Re: [MOSAIC] Listerv question
Do the kids have time for independent reading? Guided reading is the perfect time to have the rest of the class doing ind. rdg. I haven't used it (yet), but there's lots of talk about how effective the Daily 5 is...or some kind of work centers. Has your cooperating teacher ever tried that? Does s/he have time to have a separate writers and readers workshop time? Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi From: ZEINAB CHAMI It bothers me to see this and I really need advice on what would be the best way to keep the other students engaged in their work and what should they be working on during that time? _ ___ 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] Do You Test Those Well Above Your Benchmark?
We also do not test above benchmark. One reason is that it then limits the next years teacher and what books they can use. We don't exempt them (yet...we just moved to the DRA2 this spring), but this may well be an evolving process for my county. Kristin Mitchell 6th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: Mary Kendall <[EMAIL PROTECTED]> To: mosaic@literacyworkshop.org Sent: Friday, May 2, 2008 4:55:04 AM Subject: [MOSAIC] Do You Test Those Well Above Your Benchmark? Let's say you have children who test at Level 28 or above at the end of first grade on the DRA. Do you test them again in second grade? Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. http://mobile.yahoo.com/;_ylt=Ahu06i62sR8HDtDypao8Wcj9tAcJ ___ 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] Primary Comprehension Toolkit
When I moved from 3rd to 6th, I used the Toolkit to get me started (long story, but I went from 3rd, to spending a summer thinking I would be teaching Kinder to teaching 6th grade). It is a great resource, and after you've used it for a year, you get to know what types of readings you could use to supplement or replace if both 5th and 6th are using the Toolkit. I think it was money well spent! Kristin Mitchell 6th/CO "Be the change you want to see in the world" -Ghandi Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. http://mobile.yahoo.com/;_ylt=Ahu06i62sR8HDtDypao8Wcj9tAcJ ___ 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] Comprehension Toolkit 3-5
-\ are the mentor texts and lessons geared mostly to non-fiction? The upper grade Toolkit has quite a bit of nonfiction, but it also uses historical fiction. There aren't enough lessons to teach an entire year, so there is plenty of space for you to use the strategies taught with fiction. I found it a wonderful resource that I pull from every few weeks, but do not use it by itself. Kristin Mitchell 6th/CO "Be the change you want to see in the world" -Ghandi Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. http://mobile.yahoo.com/;_ylt=Ahu06i62sR8HDtDypao8Wcj9tAcJ ___ 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] Has anyone ever been through a title 1 audit
I've been through two Title audits (one in Virginia and one in Colorado)...there was never any paperwork, just conversations about what I did as a teacher, what I thought about my school and lots and lots of obsevations. In VA I wasn't able to offer any feedback about what the auditors saw, here in CO I had that opportunity. They are looking for best practices...visually they seem to like lots (lots) of student work displayed. Kristin Mitchell 6th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> To: [EMAIL PROTECTED]; mosaic@literacyworkshop.org; [EMAIL PROTECTED] Sent: Friday, May 23, 2008 9:44:11 AM Subject: [MOSAIC] Has anyone ever been through a title 1 audit The middle school I teach at is being audited this week for Title 1. Since I have the most classes in this area I am the one selected to go in and meet with the auditor in regards to the classroom part of the audit. If any of you have been through this what can I expect and what paperwork do I need? Pat - NY ** Get trade secrets for amazing burgers. Watch "Cooking with Tyler Florence" on AOL Food. (http://food.aol.com/tyler-florence?video=4&?NCID=aolfod000302) ___ 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] interview
That's a tough one...where are you? Maybe someone in your area could be more specific...but here in Colorado...at least in Jefferson County... (I was temporary until now, so I've been on LOTS of interviews the past three years) I've been asked: -to tell about myself and why I thought I'd be a good fit for their school. If it's a Title School be prepare to talk about how to reach the population. -what my language arts looks like (sometimes schools will separate out reading from writing, some won't) -how I reach struggling readers -what math looks like in my room (I didn't get that one this year as my county has moved to Investigations) -how I would handle an angry parent -I've also been given situations and asked how I would handle them (one was a bullying incident and one was a struggling student not asking for help) That's all I can remember. You might want to check with someone in the county because there may be county specific questions! Good luck to you! Kristin Mitchell 6th/CO "Be the change you want to see in the world" -Ghandi - Original Message I have an interview for a mentor teacher position next week. It has been a LONG time since I have interviewed. What kinds of questions do you think will be asked? ___ 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] Building stamina
One thing I've tried in the past and I don't love...but it does work to an extent (and don't hate me for doing this!)...is to simply make my kids sit at their desks for independent reading. They sit for up to 45 minutes at a time. I know it's not ideal... Kristin Mitchell 6th/CO "Be the change you want to see in the world" -Ghandi - Original Message Any suggestions out there for how to build stamina throughout the year without killing them withmore of these boring test examples? ___ 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] State Standardized tests - marking text
After three years in CO, I just found out that kids can underline the text...but not anything near the questions as that's where they answer (no scantron sheets). No stickies, no index cards, no scrap paper. There is no authenticity as the strategies I teach my kids are not allowed on the test (except for underlining). Kristin Mitchell 6th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: Joy <[EMAIL PROTECTED]> To: Mosaic Sent: Saturday, May 24, 2008 5:52:43 AM Subject: [MOSAIC] State Standardized tests - marking text In NC students are allowed to mark in the test book, and may even use highlighters (if this strategy was taught and used in class). I'm not aware of the use of sticky notes during testing. 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 ___ 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] State Testing - Marzano focus?
- Original Message I also wonder what the more academic of us out there think? Have you compared and contrasted the strategies? What are the differences? What would you suggest I add to my instruction that would help me bring in this focus? Are there any discussion groups for this type of instruction? Joy/NC/4 Joy, Hmm...is what I say to that...I don't find them mutually exclusive. I weave Marzano strategies into everything I do. I find it hard to believe that they would give up MOT to only teach Marzano/Pickering. I would say to you that you should be able to weave them both into your instruction. There is a way to do both! Kristin Mitchell 6th/CO "Be the change you want to see in the world" -Ghandi ___ 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] Building stamina
Ah, yes, it is. But I teach 6th grade and have two guided reading groups a day I must teach, so I need the time! We build up to it, we start at about 20 and then work out way up. They have book baggies with multiple books and they respond/interact with their reading. So not all of them read the entire 4 minutes. Although some do. AND, I just found out that four of my students think it's the best part of the day. Besides, some days it's shorter when my "mini" lesson becomes un-mini. Kristin Mitchell 6th/CO "Be the change you want to see in the world" -Ghandi - Original Message I have had fifth and sixth graders that want and need 45 minutes of read time. :)Bonita Renee <[EMAIL PROTECTED]> wrote: > (And I think 45 minutes is a long time.) ___ 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] Building stamina
It depends on where we are in the year. In the beginning they are doing whatever it is we have done in the mini lesson (making connections, asking questions, predictions...). They may be making t-charts with their idea/s and evidence from the text...they may be making summary responses ala Comprehension Toolkit (I love these!)...sometimes they are just taking notes. I had a small class this year, so was able to tailor kids' needs to their actual needs. With bigger classes it's not always as easy for me to keep track of who is doing what. Kristin Mitchell 6th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: Lisa <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sunday, May 25, 2008 1:39:39 PM Subject: Re: [MOSAIC] Building stamina What are some things that they do to respond/interact with their reading? Lisa On May 25, 2008, at 9:41 AM, Kristin Mitchell wrote: > Ah, yes, it is. But I teach 6th grade and have two guided reading > groups a day I must teach, so I need the time! We build up to it, > we start at about 20 and then work out way up. They have book > baggies with multiple books and they respond/interact with their > reading. So not all of them read the entire 4 minutes. Although > some do. AND, I just found out that four of my students think it's > the best part of the day. > ___ 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] Help, how do you know?
Melissa, This is a tough question! I'm not sure you really know, unless you just know. Does that make sense? I've done everything I can to stay at what I know call my "old" school. In three years I "taught" a 4/5 mix, 3rd, half day kinder/half day Title reading, and 6th. I really only taught 3rd and 6th, but held all those positions at one time or another just to stay at that school. This year I really wanted to move back down to 3rd grade. My principal was unable to make a decision (a colleague also was vying for the spot) so I started to look around just in case. After a few weeks of no decisions being made I was asked to interview for a 4th grade spot at a school closer to where I live. I decided to take it and just kind of check things out. The interview was Monday. I was to get a call by Friday. By Wednesday I was starting to freak out, why did I interview? I don't really want to leave! So I called to ask a question about the position that I decided would make or break my decision. Instead, I got a job offer. I panicked. I had spent three years pouring heart and soul into my school. I had helped make some really great changes there. I had people I could collaborate with even when I had no teammate (my second year). I loved my school. But in that moment of being offered a job a short drive from home (8 minutes vs. 25 on a major highway) I heard myself say yes. I'm not sure I felt it, I'm not sure I meant to say it, but it came out. Was it the right decision? Who knows! I have good days and bad days. I feel let down by my old school, but I also feel scared of my new school. My guess? My guess is that it's going to be a fine move. A great move if I let it be such. I know it's going to take patience, determination and a lot of energy to get my classroom where I want it, but I think that's why this new school hired me. They are interested in what I have to offer. Change is hard. Really hard. But I think as teachers, change is good for us. It challenges our thinking. It challenges our routine. It challenges our beliefs. And isn't that what makes good professionals great? Good luck to you! Kristin Mitchell Soon-to-be-4th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: "Zey, Melissa" <[EMAIL PROTECTED]> I know this sounds ridiculous, but how do you know what's the right decision? As some of you have decided on career moves (going from teacher to specialist, changing districts, grade levels, etc.), how have you come to make those changes and why? Did you know at the time if it was the right decision? It's so hard to know... ___ 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] Amanda Posting
Amanda, there are lots of ways, but one of my favorites is to give them a heads up. I let them know that I will be calling on them in the near future (next person, after I've read the next section...just somehow give them fair warning that you will call on them so they have time to get their response ready. This might also be a student that you nudge during a conference and ask them to share their thinking at the wrap up lesson (or whatever you call the end of your lesson, when you bring back your students to synthesize their learning/thinking) Kristin Mitchell 6th-soon-to-be-4th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: amanda qandah <[EMAIL PROTECTED]> I was curious about what steps I can take towards getting a shy student to become more involved in class discussions when he/she refuses to participate? ___ 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] Education Student Question
I spend A LOT of time modeling what I expect at the beginning of the year (during the first 6 weeks we will practice these expectations until we can't take it anymore!). This helps tremendously with blurters. But you'll always have one...or one student will be so excited that they just can't help it! Seeing as there is rarely one correct answer during readers workshop, blurters don't always ruin it for everyone. I also can be really good at ignoring a blurter and calling on someone only to accept the exact same answer. I do make sure to make eye contact and smile at the blurter so I know they know why I didn't accept their answer...or sometimes I'll just make a comment, "Oh, Johnny, thanks for raising your hand, what would you like to add?" Or some such comment. But really, I believe setting the expectations early will help incredibly! Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: kimberlee hannan <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sunday, August 10, 2008 2:10:16 PM Subject: Re: [MOSAIC] Education Student Question There are several things I do, but ultimately it depends on the kid. I have always had bigger kids, and they usually take to my teasing well. .If I have a good relationship with the kid, I've been known to say real quietly to the blurter, "I KNOW you know. Let's see what the other's know..." with a wink. Doesn't work with all kids though. I teach the concept of "wait time" very early in the year. They can jot their answers in their notebooks while the others are thinking. I often use pair/share. Everyone gets to talk then. I usually ask the pair to share their partner's response. Makes everyone pay attention to what's being said. I will also use an around the room idea. Everyone gets a turn to say their answer, even if someone else says it first. Kids that don't have an answer may borrow one of the other's. This works well with, "So, what do you remember from yesterday?" or "What do remember about...?" I have also have a deck of regular cards for each class. Everyone's name is on a card. Usually I take roll with them. I spread them out on a table. They put their card in a basket on the end of the table. I gather up the leftovers and plug it into the rool sheet. They know not to yell out answers when they hear the cards shuffle. -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ 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] [mosaic] advanced reading comprehension
I agree with Lori, if kids are given equal access to text they tend to "step up" if you will. But to answer your question in another way...build a community of learners!!! I cannot stress enough how important building community is to your kiddos. They learn to respect each others' differences and strengths. Thinking more on this, there is no way to prevent kids from being kids. But you control behavior in the academic setting. Build community, make your expectations VERY clear as to how to respond and talk to each other (lots of modeling in the first few weeks of school) and don't put up with arrogance. Good luck to you, Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: Raymond E Robinson <[EMAIL PROTECTED]> Is there a way to prevent a student with an advanced reading comprehension level from thinking he/she is better than students at a lesser reading comprehension level? ___ 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] writing a grant for MOT read-alouds - Should I buy 2 of each so one can go into the classroom library?
Hmmm, I'm greedy, so I'd get more titles! Good luck with your grant! Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: Shannon Lauer <[EMAIL PROTECTED]> To: mosaic@literacyworkshop.org Sent: Saturday, August 16, 2008 7:41:30 PM Subject: [MOSAIC] writing a grant for MOT read-alouds - Should I buy 2 of each so one can go into the classroom library? I'm wondering if it will be good to have a copy in the classroom, even if they are not just right books. Or, should I use the extra money to get more titles? Thanks, Shannon ___ 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] Small Group Instruction
I would say that groups in K would come maybe second semester. Most kiddos are still learning sounds and letters. I would think a minimum of 8 weeks in first. It going to take a lot of modeling and practice for those kiddos to get used to what to do. Second might be faster as they've had more experience. Good luck, Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi What is a realistic time that K, 1st and 2nd grade teachers should be given to develop independence so that they can meet with reading groups? ___ 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] Small Group Instruction
10 days? I take SIX WEEKS to establish routine! Granted, I'll need to do DRA2 on my kids within that timeframe, but it's just a minor inconvenience (or so I need to tell myself!). I have all their fiction scores from the end of the year, so I have a place to start and make temp. groups. Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: chris and teresa casart <[EMAIL PROTECTED]> We were told to take the first 10 days to teach routines and procedures and build relationships with our students. ___ 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 comment + New ?
I have my kids read independently while I work with groups and/or conference. They are responsible to writing me one letter a week (every year I change this because I'm so afraid of killing their love of reading!) and I respond to it. I may tweak it again this year as I have 25 kids and that's a lot of letters for me to write! I model my letter after the Fountas and Pinnel first 30 days, too. Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: "Hamilton, Whitney" <[EMAIL PROTECTED]> What do you all have your students do while you are working in small guided reading groups or conferencing one on one with students? ___ 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] H & M Reading
We just started using it, but Investigations seems to be doing just that. In fact, we're in deep water with our parents because we are teaching the concepts of math, not just the algorithms (which, it turns out, all our parents want their kids to know...). Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: Beverlee Paul <[EMAIL PROTECTED]> So then is Everyday Math akin to Saxon Math - a mile wide and an inch deep? What programs are there out there now that actually teach math understanding? ___ 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] H & M Readin
I know! It's very frustrating. Parents (and two of mine are high school math teachers) are really trying to get rid of Investigations (what I've seen I actually kind of like). They cite their current students not knowing their facts or algorithms...but, um, their current kids didn't have Investigations. They had the "old" curriculum (Scott Foresman) and if they don't know math, that's the culprit, not what we're doing now. If my kids don't know what they need to know when they get to 9th grade, then I'll understand. But nothing I'm doing with my kids leads me to believe they won't know their facts by 9th grade. (in fact, the first month of 4th grade is ONLY multiplication! and we circle back twice in later units.) Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: Beverlee Paul <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Wednesday, September 17, 2008 1:33:18 PM Subject: Re: [MOSAIC] H & M Readin well, yes, that's all they want them to know now - but wait until the kids can't understand math at higher levels when they'll claim they wanted their kids to be taught math all along On Wed, Sep 17, 2008 at 12:42 PM, Kristin Mitchell < [EMAIL PROTECTED]> wrote: > We just started using it, but Investigations seems to be doing just that. > In fact, we're in deep water with our parents because we are teaching the > concepts of math, not just the algorithms (which, it turns out, all our > parents want their kids to know...). > > Kristin Mitchell/4th/CO > "Be the change you want to see in the world" > -Ghandi > > ___ 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] Take me off the list
Don't forget that if you'd like to unsubscribe all you have to do is click on the link at the bottom of every email. To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. You don't need to send a message to the entire listserv. Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> To: mosaic@literacyworkshop.org Sent: Thursday, September 18, 2008 8:57:57 PM Subject: Re: [MOSAIC] Take me off the list please remove me from this mailing list -Original Message- From: Ed Warlow <[EMAIL PROTECTED]> To: mosaic@literacyworkshop.org Sent: Thu, 18 Sep 2008 11:51 am Subject: [MOSAIC] Take me off the list Please remove me immediately from the mailing list. Sincerely, Ed Warlow ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] (Mosaic) H & M
Timely... http://www.edweek.org/ew/articles/2008/09/17/04report-b1.h28.html?tmp=1153012894 Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi ___ 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] Persuasive texts
I had a low level 6th grade boy who loved Magic Tree House. Have you tried that or Time Warp Trio? Or the new series by R.L. Stine? (Rotten School, a 3rd grade teacher friend of mine swears by them for her boys...I think they are a level M). Also check out http://www.guysread.com/. Good luck! Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: ljackson <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Saturday, September 20, 2008 8:58:10 AM Subject: Re: [MOSAIC] Persuasive texts I have found nonfiction is always less of an issue when you factor in age appropriateness, but Captain Underpants and Ricky Riccotta are generally a hit for boys. What are his interests and what is about the right level for him? Lori On 9/20/08 7:46 AM, "Jennifer Olimpieri" <[EMAIL PROTECTED]> wrote: > Hi I am trying to find titles for a fourth grade boy that is reading on a low > level. Can anyone suggest titles or a good website to help? > > --- On Wed, 9/17/08, Diane Baker <[EMAIL PROTECTED]> wrote: > > From: Diane Baker <[EMAIL PROTECTED]> > Subject: Re: [MOSAIC] Persuasive texts > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Date: Wednesday, September 17, 2008, 10:44 PM > > I used the The Great Kapok Tree by Lynne Cherry with my fifth graders it's > about a group of animals in the rainforest who persuade a lumberjack to stop > cutting down the trees... > > > > From: [EMAIL PROTECTED] on behalf of Melissa Kile > Sent: Wed 9/17/2008 10:38 PM > To: Mosaic@literacyworkshop.org > Subject: [MOSAIC] Persuasive texts > > > > Friends, > > I will be starting the "Writing for Change" unit from *Second Grade > Writers*(Parsons) in a couple of weeks. I'm in need of some persuasive > texts to > share w/ my 2nd graders. Here's what was in the list in the book, all of > which I've just ordered from Amazon (and which I'm hoping my principal > will > pay for!!): > Common Ground, Bang > Dear Children of the Earth, Schimmel > Why Should I Recycle?, Green/Gordon > The Peace Book, Parr > The Librarian of Basra, Winter > Dear World, Noda > > Our library has The Meanest Thing to Say by Bill Cosby, and I'm still > researching where to find 2 books by Joy Cowley (The Smile, and Sky to Sea). > > If anyone has taught this unit, or one like it, are there any other > suggestions for mentor texts? > > Thank you! > Melissa/VA/2nd > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ 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] conferring with students
When I taught 6th grade I did the same thing I do in lower grades...take 4-6 weeks to build workshop. Monday will be my first guided reading day...and that's the start of week 5. My students now know what the expectations are and that I will hold them accountable. I have a basked to note paper on my GR table, if they feel the MUST ask a question RIGHT NOW then they write me a note. Talking is not tolerated and the student is asked to come read at the table (or on the floor near the table if there isn't room). Sometimes I'll even ask that student to read aloud so I know they are reading.g In my two years in 6th grade I rarely had big issues with kids being off task during reading...it was our fav. time of day! Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> To: mosaic@literacyworkshop.org Sent: Saturday, September 20, 2008 9:03:16 PM Subject: [MOSAIC] conferring with students I'd like to hear from middle school teachers. When you confer with students, either individually or in small groups, how do you get the rest of the class to continue working? It seems to me that as soon as I start to talk with another student, everyone else thinks, "She's not paying attention to me. I can talk to my friend now." Or they think, "She's not paying attention to me, and I WANT her to!" Thanks! 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. ___ 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] literacy mapping
I agree with Renee. I've always taught all the strategies in one year to whatever grade level it is I'm teaching (I even use the same books most years!), kids have different ideas and thought processes throughout school. Although now that I've got my hands on Text Savvy I might be changing things up again. Besides, can you imagine an entire year just working on predictions? Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi - Original Message From: Renee <[EMAIL PROTECTED]> I am of the mind that all the strategies meshed together holistically create good reading, and separating the strategies is what linear thinkers would do. If I were told to only teach this or that strategy at a certain grade level, I'd ignore the directions. But that's just me. Renee On Sep 22, 2008, at 5:47 AM, suzie herb wrote: But the > principal thinks that we should have the strategies grade assigned. A > focus at each grade level but I always thought that would be somewhat > like dividing up the six traits in writing. Comments? ___ 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] Word Study
I teach word study based on Words Their Way and Word Journeys. I have 15 minutes a day dedicated to our word work. Mondays the kiddos do an Open Sort (they sort them any way they want...but I challenge them to be creative) while I work with each of my groups and "teach" them the pattern. Tuesdays they do a modification of the Buddy Sort where they find a buddy and do their Closed Sort (sorting words by sound and/or pattern) and then they make observations about their words (is there another way to sort them?) Wednesdays we do a Word Hunt. They scan passages (in books they choose) to find words that fit their patterns. Thursdays we alternate between Speed sort (to work on fluency/automaticity) and Blind Sort (where they have to spell the words and place them in the correct column). Fridays I give a quick assessment. 5 words from their list and 2-4 not on their list that fit their pattern. Hope this helps some! Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi From: Andrea Jenkins <[EMAIL PROTECTED]> Is there a better way? Do any of you teach a concentrated Word Study and, if so, how/what do you do? Thanks! Andrea __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] making inferences using nonfiction
Do you have access to Comprehension Toolkit? I think it might have an inference piece to it. Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi From: elisa kifer <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Tuesday, December 9, 2008 11:26:06 AM Subject: [MOSAIC] making inferences using nonfiction Does anyone have any suggestions about teaching inferencing using nonfiction? resources? websites? I'm stuck. Thanks! -- Elisa M. Kifer Third Grade Literacy Teacher Fox Meadow Elementary "Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated." -Russell Stauffer, 1980 ___ 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] SMART goal
Laura is right. SMART goals must be measurable. Have you look at your state standardized test scores? You could use that as a benchmark (35% of students will raise their score by 10 points...or however it's scored or whatever percentage you want to use). Or you could do smaller chunks...By February, 80% of students will be proficient in writing personal narratives... At least, this is my experience in writing SMART goals. Good luck, Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi From: Ann To: Mosaic: A Reading Comprehension Strategies Email Group ; sz_h...@yahoo.com.au Sent: Tuesday, December 16, 2008 3:58:32 AM Subject: [MOSAIC] SMART goal Our school is also developing a SMART goal for ELA. So far we have: All students will be proficient in reading and writing. The goal needs to be specific, manageable, attainable, realistic and timely. We all know it's not realistic because our school is not set up to keep students until they reach this goal. It's not going to happen in the two years they enter in seventh grade and leave to go to ninth grade two years later. The goal needs to meet the needs of all students, including special needs students and those students who have chosen to do nothing to help themselves reach the goal. -- Ann ski...@chartermi.net ___ 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] departmentalizing young students...
Ooh, there is a book that came out recently that has some research about how kids (I believe it's 6th grade and younger) do better when they have the same teacher all day...How Boys Learn Differently or some such title...does anyone know??? Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi -Original Message- From: Delores Gibson Does anyone have and/or know of where I can go to find research on departmental teaching for FIRST GRADE? ___ 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] Departmentalization, boxes and reading comprehension.
"And we are all doing what is the very best for the children because as you know, ‘research’ tells us!!!" I loved your response! My school is very slowly moving towards more programs and it's scaring the bejeezus out of me! I'm the only one with a background in Title I schools and for some reason that means I'm the only one with experience with true workshops (any subject area). It's all I can do to show up anymore. I'm totally alone in my philosophies this year. I thought my instructional coach was, but she's on the writing program bandwagon right now...and mainly because we are a high performing school and in order to keep our accredidation we have to IMPROVE. How do you improve advanced scores? Anyway, not my point. Your post reminded me of the article I just read in the Dec/Jan Reading Teacher mag. (http://www.reading.org/Publish.aspx?page=/publications/journals/rt/v62/i4/abstracts/rt-62-4-garan.html&mode=redirect) It's about SSR and the benefits, sort of...what I really got out of it was that the "research" that the US policy makers use to make policy has to be based on "medical research" with strict control groups...which, you can't really ever have in a classroom setting. So things like letting kids just READ at school may never be supported because there is not true quantitative research that supports it. I found it very frustrating! But happy that my principal leaves me alone...at least for now. We'll see when "my" scores come back this summer. Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi ___ 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] Building comprehension of questions-was heartbreak/response to Reading Mastery
Elisa and others, I've been following this conversation with much interest (as I'm sure many are!) and I think I've already piped in with this, but I need to bring it up again (it's possible I never did in the first place, I'm almost 6 months pregnant and I left my brain at about 8 weeks!). Last month's issue of The Reading Teacher had an article about SSR (which for me is simply Independent Reading...it's what kids do while I do guided reading). For me, the premise of the article was how federal dollars will most likely never be used to support something like SSR because they cannot do "medical research" to PROVE that it works. Even though I've seen test scores go up from a group that got "Guided Reading" using their SS textbooks (I wish I were kidding) their entire 5th grade year. As 6th graders they recieved Guided Reading and lots of choice independent reading time from me and their reading scores went up. While this is not "reasearch" that can prove anything, it's pretty strong evidence for me to continue how I teach reading to upper grades. Unfortunately, the feds need programs and other methods of teaching reading to be tested quantitatively. Which, is not a reality in schools. There is no fair playing field when it comes to research on teaching reading. Until "outsiders" (non educators who direct our policies whether they be gov't or buisness) realize that schools are NOT clinical places where you can have strict control groups this will always be the case. Things like Mosaic of Thought will not have support until someone can magically produce a control group of kids that can be tested "fairly." I hope I made sense! Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi Each child is different and deserves different approaches to learning based on a solid philosophy backed up by pedagogical principles and research (expert and teacher). Elisa Elisa Waingort ___ 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] Jennifer's ? about her new student
Wow, I'm not sure without seeing her in action...but it sounds to me like some work in just social conversations is something she needs to experience with before being able to apply it to reading comp. Do you do any kind of morning meeting? Or do you have an outlet for modeling social conversations? (maybe even just as you greet kids in the morning you could stop her and ask a quick couple of questions) From there you could transition her to questions in other areas... Unless I'm misunderstanding your question/concern. Good luck with her, I look forward to what other's have to say! Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi I want to teach her how to comprehend questions and was thinking about applying comprehension strategies to the genre of questions. Can you all help me think this through? Jennifer ___ 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] DRA
That's interesting you say that. My county in Colorado found a strong correlation between how our kiddos tested on our state test and how they tested on the DRA2 in grade 3. (unlike the lack of a correlation they found with Dibles) Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi From: Kathleen B. Linker Sandy, We are actually phasing out DRAs for the same reasons that you mentioned plus the fact that there isn't a correlation between the DRA levels for students when they leave 2nd grade and when they take our state's standardized test in 3rd grade. ___ 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] Passage for setting purpose
If you have access to Chris Tovani's I Read It, But I Don't Get It, the passage (and directions) are on page 25. It's included in her chapter on Setting Purpose. Kristin/CO/6th Several years ago when I taught 6th - 8th Title I reading, I used a short passage to illustrate the different purposes and interpretations we have for reading. It was a passage about two youngsters who skip school and go to one boy's house. It describes the house vividly. (It would also be good for visualization for older grades.) ___ 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] miscue analysis
Have you looked at readinga-z.com? http://www.readinga-z.com/assess/index.html#other It isn't the greatest, but it comes through if you are really stuck. kristin/6th/CO Subject: [MOSAIC] Miscue Analysis To: mosaic@literacyworkshop.org Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset="US-ASCII" Does anyone have a simple miscue analysis tool for use in a Kindergarten class. I am needing to implement this and would love to find one. Thank you, Grace [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
