Re: [MOSAIC] Strategies self check chart

[Judy Shenker]

Yes, please send to the whole group. I'D love to see this list as well.

Judy

Judy Shenker 
Learning Enrichment And Development Coordinator
Coordinatrice en enrichissement et développement de l'apprentissage

Lower Canada College
4090, avenue Royal 
Montréal (Québec)   H4A 2M5
Téléphone  (514) 482-9797 ext. 333
Fax (514) 482-0195
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LCC célèbre 15 ans d'éducation mixte




On 2013-09-29 10:47 AM, "Troy F"  wrote:

>I would like to see this chart also.
>
>Troy Fredde
>
>> On Sep 29, 2013, at 9:13 AM, Patricia Kimathi 
>>wrote:
>> 
>> After spending hours looking at the reading lady website I decided I
>>need to ask the whole list.  While I enjoyed myself looking at all of
>>the support available to teachers using Mosaic of Thought,  I still did
>>not find what I was looking for.  I have always used a chart where the
>>students self check to see if they are using all of the reading
>>strategies.  It is a very simple chart and I know I got it from one of
>>you, but I can't find mine.  It is a checklist with all of the
>>strategies listed and space for the students to check off what they have
>>used so far.  It is wonderful because then they can see for themselves
>>which strategies they need to use more often.  Help!
>> PatK
>> 
>> 
>> 
>> 
>> 
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Re: [MOSAIC] What happened to my subscription.....

[Judy Shenker]

Thanks for asking that - checked the internet but couldn't find it! Was
going to ask the same question, myself!!

Judy




On 2013-06-25 12:05 AM, "Lois Sherry"  wrote:

>What is Drive?
>
>On Jun 24, 2013, at 11:43 PM, Sue Bruns Maiers wrote:
>
>> Finished The Book Whisperer in a couple of days.  Great, easy read with
>>common sense!
>> Working on Drive now and loving that, too!
>> 
>> Sent from my iPad
>> 
>> On Jun 24, 2013, at 9:08 PM, "Jane Sweatt"  wrote:
>> 
>>> I've missed the great reading too! But now understand that it is just
>>>the
>>> beginning of summer vacation for many of us but not all. So I'll be
>>>ready
>>> for Mosaic when it starts up again... looking for some inspirational
>>> "teacher books" to read any ideas? Am going to re-read Reading Magic
>>>by Mem
>>> Fox! Thanks ahead for ideas! Janie-NH
>>> 
>>> 
>>> On Mon, Jun 24, 2013 at 9:36 PM, Palmer, Jennifer
>>> wrote:
>>> 
 We've been quiet... As we often are in early summer. Who wants to get
 things started?
 
 Sent from my iPhone
 
 On Jun 24, 2013, at 9:28 PM, "Ellen Stein" 
 wrote:
 
> ...Haven't seen any activity in a long time
> 
> 
> 
> Ellen
> 
> 
> 
> Sent from my droid
> 
> 
> 
> 
> 
> Ellen Stein
> 
> UMBC Supervisor
> 
> 410-218-5540
> 
> ellenstein...@verizon.net
> 
> 
> 
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Re: [MOSAIC] Opening Minds (OM) chapter 1 "Road Kill"

[Judy Shenker]

Who was it that said "Children do not remember WHAT we say or do, they
remember the way we made them feel."
Johnston is saying our words (and actions) can make them feel motivated,
proud, capable, and yes, loved.

Judy


On 2013-02-05 4:17 PM, "Beverlee paul"  wrote:

>What keeps coming to me as I read this is remembering facial expressions
>as well as touch, etcetera. Actually, I think these may be equal to or
>greater than the words. Consider the encouraging "I can't wait to hear
>how you figured that out!" smile, the "OMG - I never thought of it that
>way" smile, the "of course we have time to wait while you get together
>your words" smile, the "you are unfailingly kind" smile, the "you are
>working SO hard" smile. We've seen those smiles, and tens of thousands of
>others. Smiles for kindness, smiles for pride, smiles for trying even
>while not completely getting there, smiles for what you already know,
>smiles for "you may not get it yet, but you will!" Smiles for fun, smiles
>for funny, smiles for pure joy, smiles just because I love you. Smiles
>because you amaze me.
>
>Touches or signs for the same.
>
>And we've also seen the absence of same.
>
>Sadly, some children see only the former; some children see only the
>latter. No, heartbreakingly.
>
>Just about everything Johnston wrote in this book about words opening
>minds can be said about non-verbal messages as well.
>
>
>> I think that it is absolutely critical that we create this challenging
>>and safe environment.
>> 
>
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Re: [MOSAIC] Opening Minds chapter 2

[Judy Shenker]

You have chosen the exact part that elicited the strongest reaction from
me, when I first read this book!!  Honestly, I have been trying to forgive
Johnston ever since - as this piece caused a huge disconnect for me. I
love Johnston's work, have been a huge advocate of Carol Dweck's work for
years, and honestly believe if there is one must read book for teachers
(and parents) it is Mindsets or Opening Minds. I have been trying to
resolve this conflict - how can I so strongly believe in everything else
he is saying and so vehemently disagree with this one statement?

As I finished reading Opening Minds a while ago, I have just now gone back
to re-read each chapter corresponding to the chapter of the week! I am
almost finished ch. 2 and will then craft a response and let you know how
I am resolving this inner conflict of mine!!

I am very excited about the opportunity to 'talk' about this amazing book.
I see we are off to a rather slow start and am just hoping it is because
most people, like me, are re-reading the chapters of the week before
responding. 

I'll be back!!

Judy






On 2013-02-05 11:42 AM, "Palmer, Jennifer" 
wrote:

>Johnston makes this provocative statement: "In a fixed performance world,
>there is nothing to be done about one's learning...Special education is
>particularly good at opening the door to the fixed-performance world. It
>is a world of permanently disabling traits. Special Education students
>are not only placed in a fixed performance frame, but are also given
>frequent evidence that they are not successful, a combination that is
>particularly problematic. In other words, the problem is
>self-perpetuating." (p 14)
>
>Your reaction???
>
>
>Jennifer
>
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Re: [MOSAIC] Reading Strategies

[Judy Shenker]

E. Keene in Mosaic of Thought proposes a flexible sequence - suggesting it
may differ somewhat from early to later elementary school.

Judy Shenker 
Learning Enrichment And Development Coordinator
Coordinatrice en enrichissement et développement de l'apprentissage

Lower Canada College
4090, avenue Royal 
Montréal (Québec)   H4A 2M5
Téléphone  (514) 482-9797 ext. 333
Fax (514) 482-0195
Site web   www.lcc.ca

Students first 
L'élève avant tout 
Celebrating 15 years of coeducation
LCC célèbre 15 ans d'éducation mixte




On 12-11-17 12:00 PM, "Deborah Hopp"  wrote:

>Is there a specific order to teach reading strategies? If so, please
>include research.Thanks
>Debbie Hopp 
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Re: [MOSAIC] Teaching Writing

[Judy Shenker]

I totally agree, did not mean to infer otherwise.


Judy Shenker 
Learning Enrichment And Development Coordinator
Coordinatrice en enrichissement et développement de l'apprentissage

Lower Canada College
4090, avenue Royal 
Montréal (Québec)   H4A 2M5
Téléphone  (514) 482-9797 ext. 333
Fax (514) 482-0195
Site web   www.lcc.ca

Students first 
L'élève avant tout 
Celebrating 15 years of coeducation
LCC célèbre 15 ans d'éducation mixte




On 12-08-25 9:51 PM, "Maura Shea Sackett"  wrote:

>I also like Step Up to Writing and have used it  (parts of it) for years.
>However, I must say that in my opinion, all of the suggested sources
>mentioned in this thread help teachers TEACH, not just assign writing.
>Maura
>5/NJ
>
>On Sat, Aug 25, 2012 at 8:03 PM, Judy Shenker  wrote:
>
>> All the suggestions are great but my personal favourite is Step Up to
>> Writing. You can purchase it through Sopris West. Wonderful strategies
>>to
>> help teachers TEACH rather than just assign writing, and help students
>> transfer skills they learn on one piece of writing to another. A focus
>>on
>> writing process as well as text structure. Our entire junior school now
>> uses this program wit great success.
>>
>> Judy
>>
>> Judy Shenker
>> Learning Enrichment And Development Coordinator
>> Coordinatrice en enrichissement et développement de l'apprentissage
>>
>> Lower Canada College
>> 4090, avenue Royal
>> Montréal (Québec)   H4A 2M5
>> Téléphone  (514) 482-9797 ext. 333
>> Fax (514) 482-0195
>> Site web   www.lcc.ca
>>
>> Students first
>> L'élève avant tout
>> Celebrating 15 years of coeducation
>> LCC célèbre 15 ans d'éducation mixte
>>
>>
>>
>>
>> On 12-08-25 1:50 AM, "evelia cadet"  wrote:
>>
>> >Hello. I am in desperate need of help and I thought about this group. I
>> >am starting school on Monday and I was told this afternoon that I will
>>be
>> >teaching writing (dual language). I normally teach reading and social
>> >studies. I have never taught writing before. Writing is tested in my
>> >grade (4th). Are you all aware of a great online resourse for writing
>> >that I can use, at least to plan for next week?  Also, for those who
>>have
>> >experience teaching writing, when and how do you address the mechanics
>>of
>> >writing? Do you start teaching a lot of grammar first? Do you teach
>> >grammar as a whole group? I have so many questions! Thank you.
>> >
>> >Evelia
>> >
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Re: [MOSAIC] Teaching Writing

[Judy Shenker]

All the suggestions are great but my personal favourite is Step Up to
Writing. You can purchase it through Sopris West. Wonderful strategies to
help teachers TEACH rather than just assign writing, and help students
transfer skills they learn on one piece of writing to another. A focus on
writing process as well as text structure. Our entire junior school now
uses this program wit great success.

Judy

Judy Shenker 
Learning Enrichment And Development Coordinator
Coordinatrice en enrichissement et développement de l'apprentissage

Lower Canada College
4090, avenue Royal 
Montréal (Québec)   H4A 2M5
Téléphone  (514) 482-9797 ext. 333
Fax (514) 482-0195
Site web   www.lcc.ca

Students first 
L'élève avant tout 
Celebrating 15 years of coeducation
LCC célèbre 15 ans d'éducation mixte




On 12-08-25 1:50 AM, "evelia cadet"  wrote:

>Hello. I am in desperate need of help and I thought about this group. I
>am starting school on Monday and I was told this afternoon that I will be
>teaching writing (dual language). I normally teach reading and social
>studies. I have never taught writing before. Writing is tested in my
>grade (4th). Are you all aware of a great online resourse for writing
>that I can use, at least to plan for next week?  Also, for those who have
>experience teaching writing, when and how do you address the mechanics of
>writing? Do you start teaching a lot of grammar first? Do you teach
>grammar as a whole group? I have so many questions! Thank you.
>
>Evelia
> 
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[MOSAIC] Summer Professional Read

[Judy Shenker]

Hello from Montreal!

Our Junior School (grades K-6) PLC this year (and for the next two years) has 
focused on the explicit instruction of Reading Comprehension Strategies. The 
interest is high, teachers are beginning to embed this type of instruction into 
their classrooms and lots of talking and sharing has been happening as a 
result!  Very exciting! The big question on the table at the moment is how to 
assess?? Specifically, teacher friendly practical ways to assess use of 
strategies NOT just knowledge of strategies. We have a professional read each 
summer and I am looking for the best book on the topic. Any suggestions? Thanks 
to everyone in this group – I can't think of a better place to get this type of 
advice!

Judy


Judy Shenker
Learning Enrichment And Development Coordinator
Coordinatrice en enrichissement et développement de l'apprentissage

Lower Canada College
4090, avenue Royal
Montréal (Québec)   H4A 2M5
Téléphone  (514) 482-9797 ext. 333
Fax (514) 482-0195
Site web   www.lcc.ca

Students first
L'élève avant tout
Celebrating 15 years of coeducation
LCC célèbre 15 ans d'éducation mixte

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Re: [MOSAIC] phonics program

[Judy Shenker]

Hi Jennifer,

I would be very interested in any research supporting the ineffectiveness
of whole group phonics.

Thank-you,

Judy
 
Judy Shenker 
Learning Enrichment And Development Coordinator
Coordinatrice en enrichissement et développement de l'apprentissage

Lower Canada College
4090, avenue Royal 
Montréal (Québec)   H4A 2M5
Téléphone  (514) 482-9797 ext. 333
Fax (514) 482-0195
Site web   www.lcc.ca

Students first 
L'élève avant tout 
Celebrating 15 years of coeducation
LCC célèbre 15 ans d'éducation mixte




On 12-02-24 7:43 AM, "Palmer, Jennifer"  wrote:

>Pauline , I understand your dilemma. I am in the same position. Yet, no
>matter how good the program, the only thing that's going to level the
>playing field is PD.
>We started Wilson before Fountas and Pinnell. The problem I see with any
>phonics program is that it teaches the same skills to everyone. This
>ensures that 2/3 of the kids will not learn. 1/3 of the kids already know
>the skill. 1/3 are not ready to learn it. Whatever program you land on,
>PD for it needs to include differentiation...assessment of student need
>then small group instruction targeted to those needs.
>
>Let me know if you need the research behind this!! Whole group phonics is
>ineffective. Consider the developmental nature of word learning in how
>you proceed.
>Jennifer
>
>
>On Feb 24, 2012, at 1:11 AM, "Pauline K Nagle" 
>wrote:
>
>> I have worked in several districts in Michigan and am currently a
>> Curriculum Coordinator for Elementary Instruction.  I, too, have been
>> looking at phonics programs, because as I see it, not all teachers are
>> created equal.  While I would love to see all teachers creating
>>literature
>> rich, cross-curriculuar connections, with embedded word study work, I
>>know
>> that it is not the reality of our district or every teacher.  To be
>>fair, I
>> don't think that we spend the amount of professional development
>>necessary
>> for all teachers to be strong experts of both their content and of
>> explicit, scaffolded instruction.  So, while I work towards that
>>particular
>> goal, I need to find a "program" that equals the playing field across
>>all
>> classrooms so that I do not create a district of "have good phonics
>> instruction" and "have poor phonics instruction".  If a quality program
>> exists, that also provides flexibility (which I think the Fountas &
>>Pinnell
>> program does), then those with the expertise will be able to use it
>> flexibly and those that need the structure of the program may have an
>> improved quality of instruction.  I currently have K teachers piloting
>>the
>> F&P Word Study work.
>> 
>> I have a sample of Fundamentals and am wondering from those that have
>>used
>> it, how you got started and why you chose it over the others.   The same
>> with Saxon or Wilson Language.  Was Fountas & Pinnell available at the
>> point of your decision making and you chose those over F&P?  Any
>> information would be helpful.
>> 
>> 
>> Thanks for your help.
>> 
>> On Fri, Feb 17, 2012 at 11:22 PM, Renee 
>>wrote:
>> 
>>> In a nutshell. I ran an individualized reading program that was
>>> basically a combined readers' and writers' workshop, in which students
>>> chose their own reading material, and I did comprehensive individual
>>> conferences with each student at least a couple of times a week, during
>>> which they talked about what they were reading, read aloud a bit to
>>>me, and
>>> we discussed their writing, including how they used phonetic
>>>strategies in
>>> their writing. They had individualized spelling tests and we also had
>>> class-wide spelling words that were chunked into groups of words that
>>> shared some kind of phonetic or spelling structure (and they chose the
>>> words, as a group). My students wrote every day, and I almost never
>>>gave
>>> them writing prompts unless I wanted them to include something
>>>specific. If
>>> I did give prompts, I tried to make them as open-ended as possible.
>>>Some of
>>> their writing was creative, some was literature response, and some was
>>> informational. My students created class books, and individual books. I
>>> incorporated lots and lots of drawing and other art to tap into the
>>>realm
>>> of the visual learner. And yes, I also did some isolated phonics
>>> instruction as I saw a need, but most of the phonics instruction was
>>&

Re: [MOSAIC] phonics program

[Judy Shenker]

Totally totally agree with Carrie and Renee.
I have been deleting most messages lately (and considering dropping off
the listserv) because they were so far from what I thought was this
group's common belief system.

Judy

Judy Shenker 
Learning Enrichment And Development Coordinator
Coordinatrice en enrichissement et développement de l'apprentissage

Lower Canada College
4090, avenue Royal 
Montréal (Québec)   H4A 2M5
Téléphone  (514) 482-9797 ext. 333
Fax (514) 482-0195
Site web   www.lcc.ca

Students first 
L'élève avant tout 
Celebrating 15 years of coeducation
LCC célèbre 15 ans d'éducation mixte




On 12-02-17 1:07 PM, "Carrie Cahill"  wrote:

>I am going to make a bold move here and say that Ellin Keene does not
>believe in scripted programs for phonics or any other aspect of
>reading!!  I seem to be in the minority at this point, but I am so
>disheartened by the conversation on this listserv.  The word "Mosaic"
>really should be taken out of the title of the listserv.  We used to talk
>about how teachers were putting together their own lessons for
>comprehension.  Now, we're talking about scripted phonics programs?
>Thank you Renee for bringing back the researcher/practitioner - Ellin
>Keene - into this conversation!
>Carrie
>K-8 - Illinois
>
>
>
>
>I cannot help but wonder what Ellin Keene thinks of a scripted phonics
>program.
>
>Renee
>
>
>On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:
>
>> Our district uses Saxon Phonics K-2 and the teachers really like it.
>> It is scripted and very easy to follow.  Our students for the most
>> part do very well with phonics.
>>
>
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Re: [MOSAIC] Comprehension strategies assessment

[Judy Shenker]

Evelia,

Keene's book of strategy assessment tools has already been mentioned,
while I think it has it's purpose it assesses students knowledge of
strategies NOT their use. I prefer to SEE evidence of use - In Harvey and
Goudvis's Comprehension Toolkit they suggest many activities for each
strategy that can easily be used as an assessment. These activities direct
students to leave 'tracks of their thinking' - real concrete visible
evidence of strategy use.

Judy
   

Judy Shenker 
Learning Enrichment And Development Coordinator
Coordinatrice en enrichissement et développement de l'apprentissage

Lower Canada College
4090, avenue Royal 
Montréal (Québec)   H4A 2M5
Téléphone  (514) 482-9797 ext. 333
Fax (514) 482-0195
Site web   www.lcc.ca

Students first 
L'élève avant tout 
Celebrating 15 years of coeducation
LCC célèbre 15 ans d'éducation mixte




On 11-11-02 10:33 PM, "Patricia Kimathi"  wrote:

>I saw one in my Treasures book.  I don't know how good it is.  If you
>don't get anything else let me know and I will copy it and email.  I
>don't trust publishing companies, but it says there are no right or
>wrong answers just things to think about so it might be ok. Let me know
>PatK
>On Nov 2, 2011, at 6:36 PM, evelia cadet wrote:
>
>> Do you give your students a summative assessment to test their
>> knowledge and application of the comprehension strategies? I have
>> been working with my students on metacognition, making connection,
>> visualizing and asking questions.  I have been asked by the
>> administrators to create a test that would evaluate what students
>> have been learning in my class.  Does anyone has experience making
>> this kind of assessment? Thank you so much. I really need help.
>>
>> Evelia
>>
>> Sent from my Windows Phone
>>
>> -Original Message-
>> From: Cheryl Consonni
>> Sent: Tuesday, October 11, 2011 10:09 PM
>> To: mosaic@literacyworkshop.org
>> Subject: [MOSAIC] please help
>>
>> whoever gave a list of good books that are high interest lo
>> readability, could
>> you please send again, i went back a while and can't find the link,
>> thanks so
>> much
>>  Cheryl
>> 'Teaching is a work of heart.'
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>> http://literacyworkshop.org/mailman/options/
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>>
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>>
>>
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>>
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>>
>
>PatK
>
>
>
>
>
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Re: [MOSAIC] Reader's Workshop Research

[Judy Shenker]

I AGREE, PROVIDING KIDS TIME TO READ IS PROBABLY THE SINGLE MOST VALUABLE
USE OF CLASS TIME BUT TWO HOURS A DAY
IN MIDDLE SCHOOL, I ONLY HAVE MY ENGLISH STUDENTS ONE HOUR - 7 DAYS OUT OF
10. 
DOESN'T GIVING KIDS MAJORITY OF IN CLASS TIME TO READ REDUCE THE
IMPORTANCE OF A GOOD TEACHER AN DGOOD TEACHING?

JUDY
Judy Shenker 
Learning Enrichment And Development Coordinator
Coordinatrice en enrichissement et développement de l'apprentissage

Lower Canada College
4090, avenue Royal 
Montréal (Québec)   H4A 2M5
Téléphone  (514) 482-9797 ext. 333
Fax (514) 482-0195
Site web   www.lcc.ca

Students first 
L'élève avant tout 
Celebrating 15 years of coeducation
LCC célèbre 15 ans d'éducation mixte




On 11-10-01 3:38 PM, "wr...@centurytel.net"  wrote:

>Wow!
>Do any of you have classes in which students read two hours a day?
>
>I take this to mean the students are doing the reading.  Not the
>teacher reading to the student.
>Jan
>
>
>Quoting Sally Thomas :
>> Allington's research in various places including the big big study he
>>did
>> with Peter Johnston found that the most effective teachers (and that
>> included test scores although much much more) had their students
>>actually
>> reading text for much longer times.  I believe he would advocate as
>>much as
>> 2 hours a day of reading "just right" textsboth in literacy and
>>content
>> area contexts.  Workshop is structured to get kids immersed in texts for
>> long periods of time.  Any other approach may be doing some things that
>>are
>> valuable but not nearly enough actual engaged reading time with texts.
>>
>> That research is very strong!
>> Sally
>>
>
>
>
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Re: [MOSAIC] Written/ language and spelling assessment

[Judy Shenker]

The Writing Process Test (WPT) - developed by Robin Warden and Thomas
Hutchinson available through Pro-Ed.

A norm referenced assessment designed to assess the quality of students'
written products, the process they use to create those products as well as
their own perceptions and misperceptions about the strategic processes
related to effective writing. The WPT assesses the process and product from
two points of view - the writer's and the evaluators. A product rubric is
used with the following criteria: Development includes purpose, audience,
vocab, style/tone, support, organization/coherence and Fluency aspects -
sentence structure/variety, grammar, capitalization/punctuation and
spelling. 

WPT can be given to a whole class or individually - normed for grades 2 - 12
- and takes about 45 minutes total.

Hope that helps,

Judy

Judy Shenker
Learning Enrichment And Development (LEAD) Coordinator
Coordinatrice en enrichissement et développement de l¹apprentissage

Lower Canada College
4090, avenue Royal 
Montréal, Québec H4A 2M5
T: 514 482 9797 ext. 333
F: 514 482 0195 
S: www.lcc.ca

Students first 
L'élève avant tout 
Celebrating 15 years of coeducation
LCC célèbre 15 ans d'éducation mixte


> From: "Palmer, Jennifer" 
> Reply-To: "Mosaic: A Reading Comprehension Strategies Email Group"
> 
> Date: Fri, 10 Jun 2011 05:22:57 -0400
> To: "Mosaic: A Reading Comprehension Strategies Email Group"
> 
> Subject: Re: [MOSAIC] Written/ language and spelling  assessment
> 
> Judy
> Tell me more about the writing process test...
> Jennifer
> 
> Sent from my iPhone
> 
> On Jun 9, 2011, at 11:19 PM, "Judy Shenker"  wrote:
> 
>> For written language, not spelling, I love The Writing Process Test
>> Judy
>> Sent from my iPhone
>> 
>>> 
>>> 
>>> 
>> 
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> 
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> 


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Re: [MOSAIC] Written/ language and spelling assessment

[Judy Shenker]

For written language, not spelling, I love The Writing Process Test
Judy
Sent from my iPhone

On 2011-06-09, at 10:45 PM, "mg...@verizon.net"   
wrote:



Does anyone know of a good written language and spelling assessment ?
Thanks
Michelle Gips
Speech-language therapist
Reading Specialist

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Re: [MOSAIC] Reading and Writing Continuums

[Judy Shenker]

I second Mary's request for information concerning the actual use of F  
& P's continuums. I would appreciate any real research to practice  
advice on this. So far, I honestly have not found their continuums as  
helpful as claimed and think I must be missing something as they are  
referred to all the time both on this listserve and in the literature.

Thank- you.
Judy

Sent from my iPhone

On 2011-05-22, at 12:37 AM, "Conner-Righter, Mary" > wrote:


I have that book, but the continuums are a little different from  
what I'm

looking for.  I'd like to find a continuum that could be shared with
parents...here is the approximate stage where your child is  
reading...here
is what her reading and writing is like in this stage...show  
examples of

student performance to relate to the descriptors.
Just curious, how do you use the F & P continuums?


Thanks,
Mary
On Sat, May 21, 2011 at 11:02 PM,  wrote:

Check out Fountas and Pinnell. You can find their books on the  
Heinemann

website. They have a book specifically concerning reading and writing
continuums.

Hope this helps. This is my first time ever responding.
Sent from my Verizon Wireless BlackBerry

-Original Message-
From: "Conner-Righter, Mary" 
Sender: mosaic-bounces+jrpean=gmail@literacyworkshop.org
Date: Sat, 21 May 2011 22:15:19
To: 
Reply-To: "Mosaic: A Reading Comprehension Strategies Email Group"
  
Subject: [MOSAIC] Reading and Writing Continuums

Hi,
I'd like to know if anyone can recommend a resource that has a  
reading
development continuum and/or a writing development continuum.   
These would
be continuums that define stages of reading/writing development and  
provide

specifc descriptors of what a child can do at these stages.

Thank you,

Mary
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Re: [MOSAIC] suggestions ( Is this how I post a question to the listserve?)

[Judy Shenker]

Personally I prefer REWARDS for older readers. - It is published by Sopris 
West, same people who put out STEP UP TO WRITING - an incredible program for 
explicitly teaching writing process and text structure. I have had a lot of 
success with REWARDS, especially for middle school readers. 

Judy


-Original Message-
From: mosaic-bounces+jshenker=lcc...@literacyworkshop.org on behalf of Michelle 
Halperinkrain
Sent: Fri 5/20/2011 10:08 AM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] suggestions ( Is this how I post a question to the listserve?)
 
I need some advice and suggestions.

 

Is anyone familiar with (or is using) the WILSON Just Words Program?
http://www.wilsonlanguage.com/FS_PROGRAM_WRS.htm   It is a decoding and
spelling program for 4th -13 graders.  We are looking for a remediation
program for our middle school students who have gaps in their phonics
knowledge that is impacting their ability to comprehend.   I would
appreciate any suggestions.

 

Thank you.

 

 

Michelle Halperin-Krain

District Data & Assessment Coordinator

Keansburg School District

mhalperinkr...@keansburg.k12.nj.us
 

 

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Re: [MOSAIC] Teaching mini-lessons

[Judy Shenker]

Hi Jan,

Intuitively I know 10-15 minutes is the limit before kids need to 'reset' but I 
was unaware of the research supporting this. I would be interested in reading 
this and related research. Would you be kind enough to send references for the 
research you are siting here.

Thanks in advance,

Judy 


-Original Message-
From: mosaic-bounces+jshenker=lcc...@literacyworkshop.org on behalf of Jan 
Sanders
Sent: Tue 5/17/2011 3:12 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Teaching mini-lessons
 
The reason you want to keep your mini lesson, mini, is that brain research
shows kids are attentive for about 10-15 min. to really take in what you are
saying.  Then they need a "reset" -something active.  I often think of the
Charlie Brown adult voices.  Am I starting to sound like wa wa wa wa
w to the kids?

I read the book ahead of time so they have heard the story and revisit the
part I need for the lesson -unless you are working on predicting!

Jan
You do not really understand something unless you can explain it to your
grandmother.
-Albert Einstein
"*If people are good only because they fear punishment, and hope for reward,
then we are a sorry lot indeed.*" Albert Einstein



On Sun, May 15, 2011 at 4:43 PM, Rosa Roper  wrote:

>
> Hello,
> I am looking for some guidance on teaching mini-lessons - mostly b/c my
> mini's are actually maxi's...
> I found a book that somewhat breaks down the structure of a mini- lesson,
> but it also says to read a picture book, now when that happens we are
> looking at about a 40 minute lesson (NOT MINI)! Is the mini the amount of
> time you spend teaching, practice with a book not included???
> How do you keep your lessons in check? A run down would really be helpful -
> if you have a lesson already typed out that you could email me that would
> also be really helpful :-)
> So is there a place for shared reading in a mini? Or even a read aloud? A
> reading coach once told me that the mini lesson came after a whole group
> shared experience (I teach 3rd) however that seems like way too much to
> teach a whole lesson and then do another one even if it is a mini...
> I also had a question concerning the Comprehension Toolkit: those are
> really long lessons even if you use different text - to make them shorter I
> have tried breaking the components down so that one lesson lasts a few days
> - is that then considered a mini lesson?
> Right now I teach about 30 minutes and then students have up to an hour for
> independent reading while I confer or pull groups. 30 minutes seems too long
> and I would like to be more time effective so I try to a structure like
> Daily 5. My district allows us a 30 minute reading block.
>
> Any help would be appreciated!
> Thanks
> Rosa
> 3rd grade
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>
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Re: [MOSAIC] Mosaic Digest, Vol 51, Issue 1

[Judy Shenker]

YA Lit = Young Adult Literature.


-Original Message-
From: mosaic-bounces+jshenker=lcc...@literacyworkshop.org on behalf of Cindy 
MacDonald
Sent: Sat 11/6/2010 6:08 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Mosaic Digest, Vol 51, Issue 1
 
What is YA lit please???
Sent from my Verizon Wireless BlackBerry

-Original Message-
From: Linda Janney 
Sender: mosaic-bounces+cmacdon5=aol@literacyworkshop.org
Date: Sat, 06 Nov 2010 15:12:50 
To: 
Reply-To: "Mosaic: A Reading Comprehension Strategies Email Group"

Cc: 
Subject: Re: [MOSAIC] Mosaic Digest, Vol 51, Issue 1

I want to address both issues: content area reading and stamina. As a high 
school reading teacher (Florida mandates that underperforming students must 
take semesters of reading classes in lieu of electives.), my experience has 
taught me that students need a period of time during the day to read 
self-selected text to help build stamina. This is a practice we were fortunate 
to incorporate in our classes. However, it must be monitored or they will sit 
their and pretend to read. We spent hours teaching them how to pick out great 
books. We read and familiarized ourselves with YA lit. We could recommend books 
that teenagers literally 'eat' up! We built our kids' stamina to being able to 
sit for an hour engrossed in a book. I am not making this up. Oh, yes, we built 
large classroom libraries filled with YA lit.


Now you are wondering when we had to to instruct and just what does a reading 
teacher do in high school.


We had a smart administrator. Our blocks of time were 110 minutes long. That 
leaves a great deal of time for instruction and practice and monitoring. We 
worked on teaching our kids to think about what they were reading, not just to 
read the words. We taught them to mark up text, like all college students do. 
Cris Tovani has written several books that inspired our instructional practice.


One of our best HS reading teachers was originally a middle school social 
studies teacher who used many of these practices in his MS classroom.


I admire the fact that you want to help your kids understand what they are 
reading. Trust me it can be done. I did it for five years. I miss my teenagers! 
But now I have a chance to make a difference when they are young.




Linda Janney
John Muir Elementary School
Second Grade


"Nobody can change you unless you want the change to happen."
Patrick Ndovie









-Original Message-
From: mosaic-requ...@literacyworkshop.org
To: mosaic@literacyworkshop.org
Sent: Thu, Nov 4, 2010 9:00 am
Subject: Mosaic Digest, Vol 51, Issue 1


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Today's Topics:

   1. High School request for ideas (ginger/rob)
   2. Re: High School request for ideas (Dana Berg)
   3. Re: High School request for ideas (Sally Thomas)


--

Message: 1
Date: Wed, 3 Nov 2010 21:16:00 -0500
From: "ginger/rob" 
To: "1 mosaic list" 
Subject: [MOSAIC] High School request for ideas
Message-ID: 
Content-Type: text/plain;   charset="iso-8859-1"

I received this email and I believe she intended it for the Mosaic group so 
I am forwarding it on:
++
My name is C. Wright.  I am trying to incorporate reading into my 11th grade 
content area because our students score low on the reading and social 
studies part of the exam.  I know part of the problem is that may students 
do not know how to read.  Some do not comprehend.  So I am trying to teach 
students how to be successful readers on the test as well as acquire a life 
skill.  I noticed that if the passages are long many students do not any 
attempt to read.  My greatest problem is trying to find strategies that work 
during a reading assignment.  The before and after is okay, but during the 
reading my strategies fade.
Carolyn Wright
wchwri...@wilcox.k12.al.us




--

Message: 2
Date: Thu, 04 Nov 2010 05:12:54 -0600
From: "Dana Berg" 
To: "Mosaic: A Reading Comprehension Strategies Email Group"

Subject: Re: [MOSAIC] High School request for ideas
Message-ID: 
Content-Type: text/plain;charset=iso-8859-1;format="flowed"




On Wed, 3 Nov 2010 21:16:00 -0500
  "ginger/rob"  wrote:
> I received this email and I believe she intended it for the Mosaic group so 
> I am forwarding it on:
> ++
> My name is C. Wright.  I am trying to incorporate reading into my 11th grade 
> co

[MOSAIC] Comprehension Monitoring

[Judy Shenker]

Hello,

I have tried all of Tovani's and Mosaics ideas for helping students monitor 
their comprehension - but many of my struggling seventh grade readers still 
appear to be reading words not ideas. All difficulties they identify are at the 
word level - what does this word mean etc . I have even put inconsistencies 
embedded into the text to see if they were able to identify obvious 
comprehension breakdowns - but they even missed those. Any ideas - how do I 
help them begin to better assess what they understand and what they don't - on 
a text rather than a word level?  

Judy

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Re: [MOSAIC] Fluency

[Judy Shenker]

Hi,

Repeated reading is key. You can use Great Leaps, a series of graded pre 
numbered passages (to quickly calculate CWPM), or any interesting text at the 
students independent level. I have my students keep bar graphs showing their 
improvement on hot and cold reads. Also, having them tape their reading, and 
then listening to it back, while following along with the text, is fun for 
them, and helpful as well, as they begin to 'hear' what they sound like, and 
begin to notice error patterns. 
Judy


-Original Message-
From: mosaic-bounces+jshenker=lcc...@literacyworkshop.org on behalf of Carolyn 
Heaney
Sent: Tue 10/19/2010 9:23 AM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Fluency
 
Hello!

I need to give some recommendations to a parent about how to work with her
third grade child in the area of fluency. He has good decoding skills but is
very choppy. I have given her all of my best recommendations in previous
years,  and I was wondering if anybody has any interesting or different
ideas that have worked well.

Thank you!
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Re: [MOSAIC] assessment and data

[Judy Shenker]

To assess phonemic awareness I use the CTTOP's - Comprehensive Test of 
Phonological Processing.
I am also looking for a good listening comprehension assessment - I have been 
using the listening subtest of the Durrell Test of Reading Difficulties but 
find results are heavily dependent on student background knowledge.

Judy 


-Original Message-
From: mosaic-bounces+jshenker=lcc...@literacyworkshop.org on behalf of Hoffmann 
Dale Marie
Sent: Sat 9/11/2010 7:10 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] assessment and data
 
Do you have any assessments for phonemic awareness and listening  
comprehension that you could share?
Thanks
Dale Marie
On Sep 11, 2010, at 1:48 PM, Conner-Righter, Mary wrote:

> Our school district implemented district assessments in grades K -  
> 3rd about
> 8 years ago that were created by a team of Title I teachers. Over  
> the years
> these teacher-created assessments have changed to meet standards.   
> We now
> have our own district assessments for the following areas: phonemic
> awarenesss, listening comprehension, reading comprehension (F and NF),
> writing to a prompt, accuracy and fluency, science, social studies,  
> and
> math.  The language arts/reading assessments are given 3 times a  
> year.  The
> content area ones are given at the beginning and end of the year.   
> Years ago
> when we first started these assessments, the Title I teachers spent  
> hours
> inputing student scores into a Microsoft Word table. Several years  
> ago we
> adopted the 4 Sight assessments in reading and math for 3rd - 12th
> grades. Success for All maintains a database for these  
> assessments.   We
> also adopted DIBELS for K through 2nd. Data collected by the U of  
> Oregon's
> system. This is administered by the Title I teachers three times/ 
> year with
> progress monitoring ongoing.  We are hoping to implement our own  
> database
> this year which will organize all the data from the different  
> assessments we
> give.
>
> Mary
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