[MOSAIC] RE : its really scaring . reply on time
I am caught up in a real mess and i need your help. I'm sorry I didn't inform you about my ,I had a trip to the London,United Kingdom and a bizarre thing happened to me.I was mugged at gun point last night, the muggers carted away with all my belongings excluded my passport.Cell,c-card,cash and some important documents are all gone. I was able to make contact with the UK Police and i was directed to the Embassy, but they seems to be taking things too slow.So i have limited access to emails for now, I need you to lend me some money so i can make arrangements and return back I am full of panic now,the police only asked me to write a statement about the incident and directed me to the embassy,i have spoken to the embassy here but they are not responding to the matter effectively, I will definitely return the money back to you as soon as i get home , I am so confused right now. I nearly got killed if not i comply immediately.Am receiving a Local Treatment right now. Am going through Internal Bleeding. I need your help so urgently.. My flight leaves pretty soon but i am having problems sorting out the hotel bills and also need getting my ticket straightened out. I need your help. I need a quick loan to get things fixed out here, I promise to refund as soon as i get back home.. please reply asap. so i can tell what to do and how to get the money to me.. Hope to read from you soon.. Kare ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] help with remediation of reading objectives
Lori wrote: But in terms of the first objective, I would think it would also include the ability to apply an understanding of the meaning of bases and suffixes and how their addition to a word changes meaning. Knowledge of word structure can affect achievement in some startling ways. For example, a handful of my husband's high school students could easily give the meaning of the word different, yet had no clue what to make of the word differ. The common question, How do they differ? was unintelligible to them. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] rti sos for kdgn, asap:)
We are not able to get YouTube at school either, yet the WatchKnow site is able to be viewed. There is no reason for a school district to block WatchKnow. It is a site specifically developed for children. Kare On Thu, Nov 12, 2009 at 5:28 AM, kelley dean kinderd...@gmail.com wrote: Thanks for letting me know. However, we cannot view YouTube at school and most/all the videos I saw were from YouTube. thax though.k ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] rti sos for kdgn, asap:)
My kindergarten ELLs love to learn with the videos from http://www.watchknow.org/ If you click on the Language Arts section and then choose Learning to Read you will find videos to support phonemic awareness, vocabulary development, and basic reading concepts. One subcategory features videos using simple speech with text on screen. Kare On Wed, Nov 11, 2009 at 9:50 AM, kelley dean kinderd...@gmail.com wrote: Really, I am struggling for fresh, explicit lessons for helping my ELL's and my struggling learners. If you can help, I would appreciate it. kjd ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] objective vs strategy
The objective is whatever the student should answer to the question, What am I supposed to learn during this lesson? If the focus is on making connections to the text, then today's objective could be on choosing natural Stop and think points within the text. Tomorrow's objective could be to record my thoughts while I read. As teachers, we have our own way of thinking about objectives, but when we post objectives on the board, we need to break it down into smaller chunks for our students. Kare On Sun, Nov 8, 2009 at 9:27 AM, Stewart, L lstew...@branford.k12.ct.uswrote: Our district is moving towards having teachers post their objectives and children being aware of the objective. We are having difficulty coming to terms with our objectives. Is making connections to text an objective or a strategy/skill? I feel the objective is always to become stronger readers and the way we teach the children to become stronger readers is the strategy, but it is confusing. Leslie R. Stewart Grade 3 Teacher lstew...@branford.k12.ct.usmailto:lstew...@branford.k12.ct.us 203-481-5386, 203-483-0749 FAX http://thinkexist.com/birthday/september_24/ ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Student Motivation
Sally wrote: Are there any specific strategies or activities that I can start doing from the first day of my student teaching experience that will motivate my students and get them excited to read? 1. Let your own love of reading be transparent. 2. Make sure that your students can see their success. For example, if the class choral reads a list of sight words every day, then start with the first 20 on week one. Make a big deal about allowing the next set of words because they practiced, learned, and now they are ready for more. Post the progress somewhere in the room. 3. Another example, from the book, *Daily 5*: Assign students to practice the reading lesson which you just taught and be very specific about what that reading behavior should not look like and should look like. Time them and stop the entire class when just one student gets off task. When I did this last year, the class could practice reading on their own for two and a half minutes the first time that they tried it. Calmly post this on the board and tell them that the goal is to get up to 15 or 20 minutes. Expect them to progress at the rate of about one additional minute per day, so repeat the procedure until the class practices the reading lesson for three and a half minutes on day 2, praise them, post the progress and stop there. Soon, students are begging you to be able to read so that they can add minutes to their posted time. By the time that they reach 15 or 20 minutes, they are so proud of themselves that they are motivated to maintain that level of being able to stay on task while reading. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Daily 5 and Parent read-alouds
Shannon wrote: what do you have them do for responses? Just looking for ideas. I love the pocket chart idea. Beyond the basics of naming what they are responding to with a sentence such as, (Title of Story) tells about..., students wrote, I like (or don't like) because... About mid-year, one student wrote this question to his classmates on the large Response to Reading chart, What would it be like if the story was a TV show? That was the most popular and successful Reading Response of the year. Students actually took steps toward comparing their favorite TV shows with their favorite books, all of it in writing! They stayed with that for more than a week. I wonder if a teacher could get as much response if the teacher posed the question as the student was able to get from his classmates. Kare ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Daily 5 student response journals
Shannon wrote: I teach second grade and was wondering what you do for student response journals. Do you just use a notebook? Most of my second graders didn't prefer to use their notebooks last year. What they loved was writing their responses in a Morning Message format. Students used markers to add their comments to a large paper dedicated to a particular book or topic. They also liked it when I turned over one of the pocket charts to them. They put their Response to Reading comments on index cards or strips of paper and added that to the pocket chart. Something about it being public makes it more exciting for them than an individual notebook. Kare ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything else new and exciting?
drmarinaccio wrote: ...What do you NEED in terms of issues in your classroom? Report card grading policy which reflects differentiated instruction ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] reading as a time waster?
Ali wrote: My question for everyone is it okay to have the children find a book everytime there are a few minutes to spare before transitions or does forced reading decrease their interest? Any thoughts? Maybe rotate the way that a few minutes are spent. One time allow children to find a book, another time have students sing a favorite song once more, and another time count something fun such as how many noses there are in the group. That way, choosing a book gets categorized as one of many ways that people choose to have fun. Do you really feel that schools force children to read? Schools also force children to go outside at recess time to play. I have a hard time viewing this as a problem. Kare ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Response to Intervention question
Thanks for noticing me, but I am not the one who mentioned a triple dose of intervention. It would be hard for anyone to get that much of anything out of me because I am a minimalist by nature. One of the reasons why I like this list is because it is helping me to become more encouraging to my struggling students. Kare On Mon, Nov 17, 2008 at 4:46 AM, Waingort Jimenez, Elisa [EMAIL PROTECTED] wrote: Yes. I guess where I was a little confused was when Kare talked about a 'huge dose of intervention'. A bit of extra help makes sense. Elisa ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Response to Intervention question
Elisa wrote: What does the word counting tell you? Hi Elisa, Maybe my example can help. One of my students is not recognizing how words fall into place in a meaningful way. When repeating the sentence, The bad dog did not behave the child counts behave as two words. Be hayve does not have meaning the way that behave does. I'm looking forward to other replies so that I can gauge whether I am on the right track with this. Kare ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] overwhelmed gen. ed
Susan wrote: What should the interventions look like in the perfect world so that both teachers and students can be supported? One weakness in my school's intervention program is lack of communication between regular teacher and interventionist. We are all so busy delivering services that there is no time to share results. In a perfect world, someone would design a quick fill in the blanks type of memo that both teachers would fill out and send to the other at regular intervals. Kare ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] help with making connections
Felicia, My second language learners lack expressive vocabulary more than they lack background knowledge. I give them a word bank of possible answers and spend most of any given lesson on vocabulary, or so it seems to me, lol. Would it work to have those students first draw a quick picture of the connection which they make and then use the picture to support their verbal answer? Kare Felicia wrote:3 out of the 5 are second language learners. I think one of the reasons they make literal connections is because they lack the background knowledge. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] 4th g Can't get started on writing tasks (ASPERGER'S)
Jenn, I teach quick start techniques, but that's a loaded situation with some students who have Asperger's. Because of their tendency to be rule oriented, if a technique is perceived as a rule, then that locks some of them out of being able to perform. For example, several students with Asperger's with whom I've worked do best to write the last paragraph first, or write the middle first and then go back and write the beginning. I have to impress upon students with that orientation that it is right for them to do it that way. They shouldn't get stuck thinking that authors produce their stories in sequence, writing the beginning first, and the ending last. While sequential writing may work well for people who are neuro-typical, it is not best for everyone. If a student's brain wants to write the bottom line first, then fill in the middle, and finally create a beginning, then teaching that student how to do a quick start has to do with recognizing that pattern and flowing with it. Kare On Thu, Sep 25, 2008 at 2:14 PM, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote: Thanks so much. Are you speaking of a specific 'quick start' technique other than what one would 'intuit' from the phrase? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] 4th g Can't get started on writing tasks (ASPERGER'S)
Jenn, Visualizing and vocalizing are very effective techniques, so it's no wonder that your students are doing so well. Regarding your student who needs to find what works for her for getting started, I have a couple of suggestions, but they can either be the best or worst ideas for this particular case. First idea addresses the perfectionism - Have this student do two or three Quick starts and then choose which one she wants to develop into the full paper. Idea two addresses the need for some students to have their own routine, similar to establishing a bedtime ritual - Have this student develop the habit of making a quick outline, and then continue writing according to the outlined plan. If those ideas don't work, please keep seeking other ideas. Something will work. Kare Jenn wrote: I have a student who doesn't exactly fit the usual profile at my office. Once she gets started she does write fairly well but getting her started is IMPOSSIBLE. I think there is a component of perfectionism and some embarrassment when she doesn't start off like the rest of the crowd. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] To Understand
I'm looking forward to Jennifer's post which will direct us in our discussion. Perhaps we can get started with the Foreword, where Debbie Miller explains that the book, *To Understand*, invites us to ask what comprehension strategies are for. What is the benefit to readers who learn and use comprehension strategies? So much of what we do in our fast-paced lifestyles can be achieved with a quick read. Comments? Kare ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] action research help
Would the focus be more manageable if you worded the question like this? - Will reading comprehension improve through increased metacognition of the comprehension strategies of making connections, predicting, visualizing, inferring, summarizing, and synthesizing? Kare On Sat, Sep 20, 2008 at 8:57 PM, Dana's Charter [EMAIL PROTECTED]wrote: I've just started working on my EDS in elementary education. I'm having a hard time deciding how to word my question. what i've got so far is Will reading comprehension improve by using higher-order thinking skill such as making connections, predicing, vizualizing, inferring, summarizing, and synthesizing? the need in my classroom is to teach the high-order thinking skills because the students have had no exposure to them during kindergarten or first grades. I've run the questions by some of my collegues and they seem to think i should just focus on one of the straegies. I don't see how i can do this when the research will last a year. Does anyone have any input? This is my first action research and I don't know anyone that has done this before so I'm really seeking some advice. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Introducing Myself
Hello. Before our book discussion gets underway, I want to introduce myself to this group. I am Kare here and Mrs. Kirk at work, where I teach second grade. Here is the breakdown of teaching assignments over the past eighteen years: Year 1: substitute Year 2: 6th grade Years 3 4: K – 4th Special Ed Summer Session: High School Special Ed Year 5: 4th – 6th Special Ed Year 6: 7th - 8th Special Ed Summer Session: Migrant 1st -3rd Year 7: 3rd grade Year 8: 3rd – 8th English Language Learner Year 9: 4th grade Year 10: 1st grade Years 11 – 17: 4th grade Summer Sessions: 2nd grade Year 18 – 2nd grade This is my first year to implement Daily 5 and so far, it's going well. This is also the first year that I've utilized lessons plans from *The First Six Weeks of School*. I'm eager to continue the momentum of positive changes with insights gleaned from *To Understand* ** I've already carefully read the first four chapters of *To Understand *and it's on my list of Must Read Again books. I'm concerned that I haven't read *Mosaics of Thought*. Should I obtain *Mosaics of Thought* too, or am I going to be okay without having read that? Kare ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
