Re: [MOSAIC] Help for 7th grade reading

2009-08-31 Thread Debbie Goodis
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


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[MOSAIC] Help for 7th grade reading

2009-08-29 Thread Debbie Goodis
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


  
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Re: [MOSAIC] labeling

2009-08-23 Thread Debbie Goodis
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.




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Re: [MOSAIC] labeling

2009-08-21 Thread Debbie Goodis
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

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Re: [MOSAIC] Organizing Books

2009-07-14 Thread Debbie Goodis
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



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Re: [MOSAIC] (no subject)

2009-06-12 Thread Debbie Goodis
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


  
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Re: [MOSAIC] scripts and thinking

2009-02-22 Thread Debbie Goodis
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
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Re: [MOSAIC] Tutoring Suggestions for a 2nd grader with above grade level skills

2008-03-12 Thread Debbie Goodis
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



   
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Re: [MOSAIC] Comprehension strategies and Harcourt

2008-02-14 Thread Debbie Goodis
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

   
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Re: [MOSAIC] Comprehension Strategy vs. Skill

2008-02-14 Thread Debbie Goodis
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
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Re: [MOSAIC] smartboards

2008-02-13 Thread Debbie Goodis
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
>
>
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-- 
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

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Re: [MOSAIC] Voice

2008-02-06 Thread Debbie Goodis
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 student’s 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 author’s 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?
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Re: [MOSAIC] off topic/daily 5 list serve

2008-01-13 Thread Debbie Goodis
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
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Re: [MOSAIC] Beyond Retelling

2007-11-29 Thread Debbie Goodis
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

   
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Re: [MOSAIC] Words Their Way

2007-11-12 Thread Debbie Goodis
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
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Re: [MOSAIC] Words Their Way

2007-11-11 Thread Debbie Goodis
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

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Re: [MOSAIC] reading workshop support

2007-09-29 Thread Debbie Goodis
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

   
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Re: [MOSAIC] reading workshop support

2007-09-29 Thread Debbie Goodis
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

   
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Re: [MOSAIC] Comprehension strategies in Kindergarten

2007-09-29 Thread Debbie Goodis
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



   

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Re: [MOSAIC] /Marie Carbo

2007-09-28 Thread Debbie Goodis
Oh, the article I sent came from this website.

www.tsg.suny.edu/downloadfiles/vcresources/Science_and_Young_Children.doc 

Debbie

   
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Re: [MOSAIC] (no subject)

2007-09-23 Thread Debbie Goodis
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

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Re: [MOSAIC] file folder lesson for schema

2007-09-16 Thread Debbie Goodis
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




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Re: [MOSAIC] Developing relationships

2007-09-03 Thread Debbie Goodis
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


   
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Re: [MOSAIC] Accelerated Reading

2007-09-03 Thread Debbie Goodis
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


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Re: [MOSAIC] second grade homework

2007-08-30 Thread Debbie Goodis
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.
>
>
>
> >
>
>
>
>
>
>
>
>
> -
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Re: [MOSAIC] No Postings

2007-08-24 Thread Debbie Goodis
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.


   
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Re: [MOSAIC] Audio units to save teacher's voice/Off Topic

2007-08-15 Thread Debbie Goodis
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


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[MOSAIC] Audio units to save teacher's voice/Off Topic

2007-08-14 Thread Debbie Goodis
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

   
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Re: [MOSAIC] Special Picture Book "Basket"

2007-08-03 Thread Debbie Goodis
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 
 
 






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Re: [MOSAIC] Special Picture Book "Basket"

2007-08-01 Thread Debbie Goodis
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



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Re: [MOSAIC] web sites

2007-07-30 Thread Debbie Goodis
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

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Re: [MOSAIC] Student teacher question/immature students

2007-07-30 Thread Debbie Goodis
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.

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Re: [MOSAIC] Student teacher question/immature students

2007-07-30 Thread Debbie Goodis
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.

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Re: [MOSAIC] define immature

2007-07-30 Thread Debbie Goodis
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


   
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Re: [MOSAIC] Student teacher question/immature students

2007-07-29 Thread Debbie Goodis
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

2007-07-27 Thread Debbie Goodis
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




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Re: [MOSAIC] Round Robin Reading

2007-07-27 Thread Debbie Goodis
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.  

   
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Re: [MOSAIC] Question from student teacher

2007-07-27 Thread Debbie Goodis
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




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Re: [MOSAIC] Question from student teacher

2007-07-26 Thread Debbie Goodis

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
>  
> 

   
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Re: [MOSAIC] What Really Matters - Joy

2007-07-24 Thread Debbie Goodis
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
   









   
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Re: [MOSAIC] What Really Matters - Joy

2007-07-23 Thread Debbie Goodis
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 











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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 











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Re: [MOSAIC] Students who don't learn to read

2007-07-23 Thread Debbie Goodis
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



   
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Re: [MOSAIC] Interventions vs. good instruction

2007-07-22 Thread Debbie Goodis
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








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Re: [MOSAIC] Round Robin Reading

2007-07-22 Thread Debbie Goodis
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
>
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>
>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
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Re: [MOSAIC] Interventions vs. good instruction

2007-07-22 Thread Debbie Goodis
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


   
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Re: [MOSAIC] Interventions vs. good instruction

2007-07-21 Thread Debbie Goodis
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




   
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Re: [MOSAIC] Convincing colleagues/was round robin

2007-07-21 Thread Debbie Goodis
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
   









   
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Re: [MOSAIC] Interventions vs. good instruction

2007-07-21 Thread Debbie Goodis
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?


   
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Re: [MOSAIC] Complacency vs. Implementing What I've Learned

2007-07-19 Thread Debbie Goodis
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'



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Re: [MOSAIC] Complacency vs. Implementing What I've Learned

2007-07-19 Thread Debbie Goodis
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



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Re: [MOSAIC] Complacency vs. Implementing What I've Learned

2007-07-19 Thread Debbie Goodis
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.



   
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Re: [MOSAIC] Complacency vs. Implementing What I've Learned

2007-07-19 Thread Debbie Goodis
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



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Re: [MOSAIC] Complacency vs. Implementing What I've Learned

2007-07-18 Thread Debbie Goodis
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



   
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Re: [MOSAIC] Complacency vs. Implementing What I've Learned

2007-07-18 Thread Debbie Goodis
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

   
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Re: [MOSAIC] Complacency vs. Implementing What I've Learned

2007-07-18 Thread Debbie Goodis
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



   
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Re: [MOSAIC] reading conferences, a bit long

2007-07-17 Thread Debbie Goodis
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

   
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Re: [MOSAIC] Complacency vs. Implementing What I've Le arned

2007-07-15 Thread Debbie Goodis
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
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Re: [MOSAIC] Inner Voice - Responses to Elisa and Kim

2007-07-15 Thread Debbie Goodis
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



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Re: [MOSAIC] reading conferences, a bit long

2007-07-15 Thread Debbie Goodis
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

   
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Re: [MOSAIC] Complacency vs. Implementing What I've Learned

2007-07-14 Thread Debbie Goodis
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

 
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Re: [MOSAIC] conferencing

2007-07-04 Thread Debbie Goodis
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.



   
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Re: [MOSAIC] conferencing

2007-07-03 Thread Debbie Goodis
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



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Re: [MOSAIC] conferencing

2007-07-03 Thread Debbie Goodis
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


 
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Re: [MOSAIC] OT thought provoking

2007-06-27 Thread Debbie Goodis
THANK YOU!
I couldn't stop laughing.
Debbie



   
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Re: [MOSAIC] reading songs

2007-06-24 Thread Debbie Goodis
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

 
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Re: [MOSAIC] Read Alouds

2007-06-22 Thread Debbie Goodis


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
 

   
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Re: [MOSAIC] End of Year Reflection

2007-06-04 Thread Debbie Goodis
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



   
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Re: [MOSAIC] 2nd language learners

2007-05-06 Thread Debbie Goodis
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
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Re: [MOSAIC] To: Kimberlee and all: Non-Fiction Conventions Lesson a Success

2007-04-01 Thread Debbie Goodis
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


 

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[MOSAIC] To: Kimberlee and all: Non-Fiction Conventions Lesson a Success

2007-04-01 Thread Debbie Goodis
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.



 

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Re: [MOSAIC] worskhops

2007-02-19 Thread Debbie Goodis
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



 

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Re: [MOSAIC] worskhops

2007-02-19 Thread Debbie Goodis
I'll be there.
Debbie Goodis


 

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Re: [MOSAIC] worskhops

2007-02-19 Thread Debbie Goodis
Hello,

Where are we supposed to meet?
What workshop are we talking about? 
The one in Ontario, California? 
Debbie


 

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Re: [MOSAIC] worskhops Debbie Miller in Ontario CA

2007-02-18 Thread Debbie Goodis
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 !


 

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Re: [MOSAIC] worskhops

2007-02-18 Thread Debbie Goodis
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



 

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Re: [MOSAIC] worskhops

2007-02-18 Thread Debbie Goodis
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


 

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Re: [MOSAIC] worskhops

2007-02-18 Thread Debbie Goodis
That's Ontario, California. In the Inland Empire.



 

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Re: [MOSAIC] Non fiction convention notebook is on the Tools Page

2007-02-18 Thread Debbie Goodis
Thanks, I'll look for it!



 

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Re: [MOSAIC] worskhops Debbie Miller in Ontario CA

2007-02-18 Thread Debbie Goodis
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



 

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Re: [MOSAIC] worskhops

2007-02-18 Thread Debbie Goodis
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



 

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Re: [MOSAIC] Non-fiction vs. Expository

2007-02-18 Thread Debbie Goodis
Thanks, Kimberlee,
I saved all your info and I'll begin this lesson on
Tues. I'll let you know how it goes. 
Debbie



 

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Re: [MOSAIC] Non-fiction vs. Expository

2007-02-17 Thread Debbie Goodis
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



 

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Re: [MOSAIC] Non-fiction vs. Expository

2007-02-17 Thread Debbie Goodis
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



 

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[MOSAIC] Non-fiction vs. Expository

2007-02-17 Thread Debbie Goodis
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


 

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Re: [MOSAIC] Peer Training and S/T conversations

2006-12-27 Thread Debbie Goodis
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

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[MOSAIC] Peer Training and S/T conversations

2006-12-24 Thread Debbie Goodis
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



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Re: [MOSAIC] Passion . . . long and OT

2006-12-24 Thread Debbie Goodis
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

2006-10-29 Thread Debbie Goodis
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



 

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Re: [MOSAIC] Just Right Books for Proficient Decoders

2006-10-25 Thread Debbie Goodis
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


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