Re: [MOSAIC] Help for 7th grade reading
Thanks everyone, I got some great ideas for 7th. It was my first day today and it was very different. No one told me they laugh at everything. And most of them put down others who participate and even act like they like school. What a challenge. I got tougher as the day went on. I see they are just trying to impress each other. Debbie From: "wr...@att.net" To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sunday, August 30, 2009 8:44:36 AM Subject: Re: [MOSAIC] Help for 7th grade reading Hi Pat, I taught a separate reading class for students who, at least initially, claimed that they didn't like to read and weren't good at it. These were 6th, 7th, and 8th graders. I let them pick their own books to read. They had to read the book for at least two class periods before they were allowed to get another book if they said they didn't like the first one because I found some students would find out they really did like a book if they didn't give up on it right away. I also read to them for about 15 minutes every day. And I saved out the last five minutes for the kids to share what they were reading. Kids would sometimes say they wanted to read a book after someone else had talked about it. The students were the best at advertising how good a book was. I read both Freak the Mighty and Crash out loud, and they loved those books. I started reading Crash to the group after one student claimed it was a bad book. When I was done, he agreed that it was a good book. I think that sharing your own enthusiasm can help kids enjoy books more. Jan -- Original message from paltm81...@aol.com: -- > > In a message dated 8/29/09 1:59:31 PM, mrs_goo...@yahoo.com writes: > > > > I'm hoping that I can get some guidance on where I can find information > > on teaching reading to low, med and high 7th graders. I have separate > > classes grouped by ability. I used mosaic for 2nd and I know most of that > applies, but where can I find a more specific group of teachers to share > with. > Any > > help will be appreciated. >> > > -- > > I would also be interested in this as I teach middle school students who > are having difficulty in reading as well. I've read several books on this > area, but I would love to hear from people who have been successful with this > population. > > > Pat > www.pawsofwood.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ 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] Help for 7th grade reading
Hi all, I'm hoping that I can get some guidance on where I can find information on teaching reading to low, med and high 7th graders. I have separate classes grouped by ability. I used mosaic for 2nd and I know most of that applies, but where can I find a more specific group of teachers to share with. Any help will be appreciated. Debbie ___ 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] labeling
Renee, I don't believe that I ever thought anyone was saying that labeling was an entire reading program. I was merely answering a question that someone was posing because they were unsure why someone might label things in a classroom. I felt I gave a reasonable answer. Labels are the FIRST words that children read. Yes, reading instruction should be a mix of many strategies. I also liked agree with the idea that labels should be written with and in front of the students. Debbie From: Renee To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Saturday, August 22, 2009 7:36:20 AM Subject: Re: [MOSAIC] labeling I don't believe that anyone is proposing that labeling parts of the classroom constitutes an entire reading program. I also don't believe that reading instruction should be "phonics based," but rather that it should be "meaning based" with phonics instruction being one of the tools used. Renee On Aug 21, 2009, at 7:48 PM, Debbie Goodis wrote: > Hi, > My thought is that is will be considered environmental print. Much of what we > know how to read we memorized. Memorization is part of reading, just think of > our sight words. It really comes under the idea of exposure. There is no > reason NOT to label things, but with the understanding that many will learn > words this way, but some will not. We are trying to make curriculum meet the > child's needs and not the other way around. It cannot and does not take the > place of formal phonics based reading instruction. "Our lives begin to end the day we become silent about things that matter." ~ Martin Luther King, Jr. ___ 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] labeling
Hi, My thought is that is will be considered environmental print. Much of what we know how to read we memorized. Memorization is part of reading, just think of our sight words. It really comes under the idea of exposure. There is no reason NOT to label things, but with the understanding that many will learn words this way, but some will not. We are trying to make curriculum meet the child's needs and not the other way around. It cannot and does not take the place of formal phonics based reading instruction. Debbie From: Lauren Marie Checkeroski To: mosaic@literacyworkshop.org Sent: Wednesday, August 19, 2009 5:22:34 PM Subject: [MOSAIC] labeling I am going to be doing my early childhood student teaching in the fall. I have already been able to tour the early childhood center where I will be at and I noticed (and have noticed in many other early childhood classrooms) that many things are labeled for the children. The crayon box is labeled 'CRAYONS' and the kitchen center is labeled 'KITCHEN'. Would this be considered an effective reading strategy, or are students just memorizing the words? Lauren Checkeroski ay5...@wayne.edu Wayne State University ___ 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] Organizing Books
Hi Laurie, It depends on what grade, (I think 3rd could do this) but I tried assigning equal groups to a genre. (Of course, you have to teach them about genre first.) Then I lined the front of the room with boxes labeled on the front with the genre. Whenever I had 5-10 minutes we sorted books. I handed each group about 10 books to place in the proper genre box. Then the students in charge checked the box for accuracy. It didn't work perfectly, but that was the best system so far. I have hundreds of book, and at least it got them basically separated. I, of course, still need to fine tune the organization, since I want to further divide them. (Family, Animal Characters, Citizenship, etc) Hope that helps. Debbie From: Laurie Tandy To: mosaic@literacyworkshop.org Sent: Monday, July 13, 2009 5:18:47 PM Subject: [MOSAIC] Organizing Books Hi Everyone, Does anyone have a day-to-day plan for having students help organize the classroom library at the beginning of the year? ?I have tried it before but it ended up in a chaotic mess.? Thanks, Laurie Third Grade Petaluma, CA -Original Message- From: drmarinac...@aol.com To: drmarinac...@aol.com; mosaic@literacyworkshop.org Sent: Mon, Jul 13, 2009 4:09 pm Subject: Re: [MOSAIC] literacy grants Kristinethis is the Mosaic listserv...about Fountas and Pinnell... I have used the Fountas and Pinnell benchmark system for the past two years.? (In the past I have used the DRA and Rigby.)? I find it to be easy to administer and the results are quite accurate.? The texts for each level offer one for fiction and one for non-fiction.? The books were written specifically to the expectations of both Irene Fountas and Gay Su Pinnell.? They personally oversaw each text to be sure that they represented what they felt was appropriate and interesting for the reader at each level.? The topics and characters of the books are diverse and the kids find them interesting.? After each reading, there is a series of questions that are broken down into 2-3 sections depending upon the reading level.? For example, the early levels only have two sections, while the higher levels?have 3?sections.? The reading results offer not only decoding and?comprehension but identify fluency and error rate.? There is another section where the reader can reply in writing to a short prompt connected to the text.? This is?not necessary to level a student, however.? You might want to contact Heinemann to see if you could get a sample package.? I know that they have materials to preview this assessment. From: drmarinac...@aol.com To: mosaic@literacyworkshop.org Sent: Mon, Jul 13, 2009 7:02 pm Subject: Re: [MOSAIC] literacy grants I will research university /school collaborations:) Dr. M. -Original Message- From: Kristine Roseo To: mosaic@literacyworkshop.org Sent: Mon, Jul 13, 2009 5:38 pm Subject: [MOSAIC] literacy grants I am a new reading coach and would like to find some grants for supplemental materials and possibly create a resource room. If anyone has any ideas let me know. Your partner in education, Kristine Roseo, M.Ed. Reading Coach Calusa Elementary (561) 989-7500 - Under Florida law, e-mail addresses are public records. If you do not want your e-mail address released in response to a public records request, do not send electronic mail to this entity. Instead, contact this office by phone or in writing. ___ 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. Stay cool with this summer's hottest movies. Moviefone brings you trailers, celebrities, movie showtimes and tickets! ___ 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 subject)
Read to them, show enthusiasm for stories, show excitement at the exciting parts, show sadness at the sad parts, laugh when it's funny. Let them experience the book through you. Think aloud, as we do in elementary. Connect stories to their lives. Give them the Text to Self and Text to Text connections. Talk about authors, say how amazing the pictures are, look how they show the boy so sad. Ask what they would do if this happened to them. Pull out the emotions. Even in elementary kids need time to catch on to the fact that they can really experience books as empathetic experience. LOVE reading yourself and read lot's of children's books. Go to the internet and show them the author's websites. Eric Carle has videos showing how he creates the pictures. Have students make up stories, dictate them to you as you write them down and then give the paper back to them to illustrate. Show the same emotions when you read thier books. They will see reading and literature as a enjoyable and rewarding experience. When they are ready, play with words with them. They need to hear the sounds. Even before they see the letters, they need to hear rhymes, illiteration and the cadence of poetry. They can be made aware of punctuation without ever needing to use it. When you read, tell them you stopped at the end of a sentence because of the period. You slowed down because there was a comma. Quotation marks mean you read with expression, like the person talking. Awareness, awareness, and a BIG show of a love and amazement of books. It's what we wish for all our students, it's what most of us got as children, and it's what pre-literate children deserve! I'm so glad you asked. Because the answer is so simple and easy to do. Anyone who truly loves literature will do this ease. Debbie Goodis 2nd Grade Teacher Former Pre-School Teacher From: Mary Jo Chevalier To: mosaic@literacyworkshop.org Sent: Saturday, June 6, 2009 1:41:44 PM Subject: [MOSAIC] (no subject) Hi my name is Mary Jo and I am an early childhood educator currently working in a pre-k classroom. My question is directed toward Kindergarten teachers however all teaching levels are welcome to respond. My question is : What can I do as a teacher in a pre-k classroom to help prepare the children for the literacy expectations that occur in kindergarten. With the push down of curriculm so much more is expected of kindergarteners and I want to do all that I can to ensure their success in kindergarten. Mary Jo ___ 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] scripts and thinking
Hello, I had to jump in here. My two cents. I used to take piano as a child. I would go to my lessons and then come back home, practice for 5 minutes and proceed to "do my own thing." My father would scold me and say, "Learn to play the right way, then you can play anyway you want!" I knew what he meant. I was complaining that I had to play, Fur Elise, or some other classical piece when all I wanted to play was Joni Mitchell or The Beatles. He wanted me to learn HOW TO PLAY, get that foundation, and then move on to making my own music. He was right...it was a good foundation. I think the same goes for scripts. I used to hate them, too, but I understand why the powers that be think they are necessary. Too many teachers are doing "their own thing," when they should be aware of research about good teaching. Scripts make sure we "learn to teach the right way" so that we can then incorporate those techniques and make them our own. I am a thinking teacher like all of you and when I am observed I am never using "the script" but I always get compliments on how well the students are engaged and thinking. No one has ever corrected the words I used during a lesson. We use a scripted program, but like all of you, I learned more from Lucy Calkins and Debbie Miller. I mostly use the "scripts" from those experts and like I said, I've never been corrected. With all that said, I know there are principals who wouldn't like anything other than the script being used during a lesson. That is unfortunate, and it tells me that those individuals are NOT thinking either! Hope that helps.. From: "teach2h...@aol.com" To: mosaic@literacyworkshop.org Sent: Friday, February 20, 2009 2:59:15 PM Subject: Re: [MOSAIC] scripts and thinking In a message dated 2/20/2009 12:23:56 PM Eastern Standard Time, mosaic-requ...@literacyworkshop.org writes: think scripts have a place for some teachers especially if Just food for thought:) Did any of us in our journey through learning how to teach comprehension strategies and transforming our classrooms into literate rich communities ever use "Debbie Millers script"? "Did you say over and over again "So, how did that help you as a reader?" so many times that you felt it was a recording? Possibly, but I bet you moved on to even deeper conversation. You moved on with your readers and where they were in their journey. I sure did use those scripts and sometimes still do. . . especially when something is still new to me.But, I am a thinking teacher and appreciate Debbie and Lucy's words as a model and use them until they become comfortable and become my own versions. . . until I am able to move past them and mold my own words according to the readers I am with and their needs. Thank you so much Lucy for giving me the "think about reading worker script I love to use! Thank you so much to the "Learning Pad" site that has some wonderful scripting. I did not think of any of these great ideas, but used the ideas to aide my own understanding and thinking. Do we not provide scripts for our own readers in our classroom as we model conversations in reader's share each day? Eventually, they are asking these same questions of others and more importantly of themselves when they think about their thinking. "Scripts" can have their place in learning. Starting with a script of some sort doesn't mean one is going to rely on them always but is just using it as a jumping point. Some may not ever need them, some may. Just my thoughts. Cynthia Hart Lexington **Need a job? Find an employment agency near you. (http://yellowpages.aol.com/search?query=employment_agencies&ncid=emlcntusyelp0003) ___ 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] Tutoring Suggestions for a 2nd grader with above grade level skills
My gifted 2nd grader ( who will not be 8 until this summer) wrote a speech. It was about the importance of school. It was very rudimentary and not well developed. So I decided to "teach her" how to write a speech. First, she listened to Severin Suzuki, who, when she was 13, addressed the UN regarding Global issues. Here's the link. http://www.youtube.com/watch?v=uZsDliXzyAY Her parents helped with this. She watched the video and then I gave her an outline to follow. She "revised" her speech and gave it over our closed circuit TV to the entire school. Except for talking really fast, she did an amazing job. This assignment was according to the suggestions for enhancing experiences for Gifted and Talented. She had and interest and I helped her follow her interest. She's now writing a short book. She's amazing. Debbie - Never miss a thing. Make Yahoo your homepage. ___ 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] Comprehension strategies and Harcourt
Renee, This is one of the main reasons I don't "panic" when some of my student score poorly on exams. I'm an early childhood educator first (I thought pre-k for 20 years before becoming a 2nd grade teacher) and ALL my training for 4-5 year olds helped me understand the 7-8 year old. They are in the same developmental stage!! I teach very differently than many of my colleagues. However, I must say that the age "range" for this pre-operational period (Piaget) is 2-8 and so I see many light bulbs going off all year long. But when they don't for a particular child, I just look at the learning that comes before and work on that. I experienced this ten-fold in 1st grade. They are so young and can only make the connections they are developmentally ready for. But, who listens??? Debbie - Never miss a thing. Make Yahoo your homepage. ___ 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] Comprehension Strategy vs. Skill
Now I was taught that strategies were what good readers used to comprehend and that the skills were what the author used to organize his text. Like using compare/contrast or cause and effect to get the message across and readers need to be able to recognize that what the author was using. Debbie Diana Triplett <[EMAIL PROTECTED]> wrote: > What the authors propose is to say that strategies are "deliberate, > goal-directed attempts to control and modify the reader's efforts to decode text, to > understand words and construct meanings of text. Reading skills are automatic > actions that result in decoding and comprehension with speed, efficiency and > fluency and usually occur without awareness of the components or control > involved. Hi Jennifer, Do the authors give any examples that would help us to understand this difference? I am currently teaching an on-line graduate level reading course. I find that my participants use the terms strategy and skill interchangeably. They also refer to things like graphic organizers as strategies. Diana _ Helping your favorite cause is as easy as instant messaging. You IM, we give. http://im.live.com/Messenger/IM/Home/?source=text_hotmail_join ___ 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. - Looking for last minute shopping deals? Find them fast with Yahoo! Search. ___ 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] smartboards
Kim, Do you mean an ELMO computer and projector. I have that. Debbie kimberlee hannan <[EMAIL PROTECTED]> wrote: You can do anything on a SmartBoard you can do on a chalkboard or a chart paper. I have TONS of sites but it will take ma couple of days to compile them from booksmarks and such. I loved mine. However, if you don't have on, you can still use the software if you have a computer and a projector. Kim On Feb 13, 2008 6:37 AM, Diane Baker wrote: > Hi Tami - > > I have one in my room...the smartboard will come with software that will > allow you to access a gallery of activities specifically designed for > interactive teaching. There is a variety of subjects and grade level > activities to choose from. > I have also used a website called rainforestmath with some fun activites. > I often will type activities into a word document and you can access it > directly as well and work with the document interactively with the calss. > There is also the option to use the scratch pad, which is a whiteboard > connected to the computer. Once the lesson is over, you can transfer the > writing you did to type and save it in a document for later use. > I hope this helps... > > Diane > > > > From: [EMAIL PROTECTED] on behalf of Tami > Sent: Wed 2/13/2008 6:42 AM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: [MOSAIC] smartboards > > > > I am getting a smartboard for my classroom this month and I was wondering > if > anyone has any experience with them or any websites they could recommend. > Thanks, > Tami > > > ___ > 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. > > > -- Kim --- Kimberlee Hannan Department Chair, ELA Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [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. - Looking for last minute shopping deals? Find them fast with Yahoo! Search. ___ 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] Voice
How about reading Op Ed pieces from the newspaper, especially using the same journalist over time. You can see how he/she writes about different subjects yet still sounds like himself. Andy Rooney would be a good person to watch snippets of, too. Maybe watching someone read their own editorial would help. Debbie [EMAIL PROTECTED] wrote: Help! My students are currently working on writing magazine articles about the topic of their choice. They are really into this because they are responsible for writing the article and formatting it as well. I am noticing that while the studentâs work is very organized with good topic sentences and supporting details, as a whole, their articles are very bland making it almost painful to read at times. Does anyone have any suggestions or mini-lessons focusing on the authorâs voice? I have tried to give them various models of the purpose and importance of voice in writing, but many of them are not taking any risks in their writing. Any ideas? ___ 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. - Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. ___ 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] off topic/daily 5 list serve
Hi, I'm a member on the Daily 5 listserve and I looked for a way to invite you to join and I couldn't figure out how. So, here are all the contacts for the group. Group Email Addresses Post message: [EMAIL PROTECTED] Subscribe: [EMAIL PROTECTED] Unsubscribe: [EMAIL PROTECTED] List owner: [EMAIL PROTECTED] Hope this help. Debbie Mary Ann Walker <[EMAIL PROTECTED]> wrote: When I search Yahoo for this group, I get over 1000 entries. Can you be more specific? Mary Ann Traditional Sounds www.traditionalsounds.com - Original Message - From: "Sandra Stringham" To: Sent: Wednesday, January 09, 2008 8:18 PM Subject: [MOSAIC] off topic/daily 5 list serve > Beverlee wrote: > Hello everyone! I have two questions and I'm hoping to find help here. > First, is there a list serv such as this for The Daily Five and, if so, > how do I access it? Do any of you have personal knowledge of the books > written by Michael Grinder? All the reviews of one of his books I read > were either 5 or 1. I can't decide if it would be worth it to invest in a > book or just play it safe and see if I can ILL it or something. Any info > is appreciated. Thanks. Bev from Nebraska > > Yessign up on Yahoo groups for the Daily 5 List serve (it's great by > the way!) > > I don't know about Michael Grinder, but I signed up yesterday for a list > serve off Yahoo that was advertised either on Mosaic or the real writing > teachers list serve: kidsbookbuzz > > It's about childrens literature, so maybe there? > > Hope this helps. > > Sandi Stringham > 1/2 Elgin, IL > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ 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. - Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. ___ 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] Beyond Retelling
I read about 2 stories a day to my students. Would it be helpful if I did one or two a week as a lesson on retelling? For example, every "event" stop and ask the students to tell me what I just read to them in their own words. It's something I can do tomorrow so I thought I might try it. It seem that when you want to teach a skill its helpful to use a concept that is easy for them. Two or three pages at a time. Just to get them "in the habit" of thinking in terms of the story in their own words. It's late, and I hope I'm being clear. Thanks for any thoughts. Debbie - Get easy, one-click access to your favorites. Make Yahoo! your homepage. ___ 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
Melissa, I would like to be invited to chat somewhere with anyone using WTW. I have always loved the idea and the book and now that I have our reading program "under my belt" I feel I can add this and still stay withing our OC reading program. I don't know what all the sorts are --- open, blind??? Not sure yet, I am reading the book but it's a lot right now. We do the sorts all together, so time isnt being wasted, the kids are playing with the patterns. Debbie Melissa Kile <[EMAIL PROTECTED]> wrote: Many of the teachers in our school use the program. One of the authors is the developer of the spelling component in Houghton-Mifflin, which our county adopted a few years ago. We've been told we can use WTW rather than what's in the program. That's good, because the program's spelling is for the average kid, and with WTW you can group kids by developmental level. In my 2nd grade classroom, I have 1/2 the class doing Within Words (long-vowel spelling patterns) and 1/2 the class doing Letter-Name (short vowels, digraphs, blends). I determined the groups by giving the developmental spelling inventory in the WTW book. I've also used this extensively in K and 1. Melissa/VA/2nd On Nov 11, 2007 4:46 PM, wrote: > I would be interested in hearing from anyone who is currently using this > program.? > > Email and AIM finally together. You've gotta check out free AOL Mail! - > http://mail.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. - Never miss a thing. Make Yahoo your homepage. ___ 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
I would also be interested. I'm using it, but I just started this year and I'm only a little familiar. I love it though. It makes perfect sense. I gave the spelling inventory test and it feels so great to know exactly what my students need. We do the sorts, but I haven't pulled groups yet. I feel like it's a lot of reading and I haven't had the time to read the book. Debbie __ 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] reading workshop support
I figure they are learning more that way than telling me they read each night, when I know many of them don't! You're so right, they DO say they read at home. But sometimes I really put them on the spot and they're too young to lie straight to my face. I ask them when we are doing DRA testing. I say, "You aren't reading at home, are you?" They shyly shake their head no. I have to say to them, "I know, I can tell." It's really very unfortunate. Another thought. As far as I'm concerned, the district doesn't pay me to read from a basal or TE. They pay me to do what it takes to get each child to make at least 1 years growth. I'm lucky to have a very supportive principal. Debbie - Building a website is a piece of cake. Yahoo! Small Business gives you all the tools to get online. ___ 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 workshop support
There are two reasons why I do Reading Workshop. 1) I know for a fact that the majority of my students DO NOT read at home. I also know that this means 2 things; that they are not getting enough practice AND they are not seeing reading as another "activity" you might CHOOSE to do when you are bored or want to be entertained. This is not a good thing. If the only time they really read is during your reading time whole group or guided reading time they will NOT learn to read as quickly as if they practice. Practice ---> Proficiency-->Reading for Enjoyment --> Practice...think of this as a circle. The arrow means...leads to. I have this posted in my room. 2)Most parents do not have the knowledge of great books, amazing authors and may not have the pure enthusiasm and sense of urgency about reading that we do. (Or may not speak English well enough to help in this area) We need to create a situation where our students catch our fever for reading and good books. I love research as much as anyone else here, but this is all I need to justify why I have my students read for 30-40 minutes a day, create partners who share their books with each other, ask them to respond in writing about books, and time for me to read some of my favorite books and authors to them. One more thing, almost 9 times out of 10, when I read a book to them, there is a stampede to get that book from me to put in their book box. I just bought 20 copies of Lilly's Plastic Purple Purse because ALL the students want a copy. This is what it's all about to me. Debbie - Catch up on fall's hot new shows on Yahoo! TV. Watch previews, get listings, and more! ___ 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] Comprehension strategies in Kindergarten
I have heard the idea that teaching comprehension strategies is like giving children the "lap time" they may not have gotten at home. So, I think that the teaching should be very informal, verbal, warm and consistent over the year for Kinders. It's what a parent does when they are (interested in) reading to their child; they discuss the pictures, ask questions about what is about to happen, talk about character's feelings, point out things the child may have missed and make gentle demand on the child to make him/her think. This is the way we do it for pre-readers and if a Kinder had that for a year, I can't help but think any 1st grade teacher wouldn't be thrilled with the great beginning that student had. Debbie Freida Hammett <[EMAIL PROTECTED]> wrote: Michele wrote: I feel that by teaching these comprehension strategies across the curriculum as my cornerstone, I will create critical learners. However, I am definitely open to other's opinions. Does anyone have a good article that I could read on the matter? You might try www.alfiekohn.org He has a lot of good information to suppport teaching this way. I just heard him speak this week and am very impressed with his knowledgeable, energetic, enthusiastic, research-based stance on education. Freida Hammett Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. http://get.games.yahoo.com/proddesc?gamekey=monopolyherenow ___ 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. - Pinpoint customers who are looking for what you sell. ___ 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] /Marie Carbo
Oh, the article I sent came from this website. www.tsg.suny.edu/downloadfiles/vcresources/Science_and_Young_Children.doc Debbie - Need a vacation? Get great deals to amazing places on Yahoo! Travel. ___ 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 subject)
Well said LAURA. And that is why I'm really liking the idea of the Daily 5. I still lean toward MOT mostly, but I like the skills the book teaches me to teach the students. The entire long term goal is independence. Like I told my parents at BTSN, I don't want to teach your kids to read and write, I want them to BE readers and writers, to choose to do those things when no one is asking them to. Debbie Laura Cannon <[EMAIL PROTECTED]> wrote: When kids "get it" is when they are reading on their own. Well said Bill. But I think what you are saying becomes more understandable with experience in teaching. I know that I didn't totally get this picture when I first started teaching. Maybe that's why I don't want to retire-I just now feel that I'm really seeing the big picture and understanding what it is all about. Really good teachers use it all and apply as needed. The ultimate goal is a child who is a self starter and hopefully will feel a passion for learning. Sounds like you have a stronger class this year. Laura C ___ 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. - Tonight's top picks. What will you watch tonight? Preview the hottest shows on Yahoo! TV. ___ 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] file folder lesson for schema
Hi Angela, I think that using your lessons right down to the texts is really the problem. Then the kids have heard the stories you want to use. The file folder lesson could only help them, but I wouldn't let them know what texts/books you're using. They should have thought about that themselves. It was really not very "practical" for them to use all the same books you do, kind of counter productive. I guess I feel that the strategy use is a compliment to you, snagging the same books as you is a bit (lazy). Debbie Angela Almond <[EMAIL PROTECTED]> wrote: I know I posted a very long reply to the original post but I have a question and didn't want it to get lost. I am actually hesitant to ask this question but it is one that I have been struggling with and would like to know others' opinions and views. As I said in my other post, I have been using the file folder lesson for several years along with other wonderful lessons I have gotten off of this listserve and other MOT resources. However, for several years I was the only teacher in my building that wasn't teaching directly from a basil or using just whole class novel reading. The literacy facilitator at my school is always coming in and watching what's going on in my class and going back and telling the younger grade teachers the lessons I am doing and several other grade levels have picked up on MOT and are slowly moving to a more strategy based program. This is very exciting because I am able to see a difference with each passing year on what the students are able to do as readers. The problem is that it is getting to the point that third grade is using almost every lesson I am using and many of the same texts. I sometimes feel the kids aren't getting anything more from me than they did in third grade when I'm doing the exact same lessons. The literacy facilitator wants me to share the file folder lesson with third grade so they can start doing it. Am I being selfish in not wanting to? What do other schools do when all grade levels are on the same page? Do they all do the same lessons? I know you can use different texts but the exact same lessons? I'm very torn on this issue. I want to be a team player but at the same time, I have spent a lot of time and effort researching, reading, and planning and feel that I may need to start over if third grade begins to do the same thing I'm doing. Please don't bash me for asking. I am honestly trying to figure out what is best for the students. Thanks in advance! Angela Hatley Almond Fourth Grade East Albemarle Elementary School ___ 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. - Moody friends. Drama queens. Your life? Nope! - their life, your story. Play Sims Stories at Yahoo! Games. ___ 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] Developing relationships
Joy, I wish my name was Joy. What a fun name to have around kids. You can do so much with it. I get called "good" all the time. Mrs. Goodis is a Good teacher. So cute. Your kids are lucky. I see too may sour faces on teachers teaching these days. They need to see that we see it as a privilege and a "joy" to be working with them. Debbie - Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. ___ 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] Accelerated Reading
Speaking from my former life as a preschool teacher, I know all too well the importance of forming a RELATIONSHIP with the child before expecting academic results. Think about the scenario of a three or four year old walking up to you holding his parent's hand, meeting you for the first time and being introduced to you as his "new teacher." Wow! From the child's perspective, this is one big expectation...to then take the teacher's hand, be led to a group of kids you don't know, to be brought to the bathroom you will use, the mat you will sleep on, the kid you'll sit next to and the group you'll be a part of for the next 9 months. This will not happen successfully if we do not, first and foremost, make what I call "brownie points" with the students. It's a game of drawing them in, making them like/love you, asking them about their pet, their family. Complimenting them on their new shoes and how fast they make him run. This all has to be done in a genuine, honest way by the teacher or this child will not see you as someone he can trust or like. He will not "want to learn for you, to please you or to be around you." I think teachers are born, not made, and if you don't have the heart for what you are doing, and keep your eyes on the prize (the child's individual success) they can see through that and will keep a certain distance. I have found that elementary students are not at all different from my preschool students. I can be a skill though, and I'd suggest for anyone who really wants to see this in action to go visit a quality preschool program at their local college or university. Watching a good preschool teacher is like watching an artist paint, or a dancer dance. I love four year olds. But I also love 2nd graders. Debbie Beverlee Paul <[EMAIL PROTECTED]> wrote: Very true. It's the children who don't know. If you are forced to sit a child in a chair and do meaningless things all day every day, and if you're an ELL (or any) child who has no idea what you're talking about, or how to do what you're asking, or how to please you, or how to please herself, or that you really care, even though you faithfully read the script which shows you don't. . . . When you are so under pressure about scores that you plain can't help but sigh when another child who isn't going to "make it" is brought to you. . . . When your brain does dead and your tongue goes numb by repeating the same words and signals over and over to children who haven't the faintest. . . . When you have to say to child, "Yes, I know about your grandpa" but you have to move on because the coach is coming between 9:13 and 9:17 to see what part of lesson 17 you're on. . . . Any program which puts the program first, the coach second, the teacher third, and doesn't see the relevance of the child at all, just the empty vessel . . . . > Thanks for the article; it's a keeper. However, unaddressed in the > article > is the belief that ALL reading programs, etc. can be used effectively IF > the > teacher is caring, etceteras. Unfortunately, I believe some reading > programs (used with FIDELITY, of course) are mutually exclusive to > establishing positive relationships. There are some programs that just > plain make it impossible to treat a student with respect. Love, maybe, on > the part of the teachers, but can the child get it in the environment set > up > by some reading programs? > > What programs would those be? I think most teachers know that their relationship with that child is more a factor in that child's growth than an impersonal program Bill ___ 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. _ Its the Windows Live Hotmail® you love on your phone! http://www.windowsmobile.com/hotmailmobile?ocid=MobileHMTagline_2 ___ 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. - Moody friends. Drama queens. Your life? Nope! - their life, your story. Play Sims Stories at Yahoo! Games. ___ 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 homework
Hi Marti, I got the book with the CD. It's great! I actually found a brand new book from Borders at a garage sale for 50 cents and exchanged it for the WTW book. So I got it for "free." I was very excited. The Plumtree <[EMAIL PROTECTED]> wrote: Karen this is what is being said about the 4th edition to the Words Their Way book. Want to get it and share the cost. Marti >I bought the fourth edition; not only does it have a CD with assessments, >sorts, and games, but it also comes with a DVD that explains the process >and shows the various level activities in action. Well worth the cost. > > > > > > > > > > > > > > - > Fussy? Opinionated? Impossible to please? Perfect. Join Yahoo!'s user > panel and lay it on 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. - Shape Yahoo! in your own image. Join our Network Research Panel today! ___ 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
It really doesn't matter where OC came from. We have to use SOMETHING to teach these kids. I was just as furious when I heard the connection 5 years ago, but our enemy is NOT the program. It's the administrators who peer over our shoulder and call us "infidels" (ha ha) if we all aren't on the same page. The program I used before OC didn't even direct me to teach much comprehension at all. How helpful was that? I was excited to see all the interactive lessons in OC. This country is run by the almighty dollar, and even if we got rid of scripted programs, there would be something else to shove down our throats so someone could make money. A good teacher can work miracles with any program if she isn't being micro managed by an administrator who doesn't have the individual child in mind. Just educate us, give us great ideas, give us many different ideas, let effective teachers train new teachers and give us the REAL research to draw from. I think administrators are also being told what to do with us. Maybe their job is on the line, too. Someone higher up has to come to their senses. Bush is being advised, and poorly advised I think. - Park yourself in front of a world of choices in alternative vehicles. Visit the Yahoo! Auto Green Center. ___ 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] Audio units to save teacher's voice/Off Topic
Thanks for all the input. I emailed the info to my reading coach. We;ll see if they'll pay for this. Thanks again Debbie Stephanie Sanchez <[EMAIL PROTECTED]> wrote: I had never thought of using on and was curious. I searched online for something that would work on a teacher's budget. This is what I found! http://www.schooloutfitters.com/catalog/product_family_info/cPath/CAT1_CAT21/pfam_id/PFAM645 Debbie Goodis wrote: Does anyone have any experience with wireless P.A. systems for classrooms? I have a problem with the amount of talking I do and I'm looking for a system. I can't seem to get anywhere on the web because I don't know the exact name of the product. Thanks in advance Debbie - Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. ___ 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. - Choose the right car based on your needs. Check out Yahoo! Autos new Car Finder tool. ___ 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] Audio units to save teacher's voice/Off Topic
Does anyone have any experience with wireless P.A. systems for classrooms? I have a problem with the amount of talking I do and I'm looking for a system. I can't seem to get anywhere on the web because I don't know the exact name of the product. Thanks in advance Debbie - Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. ___ 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] Special Picture Book "Basket"
You know, I've heard it said that you should only feel GUILT if you have done something wrong. Having things of your own, that you value and want to keep "new" or "at your fingertips" is not doing something wrong. Teachers are nice people, but you can be nice in other ways. Spending your good, hard-earned money so that your students can have the best instruction possible is definitely being nice. It's also, generous, thoughtful, selfless, considerate, sweet and professional of you. Debbie PS. Go to used book stores, library book stores, and garage sales. That's how I get most of my books. I might not have all the perfect ones that are now being given out in lists, but I do have ones that I use that work also. [EMAIL PROTECTED] wrote: In a message dated 8/1/2007 8:00:11 P.M. Central Daylight Time, [EMAIL PROTECTED] writes: Debbie said: I don't think you're being paranoid. I do the same thing (and that would mean I'M paranoid!) You have an objective, a special purpose for those books and they need to be there when you need them. What I do is try and collect another copy and put it out after I use it for read aloud or even guided reading. (I have some multiple copies) Do you have enough books for the students? Maybe you feel like they don't have enough. You could just hit the used book stores and garage sales to beef up your library area instead. Thanks to everyone for the response. I teach 5th grade, and I have lots and lots of chapter books, but didn't really start collecting picture books until I started teaching strategies. Since it's expensive to buy these books, and most of the ones that I want don't seem to be in any book orders, even those for the young ones, I have only been buying single copies of each title so that I could have more books to choose from for my lessons and read alouds. I'm glad to hear that so many of you have your own special basket, too. I'll try to quit feeling selfish! I guess I just have guilt issues when it comes to certain books. I don't like to share professional books much, either. I spend SO MUCH money on them, and I don't like the idea of not being able to immediately put my hands on something when I need it. Usually, I don't mention what I have been reading except to maybe a teacher or two. Then, if a teacher is stumped about something and needs my help, I'll recommend that they buy certain books. By the time they are really looking for some answers, they are usually ready to spend their own money and put in the work to try to make the changes. Sherry ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. - Shape Yahoo! in your own image. Join our Network Research Panel today! ___ 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] Special Picture Book "Basket"
I don't think you're being paranoid. I do the same thing (and that would mean I'M paranoid!) You have an objective, a special purpose for those books and they need to be there when you need them. What I do is try and collect another copy and put it out after I use it for read aloud or even guided reading. (I have some multiple copies) Do you have enough books for the students? Maybe you feel like they don't have enough. You could just hit the used book stores and garage sales to beef up your library area instead. Debbie [EMAIL PROTECTED] wrote: As I am setting up my room, I am once more stuck with a dilemma, and that's whether or not to let my students have access to all of my picture books, even the ones that I know I will use for mini lessons in either reading or writing. Right now I have a special basket of these books that I keep behind my desk. I'm afraid that I won't have them when I need them, that they will wear out too quickly, or that it won't be a "surprise" as we start thinking aloud together in guided practice. Am I just way too paranoid? I would love for the students to have access to the best of the picture books, but those are the ones in my hidden basket! What kind of rules have you set up with your students? Are there any books that you save for some lessons? Thanks for your input. Sherry ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. - Park yourself in front of a world of choices in alternative vehicles. Visit the Yahoo! Auto Green Center. ___ 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] web sites
Bev, Do you mean beside purchasing your own domain? We pay only 4 dollars a month for ours for two sites. Let me know if you want info. Debbie My husband says 3.99 a month for one site. But they do run sales so let me know if you're interested. I think we are on a sale price. And he says its more space that you'll ever need. Videos yes, but not hours and hours. Deb Beverlee Paul <[EMAIL PROTECTED]> wrote: to MOT members - I'm sorry because I think some of this information was provided earlier, but recent developments now cause me to need new learning!! I am a literacy coach and need to use a site (or a link from my school site) to post materials for copying, video clips, etcetera on the web. I used to have a site (I think teacher web) earlier, but had nothing last year. How would you suggest I find the simplest, cheapest, and most valuable way to create a site for a lit coach? Thanks so much. Bev _ http://newlivehotmail.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. - Moody friends. Drama queens. Your life? Nope! - their life, your story. Play Sims Stories at Yahoo! Games. ___ 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] Student teacher question/immature students
I'm going to look up these titles and actually there's another good one; Developmentally Appropriate Practices for age 2-8 (Maybe 3-8) by Sue Bredenkamp from NAEYC, of which I was a member for almost 20 years. When I worked for Head Start we we encouraged to become a member, and it was always listed on resumes that you were. I don't do everything I know is appropriate because of the curriculum, but a lot of what I do is done in an appropriate manner because I really don't know how to do it any other way. It's a great subject and I think MOT caught my eye and my heart because it is so developmentally appropriate. Deb Beverlee Paul <[EMAIL PROTECTED]> wrote: That's absolutely true. Any of the NAEYC books do a great job of that for teachers of children through third grade, as does resources such as the Nebraska-Iowa Primary Program. Also very helpful is Sam Meisels' Work Sampling materials. They're wonderful. Not to keep beating the same old political drum, but with how things are in many schools today, it would probably be dangerous for teachers to access information like this that show "how schools are spozed to be," and how inappropriate whole group, regimented, linear instruction is for children. Exactly Beverlee, and added to that, I think we need a good course in cognitive, emotional, developmental and behavioral levels of students at each age. Many times teachers are frustrated at behaviors that are very typical of a particular age group and are, in reality, developmentally appropriate behaviors for that age. I'm reading a book right now called, "Yardsticks" which addresses these ideas. Sorry, I don't know the author right now, but I got it at Heinemann. (sp?) Just an example, from my experience, I used to teach a parenting class and I would tell the parents, "Two year olds aren't able to share, they just aren't developmentally ready to do so because children at this age are bound by their perceptions. This means that if a child of two sees another child holding their toy, he thinks that the toy now belongs to the other child and this upsets him. I wanted parents to relax, not think that this was some sort of personality disorder of their young child, and to help the child by redirecting him or the child to another toy. I daycare we often had 2 or 3 of the same toy for this very reason. Does this make sense? Deb It's really not our fault, we should have more than a casual mention of discipline in our courses. Debbie I agree. And actually, often if we do get moe than a casual mention, it's addressing an extrinsic, manipulative, "reward" system of discipline rather than "building a class" positive discipline. So that's also less than helpful. _ Need a brain boost? Recharge with a stimulating game. Play now! http://club.live.com/home.aspx?icid=club_hotmailtextlink1 ___ 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. - Get the Yahoo! toolbar and be alerted to new email wherever you're surfing. ___ 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. _ http://liveearth.msn.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. - Fussy? Opinionated? Impossible to please? Perfect. Join Yahoo!'s user panel and lay it on us. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Student teacher question/immature students
Exactly Beverlee, and added to that, I think we need a good course in cognitive, emotional, developmental and behavioral levels of students at each age. Many times teachers are frustrated at behaviors that are very typical of a particular age group and are, in reality, developmentally appropriate behaviors for that age. I'm reading a book right now called, "Yardsticks" which addresses these ideas. Sorry, I don't know the author right now, but I got it at Heinemann. (sp?) Just an example, from my experience, I used to teach a parenting class and I would tell the parents, "Two year olds aren't able to share, they just aren't developmentally ready to do so because children at this age are bound by their perceptions. This means that if a child of two sees another child holding their toy, he thinks that the toy now belongs to the other child and this upsets him. I wanted parents to relax, not think that this was some sort of personality disorder of their young child, and to help the child by redirecting him or the child to another toy. I daycare we often had 2 or 3 of the same toy for this very reason. Does this make sense? Deb Beverlee Paul <[EMAIL PROTECTED]> wrote: I think the root of the problem is teacher preparation in college. It's really not our fault, we should have more than a casual mention of discipline in our courses. Debbie I agree. And actually, often if we do get moe than a casual mention, it's addressing an extrinsic, manipulative, "reward" system of discipline rather than "building a class" positive discipline. So that's also less than helpful. _ Need a brain boost? Recharge with a stimulating game. Play now! http://club.live.com/home.aspx?icid=club_hotmailtextlink1 ___ 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. - Get the Yahoo! toolbar and be alerted to new email wherever you're surfing. ___ 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] define immature
Lori, How sad that the teacher (and friend) told your son that boys don't kiss their mothers. Why do we expect these unnatural behaviors from children. What if your son refused to kiss you goodbye? Would we be alarmed at that behavior? Would we wonder if he liked you or if you were an ogre that he couldn't wait to get away from? I agree with you Lori, we should take the lead from our children. Very young children scream when left with sitters, or at school because they actually think that the adult no longer exists if they do not see them. It's a truly frightening experience. When they get older it is usually because they are leaving their comfort zone and are attached to the parent (which is a good thing) and because they don't know what to expect from the new situation. Also, eating, sleeping and bathroom routines are the hardest time for young children. I preschool the first day was always full of about 4-5 criers. Kinder was the same way. Debbie - Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase. ___ 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] Student teacher question/immature students
I think the root of the problem is teacher preparation in college. I hate to sound like I'm harping on Preschool Teachers and their training, but it is fundamentally different from the training I got for Elementary. Maybe because, at least years ago, the objectives for the training was on 1) the developmental level of the child and 2) the appropriate management of behavior needed to accomplish those objectives. I would say 80% of the program for teachers was about managing behavior, and that included everything from setting up the environment to minimize problems in the beginning to managing groups of students (12) to managing behavior when the student was tired, hungry, angry, frustrated to managing behaviors of special needs students. I remember wondering where the class was in my elementary program that would address these issues for el. I was of course so relieved to realize that all that training and experience was completely transferable to my second graders. The "on the job" training also involved being observed and then given helpful critique on how I could do things better. I love that because, if you don't have your discipline skills in place, your day could be a nightmare. For example, one teacher observed that when I placed a student away from our large group time because his behavior was disruptive, noticed that I left them there "too long." She explained to me that when I isolate a student from the situation, I'm not giving that student a chance to gain the very skill he doesn't have. Does that make sense? So, keeping him in group time, maybe close to me, and coaching the behavior would be a better idea if I want him to acquire that behavior. So now the concept of not using isolation as a first resort makes sense to me, and so in most situations, I use a coaching approach before I banish a child from an activity. There is so many, many, little tricks we are taught to get the students to comply, it would be impossible to get into it here. We've had lists of phrases in categories of What to say, What not to say, because we know that HOW you say something is very important and can illicit compliance or defiance. It's really not our fault, we should have more than a casual mention of discipline in our courses. Debbie Beverlee Paul <[EMAIL PROTECTED]> wrote: I really hate that this is going to sound like a "blame the victim" mentality, but it seems like it should be said. Few people ( including us ourselves) really understand the "skills" teachers develop for all areas of teaching, including management techniques. And usually we learn by trial and error, which is probably the most common learning technique. It's entirely possible that the "class from Hell" which one teacher has, was indeed equivalent to classes other teachers at that grade level were assigned, at least on paper. The difference could have been what an experienced teacher did/did not do along the way, especially the first few weeks. It could have to do with her/his room setup. Transitions. Time management. Materials. Preventative guidance. Active curriculum. And a host of minute-by-minute decisions that developed "a class." Are there instances where a new teacher was assigned a class with too many challenges? Possibly. But are there also instances where the Class from Hell never developed into that? Certainly. And, unfortunately, the trial and error approach to a new teacher learning those skills is often so painful that they just give up. In my opinion, here's where the system breaks down. In my opinion, it is is far more often that a new teacher is going it alone--and that's the problem--than it is malicious teachers/administrators deliberately assigning new teachers too challenging classes. If that's the case, it doesn't get "fixed" by children assignment; it gets fixed by enough support from literacy coaches, grade-alike teachers, curriculum coordinators, principal, formal and informal mentors, etcetera. We do all have to learn, but it doesn't have to be the hard way!! One of the clues early on as to what the problem was in this discussion was inappropriate curriculum, and in my experience that's what the problem often is to a huge degree. No mentor, lit coach, etc. can support teachers enough when the foundation is all wrong. Developmentally inappropriate practices cause children to find ways to survive, and they aren't necessarily pleasant. It wouldn't matter who was at the helm of a classroom of ELL kids, for instance, if teaching is abstract, rigidly controlled, and totally inappropriate for them. Read Steven Krashen's work if you can. Read Ruby Payne's work on poverty. Read and talk. All of which you have little time for if you are a beginning teacher trying to survive Wednesday, October 3rd! While I would hate for you to simplify this post into blaming the victim, I also hate that many of us are trying to share techniques for trans
Re: [MOSAIC] Question from student teacher
I know, I didn't take it personally. But it did make me think. :-) Now, as a child's schema grows, does that help them to "gain" schema from more abstract things? Lets' say the farm. Would a child that HAS been to a farm be able to understand better other concepts like a zoo? Just a thought. Does it become less and less necessary for a person to experience something to get genuine schema from it? Can genuine new schema come from videos and photos if the child, person, has experienced something similar? Debbie ljackson <[EMAIL PROTECTED]> wrote: And that was my sense, in spite of my rankle. On 7/27/07 2:25 PM, "Debbie Goodis" wrote: > Hi, > My comment was to the fact that we cannot do anything about the fact that the > child has never been to a farm. Of course, the next best thing is to use > pictures, realia, but it will not give him the schema that the child who has > been to a farm has. Like what the ground feels like in the barn, or how the > doors are chewed up by the animals or how it smells. That's what I mean. The > concrete experience of "farm" is the only one that will give him the schema > I'm talking about. In preschool we even went as far a doing MOST of the > activities for a holiday, AFTER the holiday so that the child had the recent > schema for the books and activities. When kids are young, like 4, they might > not have a good memory of the easter egg hunt they went to a year before. But > the concrete is the first way we would want kids to learn about something, > followed by recreations and the last way would be photographs. I didn't mean > that we shouldn't try everything we could to get students to understand a > concept if we couldn't take them to a farm. > Debbie > > ljackson wrote: I have to respectfully take exception to > this. It rankles me from head to > toe, and I know it was not meant to do so, so please do not take that > personally. However, there is something you can do, there are lots of > things you can do... Taking the example of a child who has never been to a > farm... > > Find a short educational video about life on a farm. > Read to them abut farm life. > Find photographs and do a gallery walk--what do you notice? > Invite someone to come talk to the kiddos about farming. > Create a bit of a farm in the classroom (we created a barn out of appliance > boxes and the hayloft opening became the theatre for puppet play. > Use music about farms as shared reading. > Find a class expert and encourage some talk. > > > As an adult, there are lots of things I don't have strong schema for BUT > part of teaching anyone about schema is letting them know that happens--and > that it happens with proficient readers as well. Then we hand them some > tools so that they can begin to accommodate, expand, develop their schema. > > > Lori > > > > > On 7/26/07 10:32 PM, "Debbie Goodis" wrote: > >> One of the unfortunate things about some populations of children is that >> they DO NOT have background knowledge for many things and if >> they do not, there is nothing you can do about it. -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. - Choose the right car based on your needs. Check out Yahoo! Autos new Car Finder tool. ___ 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] Round Robin Reading
Elisa, Well, I guess what we are talking about is the way we would REDIRECT the students, knowing that they are showing me they have a need to do something social and figure out what other activity could satisfy that need. See, I think of it as the kids are showing me that they need to do this type of activity. If I felt like it was interfering with the real reading they also need, I would just maybe give them a way to do this outside the classroom, maybe through jump rope chants or hand clapping game. I could always use chart paper to introduce the chant and later bring the rhymes outside. Debbie Thanks for the food for thought. "Waingort Jimenez, Elisa" <[EMAIL PROTECTED]> wrote: Hi Bonita, Debbie and others, I have a different perspective on what you describe below. I'm curious as to what others think about this. - Be a better Heartthrob. Get better relationship answers from someone who knows. Yahoo! Answers - Check it out. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Question from student teacher
Hi, My comment was to the fact that we cannot do anything about the fact that the child has never been to a farm. Of course, the next best thing is to use pictures, realia, but it will not give him the schema that the child who has been to a farm has. Like what the ground feels like in the barn, or how the doors are chewed up by the animals or how it smells. That's what I mean. The concrete experience of "farm" is the only one that will give him the schema I'm talking about. In preschool we even went as far a doing MOST of the activities for a holiday, AFTER the holiday so that the child had the recent schema for the books and activities. When kids are young, like 4, they might not have a good memory of the easter egg hunt they went to a year before. But the concrete is the first way we would want kids to learn about something, followed by recreations and the last way would be photographs. I didn't mean that we shouldn't try everything we could to get students to understand a concept if we couldn't take them to a farm. Debbie ljackson <[EMAIL PROTECTED]> wrote: I have to respectfully take exception to this. It rankles me from head to toe, and I know it was not meant to do so, so please do not take that personally. However, there is something you can do, there are lots of things you can do... Taking the example of a child who has never been to a farm... Find a short educational video about life on a farm. Read to them abut farm life. Find photographs and do a gallery walk--what do you notice? Invite someone to come talk to the kiddos about farming. Create a bit of a farm in the classroom (we created a barn out of appliance boxes and the hayloft opening became the theatre for puppet play. Use music about farms as shared reading. Find a class expert and encourage some talk. As an adult, there are lots of things I don't have strong schema for BUT part of teaching anyone about schema is letting them know that happens--and that it happens with proficient readers as well. Then we hand them some tools so that they can begin to accommodate, expand, develop their schema. Lori On 7/26/07 10:32 PM, "Debbie Goodis" wrote: > One of the unfortunate things about some populations of children is that > they DO NOT have background knowledge for many things and if > they do not, there is nothing you can do about it. -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. - Yahoo! oneSearch: Finally, mobile search that gives answers, not web links. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Question from student teacher
Hi Bahiyh, One of the unfortunate things about some populations of children is that they DO NOT have background knowledge for many things and if they do not, there is nothing you can do about it. And I mean specifically, like if they've never seen a farm, unless you take them to a farm, they will not have that background knowledge. So, my suggestion is, you do some kind of "Tell me everything you know about. for topics you want to focus on. If you want to teach the kids specifically about "Background Knowledge" and you want everyone to have the same schema for it, you can fabricate an experience. For example: When I taught preschool (and preschool is ALL about schema) we cut up a pumpkin, took the seeds out, cut it up, put it on a baking sheet with some brown sugar over it, baked it in an oven and then we ate it. After that, the students now had background knowledge for pumpkins. We could then talk about it from experience, all of us and later when I asked them to tell me, "everything you know about." the ones who had the background knowledge knew exactly what I wanted from them. We did a similar thing many times in my second grade classroom. We made cooked playdough and then talked about the changes that the flour went through, we planted flowers and then wrote about the experience. I think it's helpful to do a little of this to jump start the concept for the students. It may open up the ones who do have background knowledge more when they are familiar with your expectation. Other than that, all kids will not have some important knowledge, some will have good knowledge and some will have knowledge that will surprise you. But, at least you'll know they have the concept that "we all have background knowledge, we don't all have the same, but when we do have it, it can help us understand new concepts. I hope I haven't rambled on too long and I hope that helps you. Debbie Hi, my name is Bahiyh Shariff. I am a student at Wayne State University. > My major is in Language Arts, and Elementary education. I am currently > taking > a class with Mrs. Creech who is an active member on this litserv. > My question is, how can you tap in prior knowledge to students that have not > had much experience in their life, especially those that are new to the > country or are low income? What are some of the things you have done in your > classroom? > Bahiyh > > - Be a better Heartthrob. Get better relationship answers from someone who knows. Yahoo! Answers - Check it out. ___ 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] What Really Matters - Joy
Unfortunately, they are part of the program. I'm not sure what to do either...but I'm sure you will get lot's of great ideas here. Also, check the Mosaic Tools page. That list is amazing and I know some people have developed assessments and placed them on the pages. I would say, make a general plan and then ask specifically for the assessment you would want. I'm also getting ready to refine my use of Words Their Way. It's a complete spelling program with placement tests and spelling test, but that also would involve purchasing some books, which are about 17 dollars each. There's a lot already done that I can share with you if you'd like. It's based on word sorting which is spelling by analogy. Debbie Joy <[EMAIL PROTECTED]> wrote: I do follow MOT and Lucy Calkins. I do use trade books to teach strategies. I cannot purchase any programs, and I'm looking for how to do the interventions, and how to document them. Are the assessments online, or are they part of the program? Debbie Goodis wrote: I think someone on this list gave this link out, http://www.devstu.org/making_meaning/videos/index.shtml which has it all organized for you. I've even downloaded the book lists for myself. It even has assessments built in. It looks like a great place to start. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Take the Internet to Go: Yahoo!Go puts the Internet in your pocket: mail, news, photos & more. ___ 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. - Take the Internet to Go: Yahoo!Go puts the Internet in your pocket: mail, news, photos & more. ___ 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] What Really Matters - Joy
Wow, I almost envy you...It sounds like you can do whatever you want. Why don't you follow some of the philosophies of MOT and Lucy Calkins (writing and reading) and others that we've talked about. I know that seems too broad, but for reading you could use trade books to teach the strategies. I think someone on this list gave this link out, http://www.devstu.org/making_meaning/videos/index.shtml which has it all organized for you. I've even downloaded the book lists for myself. It even has assessments built in. It looks like a great place to start. Joy <[EMAIL PROTECTED]> wrote: I'm reading the first edition. Well, I've asked a couple of the questions I had already. One was about round-robin reading, the other addresses interventions vs. good teaching. If you go to the archives, you can read them there. Everyone that responded helped me tremendously, but if you have any suggestions, that would be great. Someone suggested I was making some of this too hard. While that may be true, I'm struggling with specifics, since the guidelines I'm getting seem so vague to me. We don't have a reading program, no basal, etc. We don't give grades, and we don't give tests (other than the Iowa test and the NC End of Grade test. I don't have access to the QRI or DRA. I'm wondering then, what I can use to document student progress (or lack of progress). In the past I've used the dastardly DIBELS, and running records. I recently purchased Tim Rasinski's 3 minute fluency book, and that looks good. I guess I'm at the opposite end of the spectrum from most teachers, but I still have to document students to get help for them. (At our school, only students with IEPs can get extra help from our resource teacher.) Like I said, there have been some fabulous ideas, but I'm always open to more! "Hulke, Michelle" wrote: The first edition has a blue cover and the new edition has purple on the cover. Having read both editions it seems they are quite similar except in the new edition Allington talks about NCLB and in general he seems to elaborate more...which may be due to newer research being available. Looking forward to the thread, Joy. Where there specific questions/thoughts you wanted us all to discuss?Our district book club did chapters 1 and 2 today. I cannot recommend this book highly enough! Michelle 1/2 - IL -Original Message- From: [EMAIL PROTECTED] on behalf of Joy Sent: Mon 7/23/2007 10:12 AM To: Mosaic: A Reading Comprehension Strategies Email Group Cc: Subject: Re: [MOSAIC] What Really Matters - Joy I'm looking at my book, and comparing it to the one online, and I guess I'm reading the first edition, although I think I may have the second edition lying around here somewhere. (Lost in the milieu of my obsessive book collection. It's probably sitting next to my copy of Elaine's book which I can't locate either!) I've been a reading machine this summer! Hopefully, I'll run across it as I further organize my classroom. "Hulke, Michelle" wrote: Hi, Joy. I am facilitating a book club with a coworker this coming week on this exact book. Did you read the new edition? I'd love to see your thread on it. Michelle 1-2 multiage/IL -Original Message- From: [EMAIL PROTECTED] on behalf of Joy Sent: Sat 7/21/2007 12:38 PM To: Mosaic Cc: Subject: [MOSAIC] What Really Matters . . . Hey everyone, I just finished rereading Richard Allington's What Really Matters for Struggling Readers, and I have some questions for my expert friends on this list. I'm going to post them separately so the threads don't get too mixed up. (hope that's OK, and that you don't mind helping me improve my understanding.) Thanks, Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Yahoo! oneSearch: Finally, mobile search that gives answers, not web links. ___ 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. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Fussy? Opinionated? Impossible to please? Perfect. Join Yahoo!'s user panel and lay it on us. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsu
Re: [MOSAIC] Students who don't learn to read
Our district just did an amazing thing. I have to give kudos to our curriculum specialists (some newly placed in their positions I think) because they had no problems putting this all together. They had representatives from every grade level come during the summer and create curriculum maps that directly correlate to our benchmark tests, which are given three times a year. So now, our pacing matches our tests. (These benchmarks are specifically to GUIDE our instruction, not for grades and most teachers love them. After we give a test we get a specific breakdown of how our students did and on exactly what we need to back up and teach again.) We were so excited to be doing this. We had all the say; when the test would be given, what chapters would be covered, what standards the book covered adequately and what ones weren't addressed enough, and 1st grade talked to 2nd grade and 2nd grade to 3rd to see what was crucial to master, what could wait, etc. We even went back and picked the questions we wanted to see on the test. I can't tell you how great it was to have a hand in the decision making and to be treated like the professionals we are. We will even present these maps to the entire district at the beginning of this year. I can't wait for the teachers to see them. Next, we will do it for language arts. Debbie Julie Santello <[EMAIL PROTECTED]> wrote: I'm not sure if anyone has brought this up yet because I am behind in reading posts, but does your state have a state specifications that are released? I read an interesting article in The American Educator that points out that most states benchmarks are not correlated to the test specifications that they give the test makers. I have looked at ours (FL) when I was teaching intermediate and they are VERY eye opening. Were our benchmark may read something like "Students will learn how affixes work", the state specifications may say "In 3rd grade students will be able to use the prefixes un, re, and pre..." I highly recommend checking into this, because if I remember correctly that only about 3% of states correlate their benchmarks and test specifications. Julie - Fussy? Opinionated? Impossible to please? Perfect. Join Yahoo!'s user panel and lay it on us. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Interventions vs. good instruction
I think expecting them to make more than one years growth is reasonable. Judging the teacher, school, program alone if they do not, isn't reasonable. Debbie [EMAIL PROTECTED] wrote: Pat With all due respect, I don't agree. I work with the strugglers and I have to believe that what I do can improve their learning and accelerate it. What is the point of putting them in a program and pulling them out of the classroom if they don't start to catch up! If they don't make a years growth in a year's time, they just fall further and further behind. An intervention should be targeted and allow kids to use their strengths to remediate or work around their learning gaps. It should be DIFFERENT than the regular classroom but the standards need to remain high. It I regularly get a year and six months growth in my interventions for many kids. If they are very far behind, it will take a couple years of intervention to catch them up. When you start with low expectations, you consign these kids to always be behind. Am I successful with all kids??? Not by a long shot. But you have to BELIEVE that you can accelerate their learning in order for these kids to stand a chance. Jennifer In a message dated 7/22/2007 5:59:38 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: This never makes sense to me. The kids in these programs are ones who have never made a year's growth which is why they are performing below grade level and are receiving additional services so now to expect them to progress more than a year in a year's time is not reasonable. Pat - NY ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. - Be a better Heartthrob. Get better relationship answers from someone who knows. Yahoo! Answers - Check it out. ___ 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] Round Robin Reading
I think we really put this in perspective when we consider the alternative. What teacher is going to discourage the child from reading out loud in or to a group of peers. We wouldn't do that, right? So, this tells me to let it happen. It's such and incredible moment of interaction and community. Debbie [EMAIL PROTECTED] wrote: That was my thinking--it really seems an extension of this kind of spontaneous interact which seems a whole different ball game compared to old fashioned read aloud. Lori On Sun, 22 Jul 2007 19:26 , Joy sent: >Would this be considered partner reading? > >Bonita DeAmicis [EMAIL PROTECTED]> wrote: Question for the passionate round >robin folks. What about when students are in literacy groups and they CHOOSE to read together round-robin style? Thoughts on this? > >:)Bonita > >___ >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. > > > > >Joy/NC/4 > [EMAIL PROTECTED] > How children learn is as important as what they learn: process and content > go hand in hand. http:// www.responsiveclassroom.org > > > > > > > > > > > >- >Get the Yahoo! toolbar and be alerted to new email wherever you're surfing. >___ >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. - Be a better Heartthrob. Get better relationship answers from someone who knows. Yahoo! Answers - Check it out. ___ 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] Interventions vs. good instruction
Wow, very detailed. We have a test for ELD that is measured in increments like this. I love it, although it's a lot of work. It's nice to be able to pinpoint down to particular skills that each child is lacking. What if students are on grade level. Do you use these tests for those student also? Sorry to ask all these questions Debbie - Ready for the edge of your seat? Check out tonight's top picks on Yahoo! TV. ___ 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] Interventions vs. good instruction
So bringing a child up "a year plus more", was the more subjective? Or did you have some way to measure? Tami <[EMAIL PROTECTED]> wrote: In Title 1- when I used to do my annual report- we had to assess the kids using a standardized test. All kids being served in our program were expected to progress MORE than one year- as -they are receiving reading instruction in the regular classroom- (a full year's growth) AND they were receiving additional reading instruction- so we were required to bring every child's reading level up a year plus more. as that is what the supplemental instruction was supposed to be providing - Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase. ___ 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] Convincing colleagues/was round robin
Are you able to do a mini workshop with these adults? If so you could name the workshop "Alternatives to Round Robin Reading". That way you could let them know in an impersonal way that RRR is not a good strategy and then the whole workshop (1 hour or so) would be focused on what TO do. Maybe having one other teacher to work with you will help with credibility so they don't think it's just a whim of one teacher. Debbie Joy <[EMAIL PROTECTED]> wrote: I appreciate everyone's advice about what to do instead of round robin reading. These are things that have happened in my classroom for the past 6 years. What I'm looking for is advice for teaching my TA (and adult volunteers/substitutes) about the importance of using strategies other than round robin reading for reading instruction. They are all well intentioned, and I don't want them to be turned off, I'm going to need all the help I can get this year! However, I also don't want my kids subjected to or confused by ineffective practices. How do you convince someone that what they are doing is wrong and ineffective without stepping on their toes? I'm still reading this off the archive, so I'm not sure who wrote it, but the advice about having them already set up partner reading is good, but I want to teach her so she will be a more effective member of my classroom. Also, she tutors and needs to know this. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Shape Yahoo! in your own image. Join our Network Research Panel today! ___ 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. - Choose the right car based on your needs. Check out Yahoo! Autos new Car Finder tool. ___ 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] Interventions vs. good instruction
Hi, When I read this part I thought that maybe I should ask this question. My principal tells us that we can only expect to bring a child up ONE GRADE LEVEL! Is this also true for your school? Or are you expected to bring students who are more than one year behind up to grade level? Debbie Let's assume I'm using good scientifically research based instructional practices, and things are going great. Except for little girl A and little boy B. They are improving, but are so far behind from where they should be, for a variety of reasons. What do I do now? - Need a vacation? Get great deals to amazing places on Yahoo! Travel. ___ 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] Complacency vs. Implementing What I've Learned
Renee, First of all, I appreciate the conversation we have been having. Believe me, I am hearing what you are saying. I can only hope that this is an extreme exception. I will continue to look for the good in all teachers I meet. Thank you for standing up for anyone who is presumed guilty before all facts are known. I have to say this has helped me see more than one side of the unions. I think it's good to discuss these things. I have no plans to be a principal, but if I change my mind, I will remember our exchange here and try to keep things in perspective. Debbie Renee <[EMAIL PROTECTED]> wrote: On Jul 19, 2007, at 6:00 PM, Debbie Goodis wrote: > Renee, > Let me ask you this. Do you think that it is possible for someone to > have gotten so lazy, so aware that nothing will be done about bad > behavior, so engrossed in yet another "endeavor" to the extent that > they would conduct other business on school time, that they would tell > me that they don't need my grades because they already did the report > cards, have parents yanking their kids out of her classroom as soon as > they figure out what's up...trust me, I could go on...do you think it > is possible that this could be going on Absolutely. And I believe it is the extreme exception. Renee There is no shortage of good days. It is good lives that are hard to come by. ~ Annie Dillard, 'The Writing Life' ___ 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. - Yahoo! oneSearch: Finally, mobile search that gives answers, not web links. ___ 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] Complacency vs. Implementing What I've Learned
Renee, Let me ask you this. Do you think that it is possible for someone to have gotten so lazy, so aware that nothing will be done about bad behavior, so engrossed in yet another "endeavor" to the extent that they would conduct other business on school time, that they would tell me that they don't need my grades because they already did the report cards, have parents yanking their kids out of her classroom as soon as they figure out what's up...trust me, I could go on...do you think it is possible that this could be going on Debbie Renee <[EMAIL PROTECTED]> wrote: I am going to play Devil's Advocate: On Jul 19, 2007, at 5:25 PM, Debbie Goodis wrote: > You know how I know? The students. The conversations go like > thisWhat did you do in Social Studies today?...We watched a > movie... Johnny Tremaine? A documentary on the Gold Rush? the building of the Transcontinental Railroad? Manifest Destiny? the Revolutionary War? > What did you do in ELD today? We played games...(when the curriculum > was a unit from our book) It's very appropriate for ELD students to be playing games. Perhaps they were vocabulary games. Perhaps while playing the games they were developing vocabulary. > One teacher just let's the kid do page after page in their math > book. I've done this > doesn't teach .. How do you know? > and the kids are all on different pages of the book, so when you ask > what are you doing in math they either don't know or you get three > different answers. I am not surprised by this. I ran a completely independently paced math program for three years in which students did a lot of working with manipulatives and I did my teaching individually and/or in small groups. > When I made fossils with my kids, another teacher didn't do those > fossils until THE DAY of Open House and her kids complained because > mine had fossils to share. (We also share kids so some of mine know > what is happening in the other classes) Perhaps they ran out of time for making fossils because they were doing something else. > That's how I knowthe students tell me!! I used to ask my own children what they did at school and they never said much. My daughter actually told me once that it was none of my business (she was 7). > And don't think it feels good when they say to me I wish I was in > your classI'm not flattered...I'm heartbroken because they should > all be getting what I'm giving. Another thought...I'm not a super, > hyper, type A personality..I'm old and a little tired..I don't run on > the playground with the students or have abundant energy, but I TEACH > with enthusiasm because I love students AND teaching. I think it's the > best gig in the world. Also, I connect with my students. I know and > care about each one, I have meaningful conversations with them and we > have lot's of eye to eye contact. You don't have to be a young, hyper, > overachieving bundle of energy to be a good teacher. I don't think I'm > expecting too much of anyone. I just want them to give the students > all the opportunity possible to learn the standards. And do just > minimal things to make it fun so that they (the students) care enough > about school to pay attention and think > school is important. It's not too much to ask. It's what they signed > up for when they interviewed and accepted the job. We can only do what we do in our own classes. Plus, some teachers are more fun than others. That doesn't make one better than another, just different. I know what you are trying to say and on many points I would agree with you, but I just think it's important to not make too many assumptions, even when information comes from the students' mouths. More of my two cents Renee "We are here to infiltrate space with ideas." ~ Ramtha ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. - Fussy? Opinionated? Impossible to please? Perfect. Join Yahoo!'s user panel and lay it on us. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Complacency vs. Implementing What I've Learned
OK, I realize that this is a very emotional topic and that very few of us even know each other outside this list but please do not think for one minute that my comments are based on casual observations or here say. (I don't care if I spelled that right) That's not how I am. I also know teachers who come late and leave early but they do their job when they are there. This is different. This is serious and blatant. This not caring whether you get a grade from me for one of your children because you've already done your report cards and gave them what you wanted to. I could go on and on and on. I will stop here. Debbie Oh, and our top payed teachers make 88 thousand yearly plus about 7,000 in benefits. That's what (approximately) the 90K is. One thing I've learned over the years is that everything I see may not be what I think I see. (I'm so intrigued by the "90 thousand dollars a year from the system" that I can't even picture what that could be, so I'll skip that part.) When you say that a teacher does nothing that resembles teaching, that's a very big generalization. It could be that said teacher thinks you are doing nothing that resembles teaching. But what I really want to speak to is the "leaving with students at the end of the day" statement. I used to go to school an hour and a half early and then leave with the students. I also am one of the most organized people I know (to an extreme) and could easily come to school half an hour early most days and leave pretty much with the students at the end of the day, just because of how I structure my classroom. - Fussy? Opinionated? Impossible to please? Perfect. Join Yahoo!'s user panel and lay it on us. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Complacency vs. Implementing What I've Learned
You know how I know? The students. The conversations go like thisWhat did you do in Social Studies today?...We watched a movie...What did you do in ELD today? We played games...(when the curriculum was a unit from our book) One teacher just let's the kid do page after page in their math book, doesn't teach and the kids are all on different pages of the book, so when you ask what are you doing in math they either don't know or you get three different answers. When I made fossils with my kids, another teacher didn't do those fossils until THE DAY of Open House and her kids complained because mine had fossils to share. (We also share kids so some of mine know what is happening in the other classes) That's how I knowthe students tell me!! And don't think it feels good when they say to me I wish I was in your classI'm not flattered...I'm heartbroken because they should all be getting what I'm giving. Another thought...I'm not a super, hyper, type A personality..I'm old and a little tired..I don't run on the playground with the students or have abundant energy, but I TEACH with enthusiasm because I love students AND teaching. I think it's the best gig in the world. Also, I connect with my students. I know and care about each one, I have meaningful conversations with them and we have lot's of eye to eye contact. You don't have to be a young, hyper, overachieving bundle of energy to be a good teacher. I don't think I'm expecting too much of anyone. I just want them to give the students all the opportunity possible to learn the standards. And do just minimal things to make it fun so that they (the students) care enough about school to pay attention and think school is important. It's not too much to ask. It's what they signed up for when they interviewed and accepted the job. Debbie Laura Klug <[EMAIL PROTECTED]> wrote: Yes, I realized that as soon as I sent it-- sorry ! From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Thu 7/19/2007 6:34 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Complacency vs. Implementing What I've Learned This may be a dumb question, but how do you know what other teachers do in their classrooms? I've been teaching for 20 years and the only teachers that I have ever heard teach are the ones next door to me. Nancy ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic 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. - Got a little couch potato? Check out fun summer activities for kids. ___ 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] Complacency vs. Implementing What I've Learned
Hi Beverlee, Thanks for your reply. This is a subject that I do want to know more about, because it is frustrating for me. I work really hard, as many of my colleagues do and I want to see all teachers putting in what the students deserve. So, why is it that I have NEVER heard of a teacher being let go? The only reason someone is let go is because of misconduct with children. The rumor is that it takes 2 years and $40,000 to get rid of a teacher and that at some point, the district will "give up" and drop the case. And I think everyone knows that even if you are put through peer review, and you start being observed and written up, it's easy to play the game to NOT get yourself fired. You can't be watched all the time. I think there should be due process, but what about the principals? Are they pressured to begin the process when they have a teacher who isn't doing the job? You're right, I have seen principals who will not write anyone up. So why is it that year after year I still see the same ones, who's reputations precede, them still on the job? At some point, I will just have to accept that there will always be teachers who don't do their job, move on and just make sure that I do the best I can and encourage (help) others to do their best. I do like to have enthusiastic conversations with my teacher friends, let them know what I'm learning through this list serve and my reading, and I notice that it does make a difference in some cases. I have met many great teachers who are interested and who move with me as we talk and discuss methods and ideas for teaching. Believe me, this is mostly what I do and will continue to focus on. Debbie Actually, THIS PERSON is not protected! His/her right to have due process and a chance to improve performance/remediate problems is what is protected. The union makes sure that due process is followed and that a teacher has a right to know what he/she are doing wrong and have a chance to fix that. That's not unreasonable, and I'm sure you'd agree to that, as well. The person you are speaking of could relatively easily be gotten rid of by an administrator who is doing his/her job. All that would have to be done is to follow the rules and policies, document everything, tell the teacher what's wrong and that it must be improved, and follow through. So my take is: Don't be frustrated with the union for protecting people's rights to be treated fairly. Be frustrated with whatever administrator is not doing his/her job!! That's what they get the big bucks for. Bev - Fussy? Opinionated? Impossible to please? Perfect. Join Yahoo!'s user panel and lay it on us. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Complacency vs. Implementing What I've Learned
I admit, I am in somewhat of a bubble because I have, so far, had very good, reasonable and rational principals. I do realize that the union is there for the dedicated teachers, too. I, in the future, could be someone who might need the union because I am one of those teachers who doesn't play by ALL the rules, if the rules don't help my students. So, I retract my statement about the union MOSTLY protecting the slackers. However, what I DO see, is that they DO protect slackers. I know that from what I see at my school. I have often thought that what (some) teachers do borders on criminal, taking close to 90 thousand dollars a year from the system, coming to work and doing NOTHING all day that resembles teaching, and then leaving with the students at the end of the day. Why and how does this happen? In any other business, this person would be gone. Why is this person protected??? Debbie - Moody friends. Drama queens. Your life? Nope! - their life, your story. Play Sims Stories at Yahoo! Games. ___ 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] Complacency vs. Implementing What I've Learned
I always thought that WE (the teachers in general) who do NOT do our jobs adequately (and we know who WE are) are the ones who are really the reason the powers that be "tell" us what and how to teach. I saw it in Head Start, when there was an arrogance among some teachers to relax and not go the extra mile, I think around the same time it became unpolitically correct to fire people or write them up based on poor job performance. Suddenly, we couldn't find a way to get rid of the bad or dead weight and so we had to force them to do the job by making them conform to a "program" of teaching. I used to direct centers and it was very difficult to let a teacher go (preschool, not public) because of the "liability." And we all know how difficult it is to get rid of teachers in public schools. The unions mostly protect the slackers, it seems to me. (I do realize there are bad and vindictive principals, too) I would be curious to know if anyone thinks I'm way off base here, or if this might be part of the picture. Debbie - Building a website is a piece of cake. Yahoo! Small Business gives you all the tools to get online. ___ 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 conferences, a bit long
Elisa, As I read different ideas from the list serve and in the book, On Solid Ground, I learned that the students have their own notebooks. They have the responsibility of using them during reader's workshop. I did this a little last year. Each child had a Reading Response Notebook and they had to respond to one title per week. They kept this notebook in their book box, and brought it to reading conference. I feel like I "got my feet wet" last year with regards to Reader's Workshop and now I'm ready to have a more involved program. So, the notebooks this year will be like I read in OSG. They will respond to text in the notebook, keep track of genres they read, keep track of words they need to learn to spell and I will use the book to write comments for further practice with reading strategies, running records and I'll use all this information WITH them as they practice the strategies in Independent Reading Time. Now, if they are the one's who must get their book out before reading workshop, bring it to me, use it during workshop and then return it to the basket in the library, I think there will be more of a chance that it won't fall by the wayside when things get busy, because you know how second graders can be about routine.you couldn't change anything without a room full of comments...they'd keep you on track. I use kids often to keep me on track. whenever I have an important paper to hand out the next day, I just put it on one of the student's desks. Don't you know that when that student comes in the next morning the first thing he does is bring the papers to me and ask me what he should do with them. Of course, I tell him to hand them out!! Problem solved! I guess I'm going to try to use this great energy more often, to my benefit this year. Debbie - Pinpoint customers who are looking for what you sell. ___ 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] Complacency vs. Implementing What I've Le arned
Lisa, I agree with you about the reading programs being wonderful resources. I use Open Court, very scripted, but it was my first introduction to teaching the strategies. I was a second year teacher when I started using the program. I didn't even find MOT until the beginning of last year. I learned so much more from that book, but, it would have been 3 years without teaching any strategies at all. I followed the program exactly the first year, but now I adjust to make sure I use MOT throughout the day. Debbie Lisa Szyska <[EMAIL PROTECTED]> wrote: However, saying that, each teacher approaches the curriculum in a different way and that's how you can make these programs your own. It's still possible to integrate what you've learned into these programs. It's up to you to make sure that you reach all of your students and convince the powers that be that you're doing what best for your students. Felicia, I think you make some excellent points. Programs have some very useful components, and when used thoughtfully, can be wonderful resources. I would add to this that new teachers also find that a series offers them some sort of guide when EVERYTHING is so new. Then it is up to mentors/team members to share how they integrate best practices/comprehension instruction. I have done this for some of our new team members, and it has worked really well. I do think it is as you said...when teachers are mandated to lock-step, robot teach...do every assessment, every story, every lesson, then the program ceases to be a wonderful resource...it is an albatross. Lisa 2/3 IL 8:00? 8:25? 8:40? Find a flick in no time with the Yahoo! Search movie showtime shortcut. http://tools.search.yahoo.com/shortcuts/#news ___ 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. - Food fight? Enjoy some healthy debate in the Yahoo! Answers Food & Drink Q&A. ___ 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] Inner Voice - Responses to Elisa and Kim
This makes me think about when I tried to read The Red Tent. It was so confusing at the beginning that I put it down, thinking I'd go back to it later. I think I'll try again this summer, writing things down to keep track. Debbie "Waingort Jimenez, Elisa" <[EMAIL PROTECTED]> wrote: I am reading Sirens in Baghdad and there are quite a few characters at the beginning of the book that I'm having trouble keeping track of especially because I haven't been able to sit for a stretch of time to really get into the book. I'm reading bits and pieces here and there. I hadn't thought of writing down the characters and something about them to help me keep track of who they are. Thanks for the suggestion. Simple but powerful, especially when I find my reading is broken up by the demands of everyday living. I do think that when you slow down, for whatever reason and that needs to be determined by the reader, you can get more in depth into a piece of writing. I like the way that each chapter in Mosaic allows us to hear the author's thinking. I find that very powerful. Elisa Waingort Calgary, Canada An example that comes to mind is a book with many characters. I sometimes have trouble keeping them straight at the beginning of the book until I have enough information about each character to form a mental picture. I have a tendency to write down names and a little something about them until that image is formed. I have also found that as I have forced myself to slow down and listen to my inner voice, just the fact of slowing down helps me to think much more deeply about the themes, the lessons, the comparisons or contrasts to my own life, my own hopes and dreams. I tried to find a snippet that I thought was in The Art of Teaching Reading by Lucy Calkins, but I couldn't find it. It was written by a very proficient elementary school girl saying that she had never really read before she started taking the time to slow down and think. She named many books that she had read easily, but it was her reflection that she would like to go back and "really" read them. I think that's the gist. Maybe someone else knows what I'm talking about more than I do! Anyway, I have found that slowing down at times, even for aesthetic reading, has helped me a great deal, and I think that giving all of my students, even my great readers, the idea and the permission to do that themselves, shows them that it is deep reflection that can give them the most pleasure. Of course, some books are just for fun with no deep thinking required! Those are fun to read at times as well. Sherry ___ 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. - Looking for earth-friendly autos? Browse Top Cars by "Green Rating" at Yahoo! Autos' Green Center. ___ 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 conferences, a bit long
The one thing that I can see the value of is the students having control of the notebooks. You know how good they are about that. If they have a Reading Workshop notebook and a place to keep it (and they aren't allowed to take it home) I know it will always be there. If we have them bring it to the conference and we write out observations, we will be able to use them later for assessment or parent conferences. I also think the stickers are a good idea, as long as I make enough, keep the original file and always have them on hand to make more. Debbie - Be a better Globetrotter. Get better travel answers from someone who knows. Yahoo! Answers - Check it out. ___ 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] Complacency vs. Implementing What I've Learned
I once told my principal, "You don't pay me to blindly follow a manual, you pay me to teach them to read and to love reading." I was a little surprised to hear him say, "You're absolutely right!" I knew he was realistic, but I still thought I'd hear some garble about how we have to "follow the adopted text, blah, blah, blah." but I didn't. Of course, I knew I couldn't be blatant about it, but I had already begun playing the game. My room looked as though I was following it, but I'd been implementing MOT all year. He couldn't deny that a lesson right from MOT he saw me do with my kids was a right on approach. We are getting a new principal and I asked the old one if he was going to "leave me alone" to do MOT. He said I had nothing to worry about. My point is, some teachers might be surprised to hear that their principal agrees with them on philosophy. When I taught preschool, it was ALL about philosophy. Your opinion on how preschoolers were to be taught was very important. Now, most principals don't care WHAT you think...It's very sad. Debbie - Bored stiff? Loosen up... Download and play hundreds of games for free on Yahoo! Games. ___ 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] conferencing
Can I rent these videos? I'm sure they're expensive and I know my district doesn't have them. What about a library? Debbie Tami <[EMAIL PROTECTED]> wrote: Sharon Taberski's (author of On Solid Ground) videos, from Heinemann, are excellent. - Pinpoint customers who are looking for what you sell. ___ 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] conferencing
Debbie, Are you talking about On Solid Ground??? Debbie G. "Harbour, Deborah " <[EMAIL PROTECTED]> wrote: We studied that book many years ago and it has been a solid foundation in my literacy workshop. You can gain so much that you will use throughout your teaching! I highly recommend it. Debbie The information contained in this message may be privileged and confidential and protected from disclosure. If the reader of this message is not the intended recipient, or an employee or agent responsible for delivering this message to the intended recipient, you are hereby notified that any dissemination, distribution or copying of this communication is strictly prohibited. If you have received this communication in error, please notify us immediately by replying to the message and deleting it from your computer. Under Florida law, e-mail addresses are public records. If you do not want your e-mail address released in response to a public-records request, do not send electronic mail to this entity. Instead, contact this office by phone or in writing. ___ 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. - Pinpoint customers who are looking for what you sell. ___ 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] conferencing
Kimberlee, I am reading On Solid Ground right now and she is very explicit on how to do conferencing. I really think I should have read this book first, but I'm getting so much out of it now. She's so clear that I'm "getting it." Debbie - Be a PS3 game guru. Get your game face on with the latest PS3 news and previews at Yahoo! Games. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] OT thought provoking
THANK YOU! I couldn't stop laughing. Debbie - Be a better Globetrotter. Get better travel answers from someone who knows. Yahoo! Answers - Check it out. ___ 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 songs
Yes, we used to do this in pre-K. When children knew a song we would change a word or two or a phrase and let the children notice. Of course, they would "scold" us for singing it wrong. In my class I have given tickets to students who find my mistakes when I'm writing something on the board. What if teachers pulled this same trick with reading words to songs or poems. For example, we would all be reading chorally when the teacher would make sure the students heard her read something wrong. It would keep the kids on their toes and really engaged because they love to hear the teacher make mistakes and then to correct her. This would only work for younger students, of course. Maybe a different version for older kids? Someone who works with them might be able to think of something similar. Debbie - Don't get soaked. Take a quick peak at the forecast with theYahoo! Search weather shortcut. ___ 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] Read Alouds
ljackson <[EMAIL PROTECTED]> wrote: Lester Laminack said (a quote from conference notes) that if teachers cannot read aloud well, they should not read aloud at all. Lori, I totally agree with you. And it isn't harsh. If the purpose of a read aloud is to familiarize the student with 1) fluency and expression and 2) a good piece of literature, and we don't use good storytelling skills what are we modeling? If the reader is monotone and boring, what are we modeling? It's isn't hard to learn to read a story and make it exciting. I suggest that if anyone is willing to take a class, take a preschool literature class. That is where you will learn a lot about literature for children, and how to read aloud to them. You could also look on YouTube for videos of people telling stories. Or find a good storyteller at a local library. I think it's little like theater. Debbie - Fussy? Opinionated? Impossible to please? Perfect. Join Yahoo!'s user panel and lay it on us. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] End of Year Reflection
Wendy, I know for me and my district, it will depend on how much your principal want you to follow the program, or if he/she will let you improvise a little. Really, it can be done. I teach Open Court and in our training we were told that the books were not meant to be "mastered" by the students, but more to be used as a vehicle to teach the strategies. And there it is!! You use them to teach the strategies and have the reading workshop or add whatever else is important to you. We were told that we couldn't really do ALL the pages in the workbook, so use the workbooks to guide your instruction and teach the concepts the way you want to. The kids can always do the worksheets for homework it you feel pressure to use the wbks. Does that make sense? This is basically what I do. The only problem I have with OC is that is jumps around when teaching the strategies. I make sure I teach one or two strategies for about 3-4 weeks. Unfortunately, that was the hardest part. Debbie - Take the Internet to Go: Yahoo!Go puts the Internet in your pocket: mail, news, photos & more. ___ 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] 2nd language learners
You should definitely look into GLAD strategies. They were developed for these students specifically. Google projectglad or Santa Ana Unified School district, Fountain Valley School district: All in California, but GLAD is nationwide. Debbie thomas <[EMAIL PROTECTED]> wrote: Elaine Castro was a wonderful teacher who wrote an article if you can do a search! On 5/6/07 7:33 AM, "Heather Wall" wrote: > I'm hoping some of you can help me with my search - I've recently accepted a > job as instructional coach at a school that is 99% Hispanic, 88% of whom > qualify for ESOL services. Free and reduced lunch qualifications is way up > there too. I'm looking for some books/articles that share success stories in > situations similar to this. I can find info on schools that work with lots of > economically disadvantaged kids, but we're unique in that we have so many 2nd > language learners with so few 1st language students to serve as models. We're > going to be working a lot on balanced literacy next year, with a focus on > writing workshop, and so I feel like we're heading in the right direction. But > what I would love is to read about schools that have been through this and > succeeded, the strategies they used with their students and with teachers in > professional learning. Any ideas? Thanks in advance for your help. > > Heather Wall/ 3rd grade/ Georgia > NBCT 2005 > Literacy: Reading - Language Arts > ___ > 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. - Finding fabulous fares is fun. Let Yahoo! FareChase search your favorite travel sites to find flight and hotel bargains. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] To: Kimberlee and all: Non-Fiction Conventions Lesson a Success
Kimberlee, I will send them to you. I'm having trouble I think because they are 1.8 meg each. I'm going to send them through my email. And, the one with the child, you couldn't see her face. I wouldn't send anything to post where the students were recognizble. I'm doing this right now, so they should be there shortly. Debbie No need to miss a message. Get email on-the-go with Yahoo! Mail for Mobile. Get started. http://mobile.yahoo.com/mail ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] To: Kimberlee and all: Non-Fiction Conventions Lesson a Success
Kimberlee, Here is the post: I have to send the photos to you directly. The listserve won't post them or I'm not doing it right. How would I post photos to Mosaic? I don't think I ever have. I thought you might like to know how my introduction to non-fiction went in my classroom. Your info was so helpful and so right on. It went very well. Of course, we are not finished. I've attached some photos. The one's of the kids should have their faces unclear. Let me know what you think. I'm using the Non-FictionConventions notebook with them that I got from the Mosaic website. Where should I go from here, do you think? Debbie My principal LOVED it. The kids are so engaged. Their drawings are so cute and they really grasped the concepts. Never miss an email again! Yahoo! Toolbar alerts you the instant new Mail arrives. http://tools.search.yahoo.com/toolbar/features/mail/ ___ 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] worskhops
Lori, Liz got this info and I'm placing a link in the email for you: http://www.ceea.org/seminars.asp That will take you to a map of california. Just click on Southern CA and find Debbie Miller on March 7th in Ontario CA at the convention center. You can get to a registration page there too. Debbie Never Miss an Email Stay connected with Yahoo! Mail on your mobile. Get started! http://mobile.yahoo.com/services?promote=mail ___ 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] worskhops
I'll be there. Debbie Goodis Finding fabulous fares is fun. Let Yahoo! FareChase search your favorite travel sites to find flight and hotel bargains. http://farechase.yahoo.com/promo-generic-14795097 ___ 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] worskhops
Hello, Where are we supposed to meet? What workshop are we talking about? The one in Ontario, California? Debbie Need a quick answer? Get one in minutes from people who know. Ask your question on www.Answers.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] worskhops Debbie Miller in Ontario CA
Ok everyone, Liz Hill found this and I'm reposting so that you will be sure to see it. Here is the link for you lucky Californians. http://www.ceea.org/seminars.asp Good luck and pass on any info you get ! TV dinner still cooling? Check out "Tonight's Picks" on Yahoo! TV. http://tv.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] worskhops
You must be on right now. I wish I knew the information. I'm thinking it's near the airport. It costs $185.00, that much I know. Deb Don't get soaked. Take a quick peak at the forecast with the Yahoo! Search weather shortcut. http://tools.search.yahoo.com/shortcuts/#loc_weather ___ 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] worskhops
Someone posted the company she uses to book her engagements. I suppose you can find out more there, but my information is at school and I won't be able to get to it until Tuesday. The good news is I can post it on these emails from school. I'll be sure to do that. Debbie Now that's room service! Choose from over 150,000 hotels in 45,000 destinations on Yahoo! Travel to find your fit. http://farechase.yahoo.com/promo-generic-14795097 ___ 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] worskhops
That's Ontario, California. In the Inland Empire. The fish are biting. Get more visitors on your site using Yahoo! Search Marketing. http://searchmarketing.yahoo.com/arp/sponsoredsearch_v2.php ___ 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] Non fiction convention notebook is on the Tools Page
Thanks, I'll look for it! Yahoo! Music Unlimited Access over 1 million songs. http://music.yahoo.com/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.
Re: [MOSAIC] worskhops Debbie Miller in Ontario CA
I won't be able to find that info out until Tuesday but I will post the information. I'm assuming you can still register, I think I was registered only a couple of weeks ago. Sorry I can't help sooner. Debbie Get your own web address. Have a HUGE year through Yahoo! Small Business. http://smallbusiness.yahoo.com/domains/?p=BESTDEAL ___ 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] worskhops
I am going to see Debbie Miller in Ontario, CA. on March 7th. Not sure where she will be after that. I'm very excited! Debbie Get your own web address. Have a HUGE year through Yahoo! Small Business. http://smallbusiness.yahoo.com/domains/?p=BESTDEAL ___ 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] Non-fiction vs. Expository
Thanks, Kimberlee, I saved all your info and I'll begin this lesson on Tues. I'll let you know how it goes. Debbie Don't get soaked. Take a quick peak at the forecast with the Yahoo! Search weather shortcut. http://tools.search.yahoo.com/shortcuts/#loc_weather ___ 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] Non-fiction vs. Expository
Kimberlee, Thank you so much...that is such great information. It's a good place to start. Do you have any suggestions for how I can introduce and teach this to my class. I have many good examples of all these types. I thought of having the students sort them into piles. Or doing some kind of organizer, like a tree map to show the kinds and write the descriptions. So I'm understanding that I can make three different categories of Expository text. Thanks so much, this is really a big help. Debbie The fish are biting. Get more visitors on your site using Yahoo! Search Marketing. http://searchmarketing.yahoo.com/arp/sponsoredsearch_v2.php ___ 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] Non-fiction vs. Expository
Hi Lisa, I'd like to know about both, but what I am thinking about right now is, let's say, a narrative type text that does teach about a subject. It's not a story, but it has real facts and teaches about something and you do read it from beginning to end because there are no clear sections. Is that just plain non-fiction and then the text with headings, table of contents and sections that you can read independently, is that called expository. So I think I'm asking about test structure, right? Debbie Cheap talk? Check out Yahoo! Messenger's low PC-to-Phone call rates. http://voice.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.
[MOSAIC] Non-fiction vs. Expository
Hello all, I need some help with how I am going to teach about expository text. What is the best way to label/describe expository text with headings, subtitles, table of contents, etc. and other informational text. For example, I have a lot of those National Geographic hardcover text in various title that do not have headings, but are explaining a subject. Are there any rules or guidelines that define the different non-fiction texts? So far my categories are: Expository, non-fiction, realistic fiction and biographies? I don't want to teach something that's not correct, like telling them that expository text will have a table of contents, because so do chapter books. I teach 2nd grade. Thanks, Debbie The fish are biting. Get more visitors on your site using Yahoo! Search Marketing. http://searchmarketing.yahoo.com/arp/sponsoredsearch_v2.php ___ 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] Peer Training and S/T conversations
Ok, I'm thinking that just permission slips would suffice. But, I don't know all that would be involved. What if we shot the videos from behind the student? No face showing, we would still have the conversation and the book could be facing the camera so we could show the pages while we discuss?? Debbie __ 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.
[MOSAIC] Peer Training and S/T conversations
Hello everyone, Is this too lofty an idea? What if we started making and sharing short movies of conversations we have with our children. It's so easy to do, all digital cameras nowadays have the capability of movies. We could just get someone to show us how to upload them to the net. I have website space that I could certainly devote to this. Who out there thinks this might work?? Some of us are shy of course, but we don't HAVE to put anything on the net we don't approve of. The site could only be accessable to those with a "password" that we as a group could choose. Think of the possibilities. Someone could ask, How do I teach __? and someone could snap a movie instead of trying to describe. This could be a totally unmanagable idea. But you know, someone's gonna do it sooner or later. Why not us? Debbie Goodis Edison Elementary Second Grade __ 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] Passion . . . long and OT
This was my life too. I'm sending it on to my son, who has two small daughters, lest he forget. Debbie Mother of 2, sibling of 7, daughter of a dad who raised me like this. Thanks. --- 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 troop leader and adult trainer. One > day when we were pra
Re: [MOSAIC] Just Right Books for Proficient Decoders
I'm looking forward to some answers also. I just taught my second graders to do this, but if there is a better system I want to know it. Debbie We have the perfect Group for you. Check out the handy changes to Yahoo! Groups (http://groups.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] Just Right Books for Proficient Decoders
Joanne, I have the same problem and I haven't addressed it yet. I just told them to read what they are interested in by browsing through the chapters or pictures. Now that I'm thinking about it again, what about having them read from the middle and then ask them a deeper question about the text, and checking comprehension like you would decoding skills. Do you think that would work? I'm going to try it tomorrow and I'll post how that went. I do have three reading at high third grade level. Or, (another thought) teaching them to read only what they really would be interested in reading. Like a favorite subject matter, or person they would like to know about. If they like ballet, then books featuring characters that dance, if they like horses, then books about kids who ride, etc. I'm just thinking of what I did with my own kids. Take them to Borders, look through the books, pick a subject they like and then choose a book. If you have lot's of books in your room, they can do it often, or you can just do it in your library. Debbie __ 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.