Re: [MOSAIC] Opening Minds Chapter 2 The problems with praise
I just bought the books and can't wait to start reading them. I was inspired by all of your messages. Thanks! On Mon, Feb 11, 2013 at 12:36 PM, Dionne, Jeanne dion...@northstonington.k12.ct.us wrote: I wholeheartedly agree with Johnston's points that our language can develop childrens' worlds and views about learning . . . I am amazed at how young this idea of 'fixed performance mindset' begins. I teach first grade and my six-year-olds seem programmed to crave judgement from the adults around them - when I respond with a hey, how'd you do that? (whether it's because they just zipped their coat or self-corrected an error independently) the smile on their face reflects their sense pride in having accomplished something magnificent but they question if what they have just accomplished makes me happy, proud etc. . . . I know they ask because they are used to words that judge . . . After years of using the Responsive Classroom approach, a widely used, research- and evidence-based approach to elementary education, I feel like I am on the right path to 'opening minds' . . . reading and listening to colleagues, participating in discussions like this one and holding myself accountable for using language that focuses on process not only with my first graders but also with my colleagues helps keep that dynamic-learning frame alive and in the forefront of my mind everyday . . . hoping that a paradigm shift can occur on a wide scale while doing so . . . Jeanne Dionne 1st Grade Teacher North Stonington Elementary School 860-535-2805 ext. 103 Love and respect all children for with the passing of time they become us. From: Mosaic [mosaic-bounces+dionnej= northstonington.k12.ct...@literacyworkshop.org] On Behalf Of wr...@centurytel.net [wr...@centurytel.net] Sent: Saturday, February 09, 2013 4:05 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Opening Minds Chapter 2 The problems with praise First I want to say that I am not reading the book with you all, but I am reading your posts. Jennifer, what you have written makes me think. Maybe responses to my questions are in the book, and I need to get a copy. I am working hard in my classroom not to promote a fixed mindset. The teachers and admin in my building know about a fixed mindset, but boy! is that a hard habit to break. People who know better -- me included at times -- still promote that fixed mindset. We say things to students and each other about students being smart and capable. How do I remind my colleagues not to talk that way? I think that until we're all on the same page, we're not going to make much progress. Jan ___ 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 All emails using the North Stonington Public School’s email system should conform to BOE Network Policy # 4118.5, and may contain confidential or privileged information. If you have received this in error, please delete this message and any attachments and notify the sender by replying to this email. ___ 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 -- * Miss Zilch's Websitehttp://www.d70schools.org/%7Ekzilch/MissZilch/Home.html District 70... Where Character Counts!* -- District 70's Mission: To ensure that District 70 students experience learning that prepares them to live and work in the 21st Century. ___ 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] Processing Question
You have no idea how excited I am to read this. I am going to give the parents something else to inquire about when they see the neropsych! This was so helpful. No, he does not receive special education. However, he does get outside tutoring that his parents pay for out of pocket. With the new RTI, he is just too low and not low enough. Besides, after so much interventions, I need to try something new and do another reading assessment to see if he has made any progress. However, I think the information you gave me will be very helpful. It gives me another direction. I will prevail and help him to prevail as well! Thanks. On Sat, Apr 21, 2012 at 7:27 AM, Donna Petree donna.pet...@stokes.k12.nc.us wrote: The latent effects of surgery or radiation on the brain may be the problem. Good cells have been destroyed along with the bad cells and new neuro-pathways need to be constructed. It's a cost-benefit issue for these students, and other blocks may exist. Does this student receive special education services and tutoring? I have had two or three students with similar issues due to tumors and cancer. Effects of treatment were latent, and appeared one-two years after their treatment. Memory was the largest area affected; especially going from working memory into long term memory. Fear and motivation also was a factor as these students struggled with the after affects of fighting a life threatening illness. The potential is still there, and there are no easy answers. Repetition, multiple ways of making connections, encouragement, patience and accommodations. A doctor's statement on the latent effects may help the student get services and funds to pay for tutoring outside of the classroom. If you find what helps please re-post and inform. I have a student struggling with the same, and it seems that resources are hard to find. On Fri, Apr 20, 2012 at 6:13 PM, Kim Zilch kzi...@d70schools.org wrote: I have a student who I worry about comprehension and want to help him. He is a puzzle to me. I am hoping for some alternative strategies and quick assessments to help me provide better classroom instruction and help comprehension in all areas! Concerns: 1. If you were to have a regular conversation with him, you would think he was quite bright. 2. His word reading is very accurate. His rate is grade level appropriate. He can answer who what when where questions at a very basic level. He cannot tell me more on the correct topic. 3. Recently, I gave him (3rd grade) a mneumonic to remember the order of the planets. When I prompted him to recall the planets and helped him My...mercury, very...V...Ven... and E is eager (his response: I don't know a planet that starts with the letter E! We have gone over this for four weeks now. They all created their own planet movie, we have read our science books, I have read aloud several great books on the Solar System, etc. In addition, following simple directions is hard for him. We use Aimsweb as a fluency screener and he does average. We also give F and P for further instruction/assessment. His comprehension falls at the 50th percentile back to and ind. early second grade. However, his fluency puts him at becnhmark or one mark under so he gets not service outside what I do to support him in the room. I have worked diligently to get him to read books at his level and when I am not looking, he picks books at a 5th or 6th grade level. When we talk about it, he insists he can read at that level. Which, I believe in his mind he can. He can read the words on the page so he equates that with reading. I finally have him picking only from the selected basket (I hope :) but when he goes to library his other books end up in there. He was given a screener for speech and he received a score just above the cut off for qualifying. However, he bombed following directions and word categories and associations. Here is another example, he needed to orally state a verb that starts with the letter e (end of day review game on Friday). His answer: North Star. I know he knows the alphabet, I know he can word call, that response was so off in so many ways, I didn't know what to say. I would appreciate tips and such to help him in the classroom. Also, what can a brain tumor (removed before start kinder) do if it were in the frontal lobe (right???) to his learning? Thanks! On Fri, Apr 20, 2012 at 3:38 PM, enage...@gmail.com enage...@gmail.com wrote: Q Sent from my Verizon Wireless 4G LTE DROID -Original message- From: Sunshine Barker sunshine.bar...@comalisd.org To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tue, Apr 10, 2012 08:23:38 EDT Subject: Re: [MOSAIC] Processing Question I would do the CORE phonics assessment. You should assess her decoding
Re: [MOSAIC] Processing Question
I have a student who I worry about comprehension and want to help him. He is a puzzle to me. I am hoping for some alternative strategies and quick assessments to help me provide better classroom instruction and help comprehension in all areas! Concerns: 1. If you were to have a regular conversation with him, you would think he was quite bright. 2. His word reading is very accurate. His rate is grade level appropriate. He can answer who what when where questions at a very basic level. He cannot tell me more on the correct topic. 3. Recently, I gave him (3rd grade) a mneumonic to remember the order of the planets. When I prompted him to recall the planets and helped him My...mercury, very...V...Ven... and E is eager (his response: I don't know a planet that starts with the letter E! We have gone over this for four weeks now. They all created their own planet movie, we have read our science books, I have read aloud several great books on the Solar System, etc. In addition, following simple directions is hard for him. We use Aimsweb as a fluency screener and he does average. We also give F and P for further instruction/assessment. His comprehension falls at the 50th percentile back to and ind. early second grade. However, his fluency puts him at becnhmark or one mark under so he gets not service outside what I do to support him in the room. I have worked diligently to get him to read books at his level and when I am not looking, he picks books at a 5th or 6th grade level. When we talk about it, he insists he can read at that level. Which, I believe in his mind he can. He can read the words on the page so he equates that with reading. I finally have him picking only from the selected basket (I hope :) but when he goes to library his other books end up in there. He was given a screener for speech and he received a score just above the cut off for qualifying. However, he bombed following directions and word categories and associations. Here is another example, he needed to orally state a verb that starts with the letter e (end of day review game on Friday). His answer: North Star. I know he knows the alphabet, I know he can word call, that response was so off in so many ways, I didn't know what to say. I would appreciate tips and such to help him in the classroom. Also, what can a brain tumor (removed before start kinder) do if it were in the frontal lobe (right???) to his learning? Thanks! On Fri, Apr 20, 2012 at 3:38 PM, enage...@gmail.com enage...@gmail.comwrote: Q Sent from my Verizon Wireless 4G LTE DROID -Original message- From: Sunshine Barker sunshine.bar...@comalisd.org To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tue, Apr 10, 2012 08:23:38 EDT Subject: Re: [MOSAIC] Processing Question I would do the CORE phonics assessment. You should assess her decoding words in isolation along with decoding nonsense words. Is there dyslexia in the family? I would explore dyslexia as a possibility. -- Sunshine Barker Reading Teacher Hoffmann Lane Elementary On 4/9/12 1:37 PM, Megan Dorsay mdor...@sd735.org wrote: Hi everyone, I was asked to test a 2nd grader who has been in our District since Kindergarten. Her Benchmarking scores (MAP and Aimsweb) red-flagged her for Intervention. The teacher agreed. Fluency and comprehension are low but she is wildly inconsistent day to day. She is getting the Horizons Intervention program 4x/week plus an extra dose of guided reading one-on-one 4x/week. She is not making appropriate progress according to progress monitoring and the running records, and oral and visual assessments of the teachers. She is totally inconsistent in her knowledge. One day, she reads well and answers questions. The next day, she cannot remember the silent e rule or the When two vowels go walking... or she will have trouble recognizing rhyming words, even when they are placed in a row in front of her. The teacher and Interventionist are stumped. (Me too!) Does anyone have any thoughts on strategies we could use or any professional books I could buy that would give us strategies to help her simple recall? Also, any information on processing issues would be so helpful as well. I don't have a huge background in that area. Thank you!! Megan Dorsay District Reading Specialist Skokie District 73.5 8000 E. Prairie Rd. Skokie, IL 60076 McCracken Middle School 847-676-8204 Middleton Elementary 847-676-8035 mdor...@sd735.org __**__ From: mosaic-bounces+mdorsay=sd735.**o...@literacyworkshop.orgsd735@literacyworkshop.org [mosaic-bounces+mdorsay=sd735.**o...@literacyworkshop.orgsd735@literacyworkshop.org] On Behalf Of Sally Thomas [sally.thom...@verizon.net] Sent: Sunday, April 08, 2012 8:30 PM To: mosaic listserve Subject: Re: [MOSAIC] School wide reading. I HIGHLY recommend the book Day
Re: [MOSAIC] conflicting assessments
While I don't know the answer to that, I am fairly new to this blog and enjoy learning from others. We use to AIMS and F and P for our assessments. Wish I could help. On Thu, Mar 15, 2012 at 7:53 AM, Beth OConnor ocon...@norfolk.k12.ma.uswrote: Hello! I am seeking some guidance regarding a student's reading performance vs. her performance on Fundations dictations. She is a first grader reading beautifully at an F independently, but she is TANKING on her Fundations assessments. The teacher is very concerned because after weeks of instruction, this child is obviously missing SOMETHING in the encoding department, but the reading specialist working with her is not concerned at all because her reading is progressing so well. Can someone tell me what it means that she can't apply the Fundations rules to her encoding? Is she not hearing the sounds? Is she not remembering the rules? Is this a case of one phonics program not being right for all? What instructional steps would you take from here? Thank you! Beth __**_ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/**mailman/options/mosaic_** literacyworkshop.orghttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/**MosaicArchivehttp://snipurl.com/MosaicArchive -- * Miss Zilch's Websitehttp://www.d70schools.org/%7Ekzilch/MissZilch/Home.html District 70... Where Character Counts!* -- District 70's Mission: To ensure that District 70 students experience learning that prepares them to live and work in the 21st Century. ___ 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
