you think makes the difference. Thank you in advance. Cindy/VA/2nd ___ 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] Ginger/ Strategies That Work
Ginger, I signed up the group reading Strategies That Work. I haven't received any emails at all. Did I miss a step somewhere? Cindy/VA/2nd ___ 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] Strategies That Work
Ginger, Thanks for the info about the Book talk on Strategies That Work. I am reading it currently, but I just started a few days ago. I also have the old version, but I am anxious to be included. I have many questions about how it all fits together and how to grade, etc. I hope this will help. Cindy/VA/2nd ___ 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] Strategies that work
I have the first edition, haven't read it yet, but just realized they have introduced a 2nd edition. Is it worth it to go ahead and get the 2nd edition? Cindy/VA/2nd ___ 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] corrections/assessments
Joy, that is what I am looking for, also. My Title I teacher finally agreed to order DRA for me. I've heard it is a good test. I want to be able to see the progress, or lack thereof, I am making, too. In this day and age we need documentation to prove everything. It will also give information to take to child study meetings. I think you are on the right track. Cindy/VA/2nd ___ 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] new addition to the TOOLS page
Michelle, Thank you so much for the chart! I think it will be extremely helpful. I have a question about the poster machine you mentioned. Does it take a normal size piece of paper and turn it into poster size? What brand is this and how do I find one? I would be interested in getting one of these, or getting my school to get one. Cindy/VA/2nd ___ 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] suggestions for commercial phonics/decoding games
I have to tell you that I bought my own laminator this year from Sam's Club. I LOVE it. The laminating material is a little thicker, which makes it more durable. I also don't have to spend the extra hours standing in front of the laminator at school. I can do it at home sitting and watching television. I think it is one of the best moves I have made. Just a thought. Cindy/VA/2nd ___ Mosaic mailing list [EMAIL PROTECTED] 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] Ginger's Unit of Study
I haven't been reading messages for months, so I am trying to do some catching up now that it is spring break here. Ginger, I am quite intrigued by your unit on honeybees. I have a few questions on management, if you don't mind. Did you group the kids according to the types of questions they came up with individually, or did they choose an area to focus on? Did they each choose their own books to read, or did the whole group read the same book and come together to discuss their findings? This is very differentiated, which is something many school systems are looking for right now. I like the fact that the kids are making their own discoveries. I think learning is more permanent AND fun when it takes place this way. If you've thought of anything else I'd love to hear it. I'm trying to decide what I can do this with. Thanks for sharing! Cindy/VA/2nd ___ 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] new Basal Adoption
Our school piloted Treasures last year and it was adopted by our district with full implementation this year. We also considered Houghton Mifflin and Open Court. Treasures covers the five components of literacy very well and does have leveled readers for Guided Reading groups. They also have an ELL level - which removed the idioms etc. that these students don't usually understand. I especially like that the Anthology story and all leveled readers for the week are on the same theme. So when we are discussion it all children have an opportunity to have input from their selection. I have Beyond level readers asking to read the Approaching or On Level stories... In addition they have Triumphs for students that are reading 2 years below grade level and Treasure Chest - for those that are not successful in the Approaching Level of Treasures. These materials provide opportunities for Intervention groups. I also like that the children no matter what level they on are all reading in are work on the same strategy and skill. Great non fiction every 3rd week in all grade levels. Their Work Stations for independent work during this time are done for you in handy flip charts. They cover Word Work, Reading, Writing, and a combined Social Studies and Science. Students enjoy them and they are not just busy work, but writing, building words, using their comprehension strategies. Treasures has 6 Traits Writing built into the program. There are weekly, unit, and benchmark assessments. It is providing us with tons of data.. The program looks very over whelming when you first look at it and begin the instruction. They have provided you with so much material ... you have to know your students and determine what they need. There are lots of additional materials; workbooks by levels, grammar and spelling workbooks, transparencies for grammar, writing, Just about everything you could ever want and more. We are not using workbooks - but teachers have blackline copies to print if we want. This is a quick overview. If you have any other questions please ask! Where are you located, Ann? I am in Iowa. Also, we have worked with the company quite closely with the company due to our pilot. Our rep. and the company has been wonderful - open to emails with questions etc. Very prompt as well. Cindy - Original Message - From: ann kirker [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Listserv mosaic@literacyworkshop.org Sent: Thursday, March 08, 2007 7:55 PM Subject: Re: [MOSAIC] new Basal Adoption Thank you all so much for your input. The district is only considering the three programs listed below. I do know that Open Court will not be considered. I am not sure of the reason. Macmillan McGraw Hill Treasures Harcourt Stroytime Pearson Scott Forseman Easy Street I do not know why Houghton Mifflin is not being considered either. Does anyone know if the above Basal Programs include leveled text for Guided Reading Groups? Thank you! Ann --- Pam Cook [EMAIL PROTECTED] wrote: Hello, Ann et. al., I am not involved with selecting a new textbook at present, but served on many committees during the twenty years of service at the central office in my home county. Historically, Houghton Mifflin, Harcourt Brace, and Macmillan/McGraw-Hill companies have had very strong reading/literacy programs. I have recently learned that Houghton Mifflin was sold, so I don't know what kind of impact that will have on their programs in the future. Another responder mentioned Open Court and Houghton Mifflin. I have had experience with both programs, and HM was, by far, the better program. Open Court's synthetic phonics was very limiting and not especially good for learners on the lower end of the bell-curve! Average and above students did well with the program, as they would with any program. But for that reason, I would not even consider it over the other excellent programs. I'm sure that either of the top companies would provide excellent, research-based resources. But the bottom line is the expertise of the teachers using the programs. So, look carefully at all components and check the amount of scaffolding and spiraling offered by the top three. You won't go wrong with either of them. All email correspondence to and from this address is subject to North Carolina Public Records Law which may result in monitoring and disclosure to third parties, including law enforcement. From: [EMAIL PROTECTED] on behalf of Patricia Duszlak Sent: Thu 3/8/2007 8:06 PM To: Mosaic: A Reading Comprehension Strategies Listserv Subject: Re: [MOSAIC] new Basal Adoption Hello Ann, I am serving on a committee to adopt a new basal series, probably for next year. I also teach first grade and a reading in the elementary school course as an adjunct professor. I do know
[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 QA 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.
[MOSAIC] Primary Comprehension Tool Kit
Did this come out yet? I've been so snowed under at work that I am way behind on messages, but I am still on the lookout for this. Cindy/VA/2nd ___ 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] Fw: What teachers make!
- Original Message - From: Kent Marcek Sent: Saturday, February 10, 2007 3:28 PM Subject: What teachers make! The dinner guests were sitting around the table discussing life. One man, a CEO, decided to explain the problem with education. He argued, What's a kid going to learn from someone who decided his best option in life was to become a teacher? He reminded the other dinner guests what they say about teachers: Those who can, do. Those who can't, teach. To stress his point he said to another guest; You're a teacher, Bonnie. Be honest. What do you make? Bonnie, who had a reputation for honesty and frankness replied, You want to know what I make? (She paused for a second, then began...) Well, I make kids work harder than they ever thought they could. I make a C+ feel like the Congressional Medal of Honor. I make kids sit through 40 minutes of class time when their parents can't make them sit for 5 without an I Pod, Game Cube or movie rental... You want to know what I make? (She paused again and looked at each and every person at the table.) I make kids wonder. I make them question. I make them criticize. I make them apologize and mean it. I make them have respect and take responsibility for their actions. I teach them to write and then I make them write. I make them read, read, read. I make them show all their work in math. I make my students from other countries learn everything they need to know in English while preserving their unique cultural identity.I make my classroom a place where all my students feel safe. I make my students stand to say the Pledge of Allegiance to the Flag, because we live in theUnited States of America. Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life. (Bonnie paused one last time and then continued.) Then, when people try to judge me by what I make, I can hold my head up high and pay no attention because they are ignorant... You want to know what I make? I MAKE A DIFFERENCE. What do you make? THIS IS WORTH SENDING TO EVERY TEACHER YOU KNOW. (And everyone on your mailing list, for that matter). THERE IS MUCH TRUTH IN THIS STATEMENT: Teachers make every other profession ___ 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] Fw: What teachers make!
The dinner guests were sitting around the table discussing life. One man, a CEO, decided to explain the problem with education. He argued, What's a kid going to learn from someone who decided his best option in life was to become a teacher? He reminded the other dinner guests what they say about teachers: Those who can, do. Those who can't, teach. To stress his point he said to another guest; You're a teacher, Bonnie. Be honest. What do you make? Bonnie, who had a reputation for honesty and frankness replied, You want to know what I make? (She paused for a second, then began...) Well, I make kids work harder than they ever thought they could. I make a C+ feel like the Congressional Medal of Honor. I make kids sit through 40 minutes of class time when their parents can't make them sit for 5 without an I Pod, Game Cube or movie rental... You want to know what I make? (She paused again and looked at each and every person at the table.) I make kids wonder. I make them question. I make them criticize. I make them apologize and mean it. I make them have respect and take responsibility for their actions. I teach them to write and then I make them write. I make them read, read, read. I make them show all their work in math. I make my students from other countries learn everything they need to know in English while preserving their unique cultural identity.I make my classroom a place where all my students feel safe. I make my students stand to say the Pledge of Allegiance to the Flag, because we live in theUnited States of America. Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life. (Bonnie paused one last time and then continued.) Then, when people try to judge me by what I make, I can hold my head up high and pay no attention because they are ignorant... You want to know what I make? I MAKE A DIFFERENCE. What do you make? THIS IS WORTH SENDING TO EVERY TEACHER YOU KNOW. (And everyone on your mailing list, for that matter). THERE IS MUCH TRUTH IN THIS STATEMENT: Teachers make every other profession ___ 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] teaching strategies-Charlotte's Web
My class is listening to the book on tape; read by the author. What a great voice! Celeste [EMAIL PROTECTED] wrote: For me, reading Charlotte's Web is like visiting an old friend. I tell my students about my third grade teacher reading it to me. Most of my second grade students have seen the cartoon version of the book and many have now seen the movie. We are currently reading it together -- each child has a copy of the book and follow along as I read aloud. One thing I do is to encourage them to use their own schema -- experiences watching the movies -- to visualize what we are reading or to create movies in their minds. Celeste Ü Yesterday is history. Tomorrow is a mystery. Today is a gift, That's why it's called the present ___ 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. - Access over 1 million songs - Yahoo! Music Unlimited. ___ 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] Reading Strategy Posters
I had found some really good strategy posters to print out, but I couldn't access my color printer. DH finally fixed it and I can, and now I can't find the posters! Can someone post the link? TIA! Cindy/VA/2nd ___ 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] Passion . . . long and OT
Joy, I read your post and felt nostalgic about my own (very similar) childhood. There is one component that you didn't write about, but I would bet the farm that it was included in your upbringing. God. Hasn't His presence changed/been reduced in our schools? I too feel the test pressure this year; I FEAR it. Maybe we fear too much because we don't have God as much. Thanks, Cindy Joy [EMAIL PROTECTED] wrote: After reading the posts written about lack of passion in children's lives, lack of being able to find connections that will bring learning alive for them, I feel a need to respond. I do not blame testing or NCLB. I don't blame teachers or parents, or the educational system in our country. I blame society and fear. Fear is a mighty force to overcome. Look at the things children are taught to fear: the environment, terrorists, their neighbors, their families, their classmates. Everywhere they look there is something to be afraid of. Even at school we have over regulated things so much that my school has only 1 small piece of playground equipment. I've been told we will never have swings because of the high insurance rates, and the fear of being sued. The state has forbidden for us to play certain games that I remember from childhood - we can actually lose our teaching license if we are caught playing or allowing these games to be played at school! Parents are afraid for the safety of their children; sometimes the fears are justified, sometimes they are not. When I was a child I was allowed to roam the neighborhood. I could wander through the woods, hike along a stream, or fish in a lake, river, or pond. We thought nothing of walking through other people's lawns to get to our friends house, or of hopping on our bikes and riding for hours on end. My friends and I used to ride all over town, and when I visited my cousin's house in Raleigh or Richmond, we walked by ourselves to the movie theater or shopping center. I was lucky to live in a variety of cities, and no matter where we lived, this was true for myself and my friends. We didn't have adult supervised activities, or sports (well, there was Little League for boys). And yes there were arguments, fights, bumps and bruises, and even a few broken bones. But we worked it out amongst ourselves as best we could. Usually the hurt party would run home, get patched up, and return to the scene of the crime as quickly as possible. Much to the dismay of our moms, many of us would ignore scrapes, scratches, and busted up knees until we heard our moms calling us to come home for lunch or dinner. (OK, the broken bones did require adult intervention.) We didn't have video games, videos, boom boxes, CDs, Walkman, etc. You were the envy of the neighborhood if you had an AM transistor radio or a color TV. There was no cable, and only about 3 or 4 stations. (OK, now you know I grew up with the pioneers!) Most of the time we either played cards, board games, or we made up our own games and role played from our own imaginations. A favorite activity of mine was making a variety show for the neighborhood. We'd create little skits, then scour our homes for cast off clothing and props. Sometimes the play would change based on what we found. We'd sing, dance, and play tennis racket guitars. We'd do magic tricks, and tell lame jokes. We'd use someone's garage or clothes line for a stage. We'd promote our show by painting posters that we'd plaster up and down the street, and sell tickets door to door to our neighbors. On show day we'd prepare treats to sell. We made enough money from ticket sales in the neighborhood to keep us in penny candy for the entire summer. When we were in the woods we'd always stumble on something fascinating that would occupy us for hours. We'd bring home pieces of moss, rocks, sticks, tadpoles, caterpillars, you name it, we studied it. Drawing and painting were also fun pass times, as was reading. We had a favorite tree or corner in someone's house where we'd stop playing and just read for awhile. None of us ever went anywhere without a book. We also had chores, and family duties to perform. If we didn't do it, it didn't get done, and the family would do without. I learned to clean everything from the kitchen and bathroom to the garage and garden before I was in 1st grade. I had to help my mom prepare dinner every night. We rarely went out to eat, and everything was made from scratch, or very close. We didn't have microwaves, and frozen dinners were something we ate if we had a babysitter. When I wasn't helping my mom, I was working alongside my dad as he built or repaired things. I was the oldest, and was his right hand (wo)man. I learned the names of tools, and how to use them by his side. (My dad was in sales and marketing, but loved tinkering around the house.) I don't see kids doing these things anymore. Before I returned to college to become a teacher I was a Girl Scout
Re: [MOSAIC] Passion . . . long and OT
I am so glad to read these feelings, fears and thoughts that others are having about teaching at this time in America. I have been feeling this way all year, yet have not shared it with anyone else. I've had this anxiousness about the tests and a vague uneasiness all year. Even so, I actually have not taken the time to reflect about what's really bothering me. Yes, this is a good time to relax our minds and bodies. I teach in a poor school. Most are on free lunch, but the kids have Playstations, iPods, etc. For most of my students, especially boys, reading for pleasure at home is an unheard of concept. I think it is part of the culture of poverty and the macho-male thing. If only we could reach the parents! I agree very much w/these ideas as well as with Bill's statement linking NCLB to fear. That is exactly what the law is a stick (fear), and places are looking at merit pay (for scores) to be the carrot. Now, I don't know about any of you, but I knew that I wouldn't get rich teaching, had the smarts to do anything else I wanted, but still had that passion to teach. The stick and the carrot work together to wear down that passion, especially for those working w/an at-risk (or passionless!) population. This is a socio-economic and political issue...and schools are a reflection of our society. We are all working against some powerful agendas...hopefully everyone can take this winter break to breathe, relax and enjoy life! Lisa 2/3 IL __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.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. __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.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] setting a purpose for reading
Pat, I would love a copy. I teach lower grades but I am hoping to dumb it down a bit. Cindy/VA/2nd ___ 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] Should There Be Zoos
I ordered one of the six packs and still have 3 more issues if anyone is interested. Feel free to email me. Cindy/VA/2nd ___ 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.
