Re: [MOSAIC] Writing Punctuation
I highly recommend doing a Punctuation Study a la Katie Wood Ray. I have used it with all ages and have had the best results of anything else I have ever tried. The students need to actually experience why punctuation is so important. They need to see that the author (them) really has an obligation to show the reader exactly how to read the text infront of them. Only then do they take charge of their own writing. On Sat, Dec 8, 2012 at 4:58 PM, evelia cadet cadeteve...@hotmail.comwrote: My 4th grade students are not ending their sentences with a period. It's like they don't know when a sentence ends. This is my first year teaching writing. I honestly don't know how to help them recognize when to add a period. Any ideas would be appreciated. In few months they will be composing two pieces of writing for the state exam. It is a desperate situation. Thank you in advance. Evelia Sent from my iPhone ___ 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 -- *Nancy Hagerty **Reading Recovery/Literacy Support* *Bartlett Elementary* *Room B-8* *248-573-2521* hager...@slcs.us ___ 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 Punctuation
Study Driven, by Katie Wood Ray. On Mon, Dec 10, 2012 at 4:18 PM, Jennifer Quinett Joyner jjoyn...@wcpss.net wrote: Is there a certain book that use from Katie Wood Ray or do I just do a search and she has activities... Jennifer Joyner Bugg Elementary-4th Grade jjoyn...@wcpss.net (919)250-4750 -Mosaic mosaic-bounces+jjoyner1=wcpss@literacyworkshop.org wrote: - To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org From: NANCY HAGERTY Sent by: Mosaic Date: 12/10/2012 08:53AM Subject: Re: [MOSAIC] Writing Punctuation I highly recommend doing a Punctuation Study a la Katie Wood Ray. I have used it with all ages and have had the best results of anything else I have ever tried. The students need to actually experience why punctuation is so important. They need to see that the author (them) really has an obligation to show the reader exactly how to read the text infront of them. Only then do they take charge of their own writing. On Sat, Dec 8, 2012 at 4:58 PM, evelia cadet cadeteve...@hotmail.com wrote: My 4th grade students are not ending their sentences with a period. It's like they don't know when a sentence ends. This is my first year teaching writing. I honestly don't know how to help them recognize when to add a period. Any ideas would be appreciated. In few months they will be composing two pieces of writing for the state exam. It is a desperate situation. Thank you in advance. Evelia Sent from my iPhone ___ 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 -- *Nancy Hagerty **Reading Recovery/Literacy Support* *Bartlett Elementary* *Room B-8* *248-573-2521* hager...@slcs.us ___ 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 -- *Nancy Hagerty **Reading Recovery/Literacy Support* *Bartlett Elementary* *Room B-8* *248-573-2521* hager...@slcs.us ___ 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] Reader's Workshop Conferencing
You might want to read, Conferring by Patrick Allen. He is a master at taking what a child says (writes) and getting to the heart of their thinking. Emma Takvoryan roz...@hotmail.com 2/28/2012 9:06 AM To answer all your questions (and I am so thankful to everyone for replying because I feel overwhelmed with what I am trying to implement at times): 1. I teach 5th and 6th grade multi-age at a Montessori school. I have 10 students.2. I have 1 hour, 3 days a week to teach reading (crazy, right?)-I use 10-15 minutes of that to do a Read-Aloud, which is where the bulk of my reading instruction comes from.3. I teach mini-lessons at least once or twice a week for the first 10-15 minutes. 4. I have had them write letters because when I researched about RW I kept seeing them at as way to keep track of what they were thinking. I also liked how it gave me a starting point for conferencing. I guess what I am finding is just that maybe I don't know well enough how to take what I'm seeing in their letters and use that effectively. I don't know if part of that is because I have such a small group of students and almost all are proficient readers??--Reading above grade level, able to make inferences/draw conclusions, make connections, predictions, ask questions, etc... That's why during my read-aloud I try to focus on looking with the students at taking the novel to a deeper level-look at foreshadowing, theme, types of conflict, symbolism. Sorry for this lengthy response! I love most of this. Question : when did you teach lessons or mini lessons? How much time did you allot for RW? I teach middle school, but I see lots of ways to tweak this. Kim On Feb 27, 2012 4:52 PM, Renee phoenix...@sbcglobal.net wrote: On Feb 27, 2012, at 10:35 AM, Emma Takvoryan wrote: I am starting Reader's Workshop this year and the biggest problem I am having is when I conference with my students. I have them write me letters, I read them and write comments, and then when we go to conference I feel like I am not always saying anything of use. How do you all organize your conferences? Emma, I am interested in your comment that you have your students write you a letter and that you respond and then you feel like you have nothing of use to say in your conferencing. So I would ask you these questions: What is your purpose in having them write you a letter? Do you require certain things in those letters? Here's why I ask: When I was running an independent reading program (and really, with anything I implemented in my classroom), I always considered how much time something would take AND whether or not the time was well spent. So, regarding these letters your students write to you, if your purpose is to have them tell you about their work, then you might want to consider skipping the letter and having them just *tell* you during your conference because that will take less time and give you the same outcome. If your reason for having them write the letter is to have them practice writing a letter AND give you kid-oriented documentation for their work, then I would use that letter as a jumping off point. When I conferenced with students, I did more asking then telling, because I wanted them to tell me about their work and also get more details. So I would ask them to tell me about the story they are writing, tell me about the book they are reading, etc. and then I would ask follow up questions to get more detail. And on organization: Every teacher needs to consider their own classroom environment in order to create an organized structure that works for them. I worked in a double classroom with another teacher. Between us, we had three grades (1, 2, and 3) and 40 students. Our conference table was between the two rooms where we could see everything and everybody at all times. We each had another work table off in opposite corners of the room that were more private. My students had an independent reading and writing folder in which they kept all their writing, checksheets, individualized spelling lists, and anything else related to the workshop that I'd want them to bring to conference with the book they were reading. I had a little marked-off section of my chalkboard (and yes, I had a chalkboard!!!) where my students signed up for a conference when they reached the end of their checksheet. I kept a tally sheet with every student's name on it, and the ONLY thing I put on that sheet was a tally when I met with a student. The only purpose this sheet had was for me to see immediately who might not be signing up for conferences. Grades, comments, etc were on the student's checksheet. They got a new checksheet at the end of the conference. So somebody is going to ask what was on the checksheet. Well, it changed over time, but basically it was something like this: Read a book. Write about the book. Use a prompt card. Draw
Re: [MOSAIC] {MOSAIC} Small Moments - Fiction or Nonfiction?
If something is true, then it isn't fiction. If children are writing stories
from their lives, they are true, and therefore nonfiction. A Personal Narrative
is non-fiction.
Margaret Jones margie...@email.com 10/13/2011 10:13 AM
That's exactly the situation which is causing me confusion. I thought the Small
Moments children wrote during Writers Workshop and which were then published
would be considered Realistic Fiction, and therefore, fiction. Can anyone else
weigh in to please help me understand this? Thanks!
- Original Message -
From: Janie Rodriguez
Sent: 10/13/11 09:30 AM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] {MOSAIC} Small Moments - Fiction or Nonfiction?
Hi, According to Lucy Calkins ,Personal Narratives are chronological stories
about one's life. They contain characters, the central character will be the
author. Personal Narratives are focused stories about one moment. Personal
Narratives are a genre of their own. They should be real stories that happened
to the writer. Personally, I would not categorize them as Fiction or
Non-Fiction. When students write fiction stories that may have happened then I
think we call those Realistic Fiction stories. I hope this helps. Janie
Rodriguez Writing Specialist Valley Hi Elementary Writing is Individual, we
must draw from all we know, and feel in order to create something beautiful.
(Heard;Calkins) CONFIDENTIALITY NOTICE: This email message and attached
documents may contain confidential information. All information is intended
only for the use of the named recipient. If you are not the appropriate named
recipient, you are not authorized to read, disclose, copy, distribute or tak
e any action in reliance on the information. Any action, other than immediate
delivery to the named recipient, is strictly prohibited. If you have received
this email message in error, please notify the sender immediately, and delete
this message from your email system. If you are the named recipient, you are
not authorized to reveal any of this information to any other unauthorized
person. margie...@email.com 10/13/2011 5:57 am Hi All, I have no formal
schooling in Readers or Writers Workshop but I understand Small Moments to mean
Personal Narrative Writing. What I don't understand is, is it considered
fiction or nonfiction, or could it be either? What do you think? Thanks! Margie
Jones, MLS Media Specialist South Street School 129 South Street Danbury, CT
06482 ___ Mosaic mailing list
Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go
to http://literacyworkshop.org/mailman/options/mosaic_literac
yworkshop.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
Margie Jones, MLS
Media Specialist
South Street School
129 South Street
Danbury, CT 06482
___
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] Magazines
Time for Kids magazines are great. You can see a sample at their website timeforkids.com. The articles are not too long and they are grade level specific. I like their content better than Scholastic. Nancy jvma...@comcast.net 08/13/10 10:26 AM I've bounced around for years on the topic of magazines, from individual to class sets. I've subscribed to Nat'l Geo for Kids, SI for Kids, Ranger Rick--and often found kids 'read' only the pictures. So I let the subscriptions lapse. We chose a class set of Nat'l Geo Explorer for the last few years; it's visually stunning and has excellent and engaging articles--but the articles are long. To use them for modeling and groupwork was tough because of their length (and the kids wanted to read to the end). I tested 1 issue of Scholastic News last year and it actually was better: short articles but still appealing to kids--and I could easily model with them (and SN is what Harvey and Goudvis used for Strategies That Work). So I'm going with a class set of Scholastic News this year and keeping my fingers crossed. I get lots of good articles elsewhere (newspapers, magazines, Comprehension Toolkit, etc.) but I don't want to spend time/paper running off copies for the kids, so I'm goin g to try Scholastic News this year. We'll see. Judy ___ 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] study driven
Leslie, I absolutely LOVE this approach to writing, reading, and to learning! Even my first graders have really responded to noticing what the authors of our mentor texts are doing and then they are even trying to do some of the same kinds of writing. They are able to articulate exactly what they are doing and why. Our biggest AHA has been that the author writes for the reader to read, so as authors we are noticing what things we HAVE to include in order for the reader to not be confused, As readers we are noticing how deliberate the author was with the choices he/she used. Our entire building is attempting a poetry study right now. Too early to hear how everyone is doing just yet. Nancy STEWART, L [EMAIL PROTECTED] 04/03/08 6:04 PM Has anyone used the book Study Driven by Katie Wood Ray? I am interested in your success in or opinion of the use of this book in choosing mentor texts for writing instruction. Leslie ___ 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] study driven
Nancy, Could you please give me more detailed information about this book? Are you referring to KWR as the writer or Lucy Calkins? Is it part of the UoS or something else that would be more readily available to me? Thanks so much! Amy Swan Amy, I have used Lucy Calkins Units of Study for several years. I don't particularly care for her approach. I used it as a springboard into writer's workshop. I believe it was Pam who was praising Lucy. I much prefer Katie Wood Ray's approach to writing. I know that Lucy and Katie have worked together and both have worthwhile things to say. I have truly enjoyed using Study Driven to take my students' writing to the next level. With KWR I can choose the Units to really go deep with based upon the needs of my students. Nancy ___ 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] Useful Resources
I have used Saving Samantha by Robyn Smith (?) and illustrated by her husband Gijsbert van Frankenhuyzen. They are both nature lovers and have come to write beautiful stories based upon real events in their lives. This particular story deals with a fox. Robyn writes the story on one page and then on each opposite page there is a detailed journal of the true events and the author's feelings. I have used this with my first graders and they LOVE it. I use all of their books to model techniques in my writer's workshop. Enjoy! Nancy [EMAIL PROTECTED] 02/12/08 7:20 AM I think there's a book by Arthur Dorros about animal tracks. Not sure of the title, but I know that's the author (okay, I'm pretty sure that's the author!!). I like the Boy Scout idea, too! Melissa/VA/2nd On Feb 11, 2008 11:42 PM, Ljackson [EMAIL PROTECTED] wrote: I would find myself a scout master--sounds like a job for a Boy Scout. ;-) - Original message - From: Katrina Kelder [EMAIL PROTECTED] To: Mosaic@literacyworkshop.org Date: 2008, 11, Monday Of February 19:03 Subject: [MOSAIC] Useful Resources Hello. I am a student at Syracuse University in the Literacy Masters Program. I am getting ready to do a small project with a group of students about animal tracks in the snow. Does anyone know of any good trade books or websites about animal tracks that would be particularly useful to use with a group of students between the ages of 5 and 8? I am also wondering if anyone has any ideas about how I could integrate this topic into writing? ___ 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. ___ 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] Equivalent to Mosaic
I would recommend Study Driven by Katie Wood Ray. ___ 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] Questioning
Michelle- I guess I need to ask you to think about something: Who are we to determine whcih questions do not lead to better comprehension? I know myself when children ask questions that seem to have no relavance, if I take the time to ask them to tell me more I have been amazed more times than not at the true relevance. As we know thinking happens at many different levels. Those questions may not initially fit into your clarifying or predicitng categories, but I wouldn't be so quick to label them as irrelevant. You might be discouraging someone who is really thinking on a deeper level. Perhaps you could just add another category such as other. I am guessing that will be quite a huge category for many different reasons. Sometimes I think we just spend way too much time splitting hairs and missing the real purpose of what we want the children to do. On a teacher level your idea can make sense to me, but on a reader level it would drive me crazy. If I have a question I have a question. If I knew I had to go through all that thinking to decipher what kind of a question it is I would more likely NOT have any questions when I read. Just something to think about Nancy Michelle wrote: Here's what I'm thinking: Tier 1: Irrelevant questions (Questions that have no relevance to the comprehension of the story) Tier 2: Clarifying questions (Questions that stem from monitoring your comprehension as you seek to clear up confusion--these DO affect comprehension and show active reading) Tier 3: Predicting questions (Questions that lead to inferences about what will happen in the story--obviously affecting comprehension) Tier 4: LIFE questions (Questions that lead to a synthesis of the story. These may or may not be answerable.) ___ 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. .(again)
[EMAIL PROTECTED] 10/04/07 7:39 PM I'm torn between starting with Mosaic of Thought or Reading with Meaning. What do you all think? Also, as far as starting the group. . . What do you think would be the best possible way of advertising? We all know that not every teacher is open to new ideas and I really want to present it in the best light possible. Please share any of your thoughts or personal experiences. Hi Christina. While I absolutely LOVE Reading with Meaning, many of our staff members didn't even care to look at it once they found out Debbie was a first grade teacher. They felt her style didn't work for them and that what she was doing didn't pertain to them. (They are missing SOO much) but, that being said you may want to start with the new Mosaic and then move on with those that show an interest. Good luck! Nancy ___ 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] Comprehension when Oral Reading vs. Silent Reading - DRA
Here is some further explanation of what I did when administering the DRA2 during the later part of the year. I wanted to make certain first and foremost that my little kiddos understood what I was asking them to do. Their beginning of the year attempts told me that they were not understanding what they were being asked to do. Sometimes we assume they get what a retell is and we refer to it in many different ways, comprehension, story map, summary, retell, not to mention when I ask them to respond in their own way to a story or question I have posed. My first graders (and many of the rest of us) can be easily confused. Purpose. That has been my silent partner as I have planned over the last year. I keep reminding myself of purpose...for EVERYTHING I do. That doesn't neccessarily mean that everything I do is fabulous and rich, etc., but it has made me aware of when my lessons are flowing and when I have taken a wrong turn and I am travelling alone without the children. I actually teach my kiddos the REASON that teachers give the DRA2. I explain that it is a tool for teachers to see and hear how they are progressing as readers... NOT to see if they are good readers (because of course they are) but for the teachers to see what they need to teach next. That takes the pressure off of them. Now, I have also taught them how to retell a story by doing it together with the picture books we have read. Right before DRA time I refer back to the chart paper we have written together about each (or many) of the picture books I have read. When those retells were happening we had great discussions about the beginning of the story and the correct sequence of the story, as well as the ending of the story and author's purpose for writing the story. Not with every book and certainly we began with a very simple book and basic retell. Sometimes it is the vocabulary in our directions to the children that throws them off. I want them to be flexible thinkers BUT I have made a conscious effot to explain the correct literary terms/words so the children understand what their purpose is. All of this teaching deepens their comprehension because, of course we are also involved in strategy instruction across reading, writing, math and science. We do a lot of partial re-reading for different purposes (authentic fluency) and then we put it all together again for a complete retell. I like to look at it as I teach them to retell by teaching them about text structure and patterns and connections. Their questions are honored and the discussions about those questions lead us to deeper understanding of the important parts of the story. Depending where the student has broken down on the DRA2 I can see what part of my teaching and their learning isn't matching. Of course I also have to ask myself if the children aren't thinking...DUH, I already read that beginning to you, you heard it, why should I tell you about it again? They have learned to be pretty sophisticated readers by the time they are reading the Level 18 test booklet. Those stories are a lot less meaty than the ones we have read and discussed. :-) Nancy ___ 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] Comprehension when Oral Reading vs. Silent Reading - DRA
[EMAIL PROTECTED] 07/15/07 9:15 PM We are just about to launch into DRA2 (having never had the first version as 'district wide') so I was curious about your comment, Martha, regarding the retellings after oral reading indicating stronger comp. than retellings after silent reading. On the new DRA2, for levels 4-16, students begin with reading the entire text orally, after which they provide a retelling with the book closed.? At levels 18-24, the students also begin with reading orally, but only the first portion of the text.? The student then makes a prediction (orally) and finishes reading the text silently.? Once the silent reading is done, the student provides an oral retelling, again with the book closed, and again prompted? with Start at the beginning and tell me what happened in this story.? So in both cases, retellings are done after oral reading of all or a portion of the text. I guess what I'm wondering is, because the initial reading of the text is done orally, will this make a difference in the retelling/comp. portion of the assessment. It will be interesting to hear from folks who have been using the DRA2. Just wondering (another!) Martha Martha- We began using the DRA2 this year. My first graders would actually begin retelling where they had begun their silent reading, despite the fact that I would say, Start at the beginning... In my questions to them that would be my first, How did this story begin? At first I didn't think they understood that the 2 were realated and that they were just reading words, but not comprehending. With some that was the case, but for most they just didn't include the beginning, the tasks remained separate for them. Still others could not recall what they had read orally, but did a fabulous retell of what they had read silently. Not sure what that all means in the big picture of DRAs, but I knew where to take my comprehension instruction... Nancy ___ 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] conferencing
Hi Kim. I have been there myself. Then it occurred to me, although my conferencing is individual, my mini-lesson had purpose. There is always so much you can tell or discuss with readers and writers. By going bck to my mini-lesson it gave me purpose for the day's conferences. It also made me rethink my mini-lessons so that I was meeting the reading/writing needs of my students. It sounds so simple, but it really worked for me. I needed to stay focused. This allowed my conferences to be short, yet effective. It also made the children try to adapt more of what I was saying/demonstrating during my mini-lesson to their own reading and writing. They liked when I noticed they had tried to do what I had modeled. Nancy Hagerty First Grade Y-3 Hardy Elementary 248-573-8650 ext. 3637 [EMAIL PROTECTED] [EMAIL PROTECTED] 06/30/07 12:26 PM My weakest part of both my reader's and writer's workshop is my individual conferences with children. I've read lots of books about the subject. I've watched a few. I still feel like when I sit with a child the discussion isn't natural. It's mostly a miniature test. Often I am so bored myself, I get tired sitting there. I can't imagine what the kids think. What do you folks do? Kim -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [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] assessment
Sally wrote: Honestly, why aren't we trusting our own internalized understandings of how to see studentlearning and progress through the actual work of the classroom. I'm not trying to be difficult. I just don't get why this would not be our ultimate goal. Sally Sally, EXACTLY my questions and thoughts! It would appear that as professionals we know what we're doing, and yet, the powers that be won't let us do our jobs. I understand accountability, but let the progress of my students speak for itself! Nancy First Grade Nancy Hagerty First Grade Y-3 Hardy Elementary 248-573-8650 ext. 3637 [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.
Re: [MOSAIC] Teacher responses
Maggie wrote: We have samples of relevant and useful responses, but there are teachers that want some kind of a list of comments to choose from. Hi Maggie. While I can appreciate your question, I can't help but be frustrated by it (as I'm sure you are too). I am hearing this more and more from teachers. They seem to want a list of this and a compilation of that. I can't help but chuckle when I see it on this ring because I believe we are all here because we want to teach our students to be better thinkers. How can we do that when we are asking for shortcuts? I know with all the increased demands and expectations on teachers and our students we are all feeling the time crunch, but there are no shortcuts. We ALL need to create our own knowledge. While I love reading what others are doing, it certainly cannot take the place of me actually trying it for myself. It sounds like you are wanting to make the bridge for them. Perhaps just looking at what their comments are actually saying to the students, and what they really need to be saying to the student to move their writing (reading, thinking) forward would be most beneficial. It's hard to say. We all learn differently. Nancy ___ 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] Summarizing
How about the fox in the Gingerbread Man when he tells the gingerbread man that he will help him escape? Nancy Hagerty First Grade Y-3 Hardy Elementary 248-573-8650 ext. 3637 [EMAIL PROTECTED] [EMAIL PROTECTED] 12/02/06 9:12 PM I am looking for short text or picture books that show characters acting out of character. any ideas appreciated - Original Message - From: [EMAIL PROTECTED] To: Mosaic@literacyworkshop.org Sent: Thursday, November 16, 2006 5:46 AM Subject: Re: [MOSAIC] Summarizing I am going to be doing summarizing with third graders and some students will be reading chapter books. Does anyone know of any good graphic organizers or ways to teach students how to summarize chapter books? I imagine that I should do it chapter by chapter. Any ideas would be helpful! Thanks, Kim Check out the new AOL. Most comprehensive set of free safety and security tools, free access to millions of high-quality videos from across the web, free AOL Mail and more. ___ 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] Units of study listserv
yes: [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.
Re: [MOSAIC] Susan's response about comprehension
Wow, Susan. What a rich response. I think you defined comprehension in depth, and very well I might add! Comprehension is a process toward life-long learning. Thank you for being so explicit. Nancy ___ 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.
