[MOSAIC] differentiation
I teach fourth grade and have really struggled this year with differentiation. Although I get the purpose of it, I am really starting to question the practice unless the student is already identified. Here are my reasons 1. If i differentiate for you, some of my students read on a 2nd grade level, and you earn an A, how do I justify retaining you at the end of the year, if you do not having failing grades? 2. How do I uphold academic rigor and high expectations, and provide work for you that is two grades below? 3. Why are you in my 4th grade classroom if you are reading 2 grade levels below? 4. How can I give you second grade work and then ask you to take a fourth grade test at the end of the year? 5. Why must I teach from a fourth grade basal when 60% of my class is not reading at grade level? Any advice would be appreciated. I am trying to convince my principal to drop the basal and adopt a readers workshop approach. Rosie ___ 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] readers workshop approach
Sally, Would you happen to know exactly what book title has the information about students reading at least one hour during the school day? Thanks! Rosie -Original Message- From: Sally Thomas sally.thom...@verizon.net To: mosaic listserve mosaic@literacyworkshop.org Sent: Sun, Nov 28, 2010 12:22 pm Subject: Re: [MOSAIC] readers workshop approach Use Richard Allington's work. Lots of research that says children need to be reading (not doing reading stuff) AT LEAST one hour a day at school and they need to be reading books that are at their just right level. His latest is on response to intervention but his overall book that summarizes research in reading is excellent. It would be a great book to read as a staff or to hand a principal. (note this doesn't specifically support reading workshop BUT reading workshop is a structure that can allow a teacher to implement the findings of research, ie an emphasis on actually extensive reading AND reading at appropriate levels for each child.) Sally On 11/28/10 6:53 AM, rr1...@aol.com rr1...@aol.com wrote: I am trying to convince my principal that our current literacy instruction is ineffective and should be abandoned. We currently use a basal series, and leveled readers from the series. Students work on stations while I teach small groups. There are so many problems with this concept... I have students who read at the Premier level up to 8th grade, yet they are all taught from the 4th grade basal. The stations are basically busy work, not matter what I do to differentiate them, and everything has to have a product (which means lots of wasted copy paper) About 6 of my 22 students do not finish or turn in their weekly stations There is absolutely no time for actual reading The lowest leveled reader that came with the series is 3.5 reading level, this does not help the 5+ students I have that read below that reading level I would like to introduce readers workshop but need some research to prove my point. Does anyone know where I can locate some? Thanks, Rosie ___ 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. -- This message has been scanned for viruses and dangerous content by MailScanner, and is believed to be clean.
[MOSAIC] readers workshop approach
I am trying to convince my principal that our current literacy instruction is ineffective and should be abandoned. We currently use a basal series, and leveled readers from the series. Students work on stations while I teach small groups. There are so many problems with this concept... I have students who read at the Premier level up to 8th grade, yet they are all taught from the 4th grade basal. The stations are basically busy work, not matter what I do to differentiate them, and everything has to have a product (which means lots of wasted copy paper) About 6 of my 22 students do not finish or turn in their weekly stations There is absolutely no time for actual reading The lowest leveled reader that came with the series is 3.5 reading level, this does not help the 5+ students I have that read below that reading level I would like to introduce readers workshop but need some research to prove my point. Does anyone know where I can locate some? Thanks, Rosie ___ 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] a professor's reply
A different perspective if I may... I graduated 9 years ago from a school that had a clear philosophy of inquiry based learning. I had no exposure to a basal text, and direct instruction was also considered evil. While I believe that the ideas presented in the Mosaic books is the best way for certain to learn, it is very disheartening as a new teacher to learn that many school districts do not hold similar views. Please expose your students to basals and whatever the required curriculum is for your district or state. When I first started teaching I was very angry that my school did not prepare me for what I saw as the real world. There was little to no discussion about standardized testing especially those related to NCLB and AYP. Just another viewpoint. Rosie -Original Message- From: medwa...@daltonstate.edu To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Mon, Jul 12, 2010 9:52 am Subject: Re: [MOSAIC] a professor's reply Philomena, Thanks. I had planned on doing it. I told a few last spring when I taught a seminar class; I think MOSAIC is a wonderful website. I am sure teachers in our area are not cognizant of the site and I'll spread the word. Mary - Original Message - From: Mena Date: Monday, July 12, 2010 9:43 am Subject: Re: [MOSAIC] a professor's reply To: mosaic@literacyworkshop.org Hi Mary, I also teach undergrad and grads literacy pedagogy...I encourage my students to join the MOSAIC LISTSERV..so that they can learn as well from this collaborative group of kindred spirits. Philomena Philomena Marinaccio-Eckel, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: medwa...@daltonstate.edu To: beverleep...@gmail.com; Mosaic: A Reading Comprehension Strategies Email Group Cc: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sun, Jul 11, 2010 6:32 pm Subject: [MOSAIC] a professor's reply Folks, I thoroughly enjoy and LEARN from your responses on this website. This fall I will teach an undergrad class in Reading Assessment and Prescription (I didn't dream up the title) to senior teacher candidates. (I typically have taught graduate courses.) I am enthralled with the discussion from real teachers of reading and I will work to incorporate your suggestions, ideas, and strategies as I prepare future teachers of reading. I concur with your perceptions of why schools use basals (security for first year teachers and a guarantee for schools that something is being taught.). In our state we have state standards aligned with IRA standards that explicitedly state what students should know and be able to do. We prepare our teacher candidates to use multiple resources to teach the state standards (correlated to state assessments). Frequently we're finding when our candidates graduate they are employed by school systems who purchase canned products that purport to meet state standards and they are required to use the products. Teachers feel they are turned into technicians of reading and are not able to use best practices to teach reading. THANKS for the information. I will continue to read your missives with much interest. Mary - Original Message - From: beverleep...@gmail.com Date: Saturday, July 10, 2010 5:32 pm Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer) To: Mosaic: A Reading Comprehension Strategies Email Group I, too, think basals have some value, especialy for new teachers with a not-so-wonderful teacher education program. THAT IS, if the level of the basal meets the level of the student, which precludes whole class instruction. It's only been recently in my career, though, that I've seen a better alternative. When I became a literacy coach, our district had just adopted an official balanced literacy stance. Most of us had been following balanced literacy practices for 20 years, though. I was under the impression at that time that lit coaches were nice, but not necessary. WOW was I wrong. To refer to Judy's letter at this point, I would say that the exception to new teachers needing a year with a basal's planning and support would be the presence of a lit coach, with an appropriate ratio of 20 teachers:1 coach. There are so many wonderful books out now to guide coaches, but one of the most powerful books is Jennifer Allen's A Sense of Belonging: Sustaining and Retaining New Teachers. Every administrator on
Re: [MOSAIC] Focus Walls
Laura, I sure agree with what you say in your post. My district seems to be under the assumption that if we taught the basal correctly, within the strict guidelines of our mandated literacy block, all the students would be proficient readers. No time for just reading is included in the framework! If our scores are where they should be then we automatically think that the teacher wasn't teaching the literacy block correctly. Rosie -Original Message- From: Laura lcan...@satx.rr.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Mon, Jul 5, 2010 6:35 pm Subject: Re: [MOSAIC] Focus Walls Looked at the website you cited--looks like a really complicated bulletin board--something that the teacher would spend far more time on than the kids would. Many anthologies that basal companies put out have great stories--but the teachers guide wants to wring far too much out of one great story--could really kill the story and interest in reading. Students can certainly read more than one story a week which seems to be the pace for most basals. They really need time in class for self-directed, self-chosen independent reading. Laura - Original Message - From: jvma...@comcast.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Monday, July 05, 2010 3:15 PM Subject: Re: [MOSAIC] Focus Walls I did a weekly focus wall in 2 pocket charts when we got Houghton Mifflin and we were encouraged to teach it with fidelity. In one pocket chart I had the theme, selection title, skill/strategy, and a breakdown of items within the skill/strategy (HM has a skill AND strategy per selection, but I only did one or the other). The other pocket chart was for the weekly selection's vocabulary. I taught this way for 2 years. Fortunately, reading scores not only did not go up, they went down slightly, so we are now NOT encouraged to even use HM. Last year, my first in 5th grade, we used the anthology ONE time all year (for the poetry section). I'm not saying that all the selections are bad--in fact, some are quite good--but I don't like teaching this way. And I found this for you: http://web.nmusd.us/cms/page_view?d=xpiid=vpid=1237080354622 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. ___ 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] what the heck is an HM text?
Yes, HM means Houghton Mifflin, and we are not allowed to stray when teaching literacy. Rosie -Original Message- From: Amy Lesemann amy.lesem...@gmail.com To: mosaic@literacyworkshop.org Sent: Mon, Feb 1, 2010 3:29 pm Subject: [MOSAIC] what the heck is an HM text? Guys, could we minimize the acronyms/abbreviations? What's an hm text? And why would you want to be in it? The last writings went on and on about finally cracking it. I have a good deal of experience, but I got lost. Maybe it's me; maybe I don't know the code. But please spell it out. Are you talking about Houghton Mifflin texts? That's the only hm I could come up with and I searched the whole email digest. Please be inclusive when you're writing so we can all follow what you're saying - there are some great ideas being lost when folks get so in that many (ok, at least some!) of us start feeling out! Thanks... maybe it's just been a long day... -- Amy Lesemann, Reading Specialist and Director, Independent Learning Center St. Thomas the Apostle Elementary School ___ 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] comprehension strategies in my school
Judy, Thank you so much for your responses. I wish that we had similar minded people in our district, but we don't. Although our current Executive Director is leaving and will be replaced with a former principal from our district, I really don't see the philosophy changing much. I am not allowed to stray from the HM text, and our literacy coach is seen by many as a lesson plan police. She comes and checks that you have your objectives written, and will do a demonstration lesson if you ask. She is currently pushing Thinking Maps, which I have begun to use. But overuse of anything, can't really be good, can it? I guess what I am looking for is some way to incorporate the strategies into the HM text. That being said, I don't have a strong understanding of the strategies or how to teach them. I did read MOT many years ago, but can't find my copy now. Our current literacy block is mandated as follows: 30-40 of whole group instruction, where I am teach the 4 domains of reading required of the upper grades-phonics, fluency, comprehension and vocabulary. Additionally, we must spend 60 minutes with small groups, while the other students do stations. Stations are supposed to have a product so that we are holding the kids accountable. Workbook pages are not allowed. Technically the kids are supposed to do a different station each day related to the domains, very time consuming and seems like busy work to me. Small groups meet based on their reading level and we use the leveled reader that comes with the series. I just don't know how this is effective. I have four small groups, and can meet with them for only 15 mins. Although the literacy coach does tell us that we don't have to meet with the highest kids each day. Any additional help would be greatly appreciated! Rosie -Original Message- From: jvma...@comcast.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sun, Jan 31, 2010 11:48 am Subject: [MOSAIC] comprehension strategies in my school Comprehension strategies: what is the state of comprehension instruction in your school? How well is comprehension being taught? What can teacher leaders do to help improve practices? I am thrilled to reply to this question. My small district in Northern California was an early comprehension strategy follower--they even paid for Ellin Keene to spend a day speaking to us and sent many teachers (not me, I was new to the district then) to Colorado for training. Alas, California went the way of the politicians and we were given a choice of using Houghton Mifflin or Open Court. Our district chose HM and we were expected to teach it with fidelity. I did so for one year and then I returned to comprehension strategies (occasionally using the text from HM for shared reading). THE GOOD NEWS is that finally, this year, our principal has sanctioned a return to comprehension strategies (hmmm, seems those basals weren't the answer to test scores). Of course, I never gave them up, but it's nice to be working in the open again. So now we have a lot of training and retraining to do. It's hard to believe, because my district (and boy, was I proud of it) was once so entren ched in MOT, we have teachers who have never even read Mosaic. We do have a coach and a MOT committee and we've been given 3 Learning Communities for teaching comprehension strategies. At the first one, I brought in students and modeled a think aloud (I want to grow up to be Ellin Keene) and we discussed a piece of literature thinking about how adults use comprehension strategies. At the second we again discussed literature and shared how our work is going. The third (a whole afternoon on a staff development day) is yet to be determined. I am thrilled to be an official comprehension strategy teacher again. Judy P.S. All your questions are excellent. May I reply to more than one? ___ 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] comprehension strategies in my school
Judy, I totally agree with you, however, it is not up to me. My principal is usually pretty flexible, but she is currently out on medical leave. I agree that reading is the key. They do read on their own-most of them-as the majority of them have made their AR goal for the nine weeks. I have some who have earned at least 30 points for the nine weeks. Rosie -Original Message- From: soozq55...@aol.com To: mosaic@literacyworkshop.org Sent: Sun, Jan 31, 2010 4:39 pm Subject: Re: [MOSAIC] comprehension strategies in my school Rosie, How much reading are the kids actually doing out of a 90 minute literacy block? That would be more valuable than stations made of busy work. Their product could be a response to what they've read. Sue -Original Message- From: rr1...@aol.com To: mos...@literacyworkshop.org Sent: Sun, Jan 31, 2010 3:38 pm Subject: Re: [MOSAIC] comprehension strategies in my school Judy, Thank you so much for your responses. I wish that we had similar minded people in our district, but we don't. Although our current Executive Director is leaving and will be replaced with a former principal from our district, I really don't see the philosophy changing much. I am not allowed to stray from the HM text, and our literacy coach is seen by many as a lesson plan police. She comes and checks that you have your objectives written, and will do a demonstration lesson if you ask. She is currently pushing Thinking Maps, which I have begun to use. But overuse of anything, can't really be good, can it? I guess what I am looking for is some way to incorporate the strategies into the HM text. That being said, I don't have a strong understanding of the strategies or how to teach them. I did read MOT many years ago, but can't find my copy now. Our current literacy block is mandated as follows: 30-40 of whole group instruction, where I am teach the 4 domains of reading required of the upper grades-phonics, fluency, comprehension and vocabulary. Additionally, we must spend 60 minutes with small groups, while the other students do stations. Stations are supposed to have a product so that we are holding the kids accountable. Workbook pages are not allowed. Technically the kids are supposed to do a different station each day related to the domains, very time consuming and seems like busy work to me. Small groups meet based on their reading level and we use the leveled reader that comes with the series. I just don't know how this is effective. I have four small groups, and can meet with them for only 15 mins. Although the literacy coach does tell us that we don't have to meet with the highest kids each day. Any additional help would be greatly appreciated! Rosie -Original Message- From: jvma...@comcast.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sun, Jan 31, 2010 11:48 am Subject: [MOSAIC] comprehension strategies in my school Comprehension strategies: what is the state of comprehension instruction in your school? How well is comprehension being taught? What can teacher leaders do to help improve practices? I am thrilled to reply to this question. My small district in Northern California was an early comprehension strategy follower--they even paid for Ellin Keene to spend a day speaking to us and sent many teachers (not me, I was new to the district then) to Colorado for training. Alas, California went the way of the politicians and we were given a choice of using Houghton Mifflin or Open Court. Our district chose HM and we were expected to teach it with fidelity. I did so for one year and then I returned to comprehension strategies (occasionally using the text from HM for shared reading). THE GOOD NEWS is that finally, this year, our principal has sanctioned a return to comprehension strategies (hmmm, seems those basals weren't the answer to test scores). Of course, I never gave them up, but it's nice to be working in the open again. So now we have a lot of training and retraining to do. It's hard to believe, because my district (and boy, was I proud of it) was once so entren ched in MOT, we have teachers who have never even read Mosaic. We do have a coach and a MOT committee and we've been given 3 Learning Communities for teaching comprehension strategies. At the first one, I brought in students and modeled a think aloud (I want to grow up to be Ellin Keene) and we discussed a piece of literature thinking about how adults use comprehension strategies. At the second we again discussed literature and shared how our work is going. The third (a whole afternoon on a staff development day) is yet to be determined. I am thrilled to be an official comprehension strategy teacher again. Judy P.S. All your questions are excellent. May I reply to more than one?
[MOSAIC] help with remediation of reading objectives
This may not be the best place to ask, but I thought I would try... I teach fourth grade, this is my first year there, after moving up from 3rd. I am also grade level chair and have just myself and two brand new teachers on my grade level. I have been asked to participate in an intervention block for my grade level.test scores aren't where we would like them to be and we need to make AYP this year or we will have more sanctions. Here are the objectives that my students are low on...Any advice/resources on how to reteach these would be greatly appreciated. 1. Identify key words and discover their meanings and relationship through a variety of strategies. (I take this to be context clues, although the language of the objective is not clear, in my opinion). 2. Respond to fiction, nonfiction, poetry, and drama using interpretive, critical and evaluative processes by: a. Analyzing the impact of authors' word choice and context b. Examining the reasons for characters' action c. Identifying and examining characters' motives d Considering a situation or problem from different characters' point of view e. Analyzing differences among genres f. Making inferences and drawing conclusions about characters, events, and themes 3. Analyze characters, events, and plots within and between selections and cite supporting evidence. 4. Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts and/or maps. I would greatly appreciate any help that could be provided. The powers that be want the teachers to plan for this remediation themselves. However...I am trying to understand how that is wise, since they planned the first time and the students didn't master the skill. Rosie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] help with remediation of reading objectives
Lori, I understand the objective but just would like a different approach. I am required to teach from a basal and have few outside resources available through the district. Rosie -Original Message- From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Sat, Jan 30, 2010 1:09 pm Subject: Re: [MOSAIC] help with remediation of reading objectives First thoughts--objective #2 seems broadly written to address multiple genres but all the points to follow revolved around fiction. That doesn't seem to be taking you where you what to go. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me To: mosaic@literacyworkshop.org Date: Sat, 30 Jan 2010 10:02:35 -0500 From: rr1...@aol.com Subject: [MOSAIC] help with remediation of reading objectives This may not be the best place to ask, but I thought I would try... I teach fourth grade, this is my first year there, after moving up from 3rd. I am also grade level chair and have just myself and two brand new teachers on my grade level. I have been asked to participate in an intervention block for my grade level.test scores aren't where we would like them to be and we need to make AYP this year or we will have more sanctions. Here are the objectives that my students are low on...Any advice/resources on how to reteach these would be greatly appreciated. 1. Identify key words and discover their meanings and relationship through a variety of strategies. (I take this to be context clues, although the language of the objective is not clear, in my opinion). 2. Respond to fiction, nonfiction, poetry, and drama using interpretive, critical and evaluative processes by: a. Analyzing the impact of authors' word choice and context b. Examining the reasons for characters' action c. Identifying and examining characters' motives d Considering a situation or problem from different characters' point of view e. Analyzing differences among genres f. Making inferences and drawing conclusions about characters, events, and themes 3. Analyze characters, events, and plots within and between selections and cite supporting evidence. 4. Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts and/or maps. I would greatly appreciate any help that could be provided. The powers that be want the teachers to plan for this remediation themselves. However...I am trying to understand how that is wise, since they planned the first time and the students didn't master the skill. Rosie ___ 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] Fw: Re: help with remediation of reading objectives
Carol, Thanks for all your helpful suggestions. We do have Accelerated Reader at our school, and most of the kids made their goal for the previous nine weeks. I definitely do not have a lot of environmental print in the room---fire marshal has strict rules and I am required to have some posters from Houghton MIfflin up, as well question stem posters mandated by the county. We are currently reading The Lightning Thief as a class, the students are really enjoying it! Rosie -Original Message- From: C McLoughlin readingteacher...@yahoo.com To: mosaic@literacyworkshop.org Sent: Sat, Jan 30, 2010 4:45 pm Subject: [MOSAIC] Fw: Re: help with remediation of reading objectives Sounds like a challenge! I would suggest planning for the following for remediation and for general instructional purposes: 1 - pull small groups of students at a time - defnitely no more than 6, 4 is better 2- develop a number of small teaching points to focus on within each of your major objectives. Then teach the necessary strategies using texts at the students' instructional level - likely lower than grade level 3 - have students practice the learned strategy independently or with a partner or small group (when they are ready) using an independent level text - lower level than guided reading text 4 - give students lots of opportunities to build and use vocab from classroom read alouds (e.g. grade-level texts they did not have to struggle thru themselves). Incentives for using words is helpful - tally chart, certificates for wordsmiths, etc. 5- use charts and graphs for multiple reasons throughout the day to accustom children to seeing and interpreting them ... lunch orders, favorite subject, summary of predictions, etc as well as subject-related contexts. 6 - make sure there is a lot of environmental print in the room, with image scaffolds if possible. e.g. charts and graphs, story vocab with pictures and definitions; step-by-step think-aloud summaries of strategy use/character analysis, etc (first written by teacher, later by students) on chart paper; story maps of current and recent stories read, etc. 7 - refer to environmental print in teaching, and use it with student independent work as well (read around the room, find words that ..., explain a chart/graph to a friend then have friend write explanation, etc) 8 - incentivize reading both within and outside of class, and make sure students are choosing just-right books for this purpose. Might want to set goals for each student, so that a non-reader who reads 2 (non-chapter) books a week will still get a prize, an avid reader would have to read 5 chapters of a grade-level text to get a prize, and so on. More reading - with appropriate texts - will only help. Hope you find some of that helpful. Good luck! Carol McLoughlin Reading Specialist/ESL Teacher Long Island, NY --- On Sat, 1/30/10, EDWARD JACKSON lori_jack...@q.com wrote: From: EDWARD JACKSON lori_jack...@q.com Subject: Re: [MOSAIC] help with remediation of reading objectives To: mosaic@literacyworkshop.org Date: Saturday, January 30, 2010, 1:09 PM First thoughts--objective #2 seems broadly written to address multiple genres but all the points to follow revolved around fiction. That doesn't seem to be taking you where you what to go. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me To: mosaic@literacyworkshop.org Date: Sat, 30 Jan 2010 10:02:35 -0500 From: rr1...@aol.com Subject: [MOSAIC] help with remediation of reading objectives This may not be the best place to ask, but I thought I would try... I teach fourth grade, this is my first year there, after moving up from 3rd. I am also grade level chair and have just myself and two brand new teachers on my grade level. I have been asked to participate in an intervention block for my grade level.test scores aren't where we would like them to be and we need to make AYP this year or we will have more sanctions. Here are the objectives that my students are low on...Any advice/resources on how to reteach these would be greatly appreciated. 1. Identify key words and discover their meanings and relationship through a variety of strategies. (I take this to be context clues, although the language of the objective is not clear, in my opinion). 2. Respond to fiction, nonfiction, poetry, and drama using interpretive, critical and evaluative processes by: a. Analyzing the impact of authors' word choice and context b. Examining the reasons for characters' action c. Identifying and examining characters' motives d Considering a situation or problem from different characters' point of view e. Analyzing differences among genres f. Making inferences and drawing conclusions about characters, events, and themes 3. Analyze characters, events, and plots within and between selections and cite
Re: [MOSAIC] help with remediation of reading objectives
I believe that one thing that is being neglected is vocabulary, and what I call word work, such as base words, prefixes, suffixes, etc. My literacy coach insists that I teach the spelling rule each week, but doesn't seem to see that word work has equal or greater value. My students are fourth graders, they should be past phonics by now. I agree that they need context clues, and structural analysis way more than they phonics. I just wish I could convince the literacy coach of that. Rosie -Original Message- From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Sat, Jan 30, 2010 6:10 pm Subject: Re: [MOSAIC] help with remediation of reading objectives Well, I have to say that the lettered points do not cover the objective (too geared to fiction when the objective is broader). You may see it clearly (and I can clearly see it), but as written, something, somewhere will be neglected. But in terms of the first objective, I would think it would also include the ability to apply an understanding of the meaning of bases and suffixes and how their addition to a word changes meaning. We saw, in my previous district, kiddos who could pronounce the word but were not thinking about word meaning. I am thinking I would like students to be able to evaluate a passage and identify words that are unknown to them. Then I would want them to be able to apply a variety of strategies including context clues and structural analysis to predict meaning. If this failed, I would want them to be able to identify those word that appear critical to understanding and be able to identify next steps (dictionary, online resources, etc.). I don't know, Rosie, is that any closer to what you are looking for? Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me To: mosaic@literacyworkshop.org Date: Sat, 30 Jan 2010 16:24:57 -0500 From: rr1...@aol.com Subject: Re: [MOSAIC] help with remediation of reading objectives Lori, I understand the objective but just would like a different approach. I am required to teach from a basal and have few outside resources available through the district. Rosie -Original Message- From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Sat, Jan 30, 2010 1:09 pm Subject: Re: [MOSAIC] help with remediation of reading objectives First thoughts--objective #2 seems broadly written to address multiple genres but all the points to follow revolved around fiction. That doesn't seem to be taking you where you what to go. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me To: mosaic@literacyworkshop.org Date: Sat, 30 Jan 2010 10:02:35 -0500 From: rr1...@aol.com Subject: [MOSAIC] help with remediation of reading objectives This may not be the best place to ask, but I thought I would try... I teach fourth grade, this is my first year there, after moving up from 3rd. I am also grade level chair and have just myself and two brand new teachers on my grade level. I have been asked to participate in an intervention block for my grade level.test scores aren't where we would like them to be and we need to make AYP this year or we will have more sanctions. Here are the objectives that my students are low on...Any advice/resources on how to reteach these would be greatly appreciated. 1. Identify key words and discover their meanings and relationship through a variety of strategies. (I take this to be context clues, although the language of the objective is not clear, in my opinion). 2. Respond to fiction, nonfiction, poetry, and drama using interpretive, critical and evaluative processes by: a. Analyzing the impact of authors' word choice and context b. Examining the reasons for characters' action c. Identifying and examining characters' motives d Considering a situation or problem from different characters' point of view e. Analyzing differences among genres f. Making inferences and drawing conclusions about characters, events, and themes 3. Analyze characters, events, and plots within and between selections and cite supporting evidence. 4. Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts and/or maps. I would greatly appreciate any help that could be provided. The powers that be want the teachers to plan for this remediation themselves. However...I am trying to understand how that is wise, since they planned the first time and the students didn't master the skill. Rosie ___ 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] picture books and comprehension strategies
I checked out the Interactive Read Aloud books, why are they so expensive? Rosie -Original Message- From: Kimberly Mitchell kimberly.mitch...@gctsd.k12.ar.us To: mosaic@literacyworkshop.org Sent: Tue, Nov 17, 2009 11:44 am Subject: Re: [MOSAIC] picture books and comprehension strategies You're right, those books are an excellent resource as is Debbie Miller's book, Reading with Meaning. I purchased Interactive Read Alouds, Linking Standards, Fluency, and Comprehension for grades 2/3 and 4/5 by Linda Hoyt. It is published by Heinemann. There are comprehension, vocabulary, story elements, literary language, literary elements, genre, and writing, reader's theater lessons included. I've found that this is a jumping off point for many of the teachers in my district. As they study the lessons, they begin to develop other lessons that extend the learning. Lois Adams lmad...@edu.pe.ca 11/17/09 5:04 AM There are great lists in the Keene and Zimmerman book, 7 Keys to comprehension, as well as in Mosaic of Thought,, and Harvey and Goudvais's book Strategies That work. We used these to select the books that we have in our baskets for teacher use as mentor texts with our work here at the school on reading comprehension and strategies. You will find that many can be used to teach more than one strategies, and the important thing is always to model, model, model for kids. We also found the website 'Into the Book' very helpful for staff, students and parents. Good luck. Lois rr1...@aol.com 11/16/2009 7:59 PM I am looking for a list of picture books and the comprehension strategies that I could teach from the book. There must be a list somewhere. Thanks! Rosie -Original Message- From: suzie herb sz_h...@yahoo.com.au To: mosaic@literacyworkshop.org Sent: Mon, Nov 16, 2009 5:57 am Subject: [MOSAIC] reading schemes I am in a new school that does not have everyone teaching reading in the same way. The curriculum coordinator is looking at bringing in a reading scheme to ensure that instruction is more consistent across grade levels. We have classroom libraries but there is concern that implicit teaching of strategies is not really happening. What do you think about taking this approach with getting into a reading scheme which still has the leveled books but is more directed about how to teach what and when? Experience with a good program or the name of a school or district I could visit to see it first hand would also be appreciated. Thank you for your help with this one. _ _ Win 1 of 4 Sony home entertainment packs thanks to Yahoo!7. Enter now: http://au.docs.yahoo.com/homepageset/ ___ 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. - Statement of Confidentiality This message (including attachments) may contain confidential or privileged information intended for a specific individual or organization. If you have received this communication in error, please notify the sender immediately. If you are not the intended recipient, you are not authorized to use, disclose, distribute, copy, print or rely on this email, and should promptly delete this email from your entire computer system. ___ 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. This message is intended only for the named recipient. If you are not the intended recipient, you are notified that disclosing, copying, distributing, or taking any action in reliance on the contents of this information is strictly prohibited. ___ 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/MosaicArchi ___ 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] picture books and comprehension strategies
I am looking for a list of picture books and the comprehension strategies that I could teach from the book. There must be a list somewhere. Thanks! Rosie -Original Message- From: suzie herb sz_h...@yahoo.com.au To: mosaic@literacyworkshop.org Sent: Mon, Nov 16, 2009 5:57 am Subject: [MOSAIC] reading schemes I am in a new school that does not have everyone teaching reading in the same way. The curriculum coordinator is looking at bringing in a reading scheme to ensure that instruction is more consistent across grade levels. We have classroom libraries but there is concern that implicit teaching of strategies is not really happening. What do you think about taking this approach with getting into a reading scheme which still has the leveled books but is more directed about how to teach what and when? Experience with a good program or the name of a school or district I could visit to see it first hand would also be appreciated. Thank you for your help with this one. _ _ Win 1 of 4 Sony home entertainment packs thanks to Yahoo!7. Enter now: http://au.docs.yahoo.com/homepageset/ ___ 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] teaching comprehension skills
Can you tell me the title of the little flipbook and where to purchase it? Thanks! -Original Message- From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Wed, Nov 11, 2009 2:48 am Subject: Re: [MOSAIC] teaching comprehension skills Janet Allen has this little flipbook thing that is filled with strategies for working with older readers (grades 4-8, I believe, if not 4-12). I have found them to be quite sound when modified for younger children. I love the gist strategy she describes in this booklet. I am betting you would find it helpful and it is just the sort of thing to support without overwhelming. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me To: mosaic@literacyworkshop.org Date: Tue, 10 Nov 2009 21:46:13 -0500 From: rr1...@aol.com Subject: [MOSAIC] teaching comprehension skills I have been reading this list serv for years and now need some assistance. I teach fourth grade and my students are not doing well on their benchmark scores (this is NC). I need some explicit lessons on teaching skills such as main idea, questioning, summarizing, sequencing, etc. I have two new coworkers and they are really struggling with teaching reading. Quick and dirty lessons would be the best, I don't think they are inclined to read an entire book! Thanks for your help! Rosie ___ 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] HELP!
I currently teach fourth grade, after having taught third for many years. I am really struggling with reading this year. I am very tied in respect to how I may teach reading. I am required to have a 30 minute whole group reading session, with 60 minutes of station time. During stations I am pulling small groups of students, while students work independently on their station activities. Test scores are of course, the be all, end all in my school and district. How can I teach the necessary skills and strategies within this framework. BTW, we are using Houghton Mifflin and are supposed to be teaching with fidelty. I have already ignored that particulary demand! Rosie ___ 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] Iliad
I know this may not be want you want, the stories are from the Odyssey, but Mary Pope Osborne has a series for elementary students. The first in the series is called The One-Eyed Monster. They make work if you have some below level students. My class read the first one, I teach fourth grade and they loved it. We read Greek Mythology all year long! Rosie -Original Message- From: reading readingwritingliter...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Thu, Nov 5, 2009 2:11 pm Subject: [MOSAIC] Iliad Anyone know of a good adapted version of the Iliad to use with a 7th grade advanced reading class? Thanks ___ 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] integrating picture books in all content areas
I got a grant for about 10 titles of this author, with 7 books of each title. I plan to use them to introduce math concepts in small groups. Rosiec -Original Message- From: craigz...@aol.com To: mosaic@literacyworkshop.org Sent: Fri, Jul 24, 2009 12:17 am Subject: Re: [MOSAIC] integrating picture books in all content areas Megan, I've just purchased a series of picture books for math called MathStart by Stuart J Murphy, published by Harper Collins. There are 3 levels: Level 1--ages 3 and up, Level 2--ages 6 and up, and Level 3--ages 7 and up. Also included are suggestions for adults to use with children, activities to help extend the concepts presented, and other books that reinforce the same concept. The web site is: _www.mathstartbooks.com_ (http://www.mathstartbooks.com) . My 6 year old granddaughter loves these books. Sue Zahn **An Excellent Credit Score is 750. See Yours in Just 2 Easy Steps! (http://pr.atwola.com/promoclk/100126575x1222377105x1201454426/aol?redir= http://www.freecreditreport.com/pm/default.aspx?sc=668072hmpgID=62bcd=Jul yExcfooterNO62) ___ 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] phonics question- 2nd grade teacher
I have never really got phonics. When my students have to sort words into categories based on their phonics rules I always have to a colleague tell me the answer. I obviously did not learn to read this way...and I have two college degrees. Rosie -Original Message- From: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wed, Jul 22, 2009 7:21 pm Subject: Re: [MOSAIC] phonics question- 2nd grade teacher Once again.. Whole language includes phonics instruction. Phonics instruction is part of whole language teaching. Whole language teachers teach phonics as part of their language program. OK, I guess that's more than once. sigh Renee On Jul 22, 2009, at 3:20 PM, Jeanne Crider wrote: Yes phonics is important, but within a balanced approach. You can't be only phonics based nor can you only use whole language. You have to look at each child as an individual and base your instruction on their needs. Of course you can't memorize all the words in the English language, that's where meaning comes in to play. Meaning is what reading is all about. - Original Message - From: Cindy pierc...@comcast.net To: mosaic mos...@liter acyworkshop.org Sent: Wednesday, July 22, 2009 4:30 PM Subject: [MOSAIC] phonics question- 2nd grade teacher Phonics is a necessary component of learning to read. You can't memorize all of the words in the English language. You need skills to know how to approach a words you don't know. I did a lot of subbing in the middle schools during the whole language time. The kids who had no phonics stood out and had no clue how to approach words they hadn't memorized. Cindy/VA ___ Mosaic mailing list mos...@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 mos...@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. And in the end, the love you take is equal to the love you make. ~ John Lennon / Paul McCartney ~ Carry T hat Weight ___ Mosaic mailing list mos...@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] phonics question- 2nd grade teacher
I am required to use the HM reading series. At grade level 4 what they call phonics is not what I consider phonics. For instance ...base words, suffixes, contractions, word roots, and homophones. In my mind this is not phonics, I would call this word work. Rosie -Original Message- From: Jackson,Jane A jjac...@nwmissouri.edu To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wed, Jul 22, 2009 11:07 pm Subject: Re: [MOSAIC] phonics question- 2nd grade teacher Phonic Instruction should be in all grades through grade 6.. and when done effectively will impact students reading when continued through grade 8... Spelling skills are increased -- word recognition and retention, as well as meaning are impacted. Look through the research. You will find that phonics is most effective when taught with direct explicit instruction - and then taken right into the text. Lesson on the spelling and formation of the mouth and sound plus as students are older and you add affixes they directly change the meanings. Phonics instruction at upper grades also allows the student to look at language origins. But, again -- each time there is instruction in phonics you must locate it in the book or passage you are reading and discuss it in context. That's where students make the connection between reading is writing -- writing is for reading and spelling it appropriately makes it readable! From: mosaic-bounces+jjackso=nwmissouri@literacyworkshop.org on behalf of Jeanne Garringer Sent: Wed 7/22/2009 7:42 AM To: mosaic listserve Subject: Re: [MOSAIC] phonics question- 2nd grade teacher I have taught for 18 years in either grades K or 1, and I am a real proponent of systematic phonics instruction as providing a solid base of letter/sound representation in terms of decoding strategies for beginning readers. Please check out the National Reading Panel's findings in the area of phonics. The information is very comprehensive and serves as a good rationale in terms of a research base for using phonics instruction in your classroom. Now in terms of do all children need phonics?, not all children learn in the same fashion, so I would advocate a more balanced approach that would include whole language instruction as well as the phonics. Afterall, our goal is for every word to eventually become a sight word. I have found that phonics instruction is most helpful for my students that struggle; however, my stronger readers use phonics skills to help them decode more difficult words and when they are writing to help them spell words. The bottom line is gaining meaning from text. Children can decode words all day, but if they aren't gaining meaning from what they are reading, then technically they are not reading. So yes, teach phonics along side other word recognition strategies in order to catch all readers. Make sure that these skills are taught and applied in context of real text. Decodeable phoncis texts tend to be boring and have very little plot. The children don't like them either. You say that you teach 2nd grade so if your K and 1st grade teachers have provided your children with a solid reading base (including phonics), you can focus more fully on teaching the comprehension strategies such as those outlined in Mosaic of Thought. I hope this helps. Jeanne Garringer Date: Wed, 22 Jul 2009 02:06:36 + From: swill...@comcast.net To: mosaic@literacyworkshop.org Subject: [MOSAIC] phonics question- 2nd grade teacher Hello All, I'm a second grade school teacher. Throughout my time in school the great phonics controversy has popped up more than once. I would like your take on the topic. Do all children need to be taught phonics? Why or why not? Thank you, 2nd grade School Teacher ___ 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. _ Windows Live(tm) SkyDrive(tm): Store, access, and share your photos. See how. http://windowslive.com/Online/SkyDrive?ocid=TXT_TAGLM_WL_CS_SD_photos_072009 ___ 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
Re: [MOSAIC] phonics question- 2nd grade teacher-Framing
Another hmm, how do children learn to read in countries where there is no system based on phonics. For instance, Japan or China? Is there a corresponding sound to each symbol? Or is it more just sight recognition of each symbol? Do the symbols mean different things in different contexts? Rosie -Original Message- From: Waingort Jimenez, Elisa elwaingor...@cbe.ab.ca To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Thu, Jul 23, 2009 8:39 am Subject: Re: [MOSAIC] phonics question- 2nd grade teacher-Framing Hmm. You got me thinking, Nancy. The thing about the phonics vs. whole language frame is that there is no vs since phonics is one of the cueing systems we use as readers and whole language is a philosophy of teaching and learning, and for some of us it's also the way we live our lives. On a very basic level, whole language teaching is about looking at the whole (comprehension) and then moving into the parts (the pieces that help us to become better comprehenders). But, if we don't recognize that we are already comprehending when we approach a piece of text due to our background knowledge (schema) and other cues that the text provides us, then we are stuck in the false dichomoty of phonics vs whole language. For example, my almost-five-year-old son can read the McDonalds logo and20knows that he can get a Happy Meal with a toy and that there is a playground at McDonalds despite the fact that he has never set foot in a McDonald's in his life. He is comprehending the McDonalds text due to TV commercials, his friends experiences, etc. Whole language teachers understand that there is no contest here because we understand this fundamental difference. However, many teachers have been led to believe that there is a legitimate war (still) being waged out there (and that it should continue) and phonics is the way to go because the way children learn to read is to phonicate them to death. Of course, this may be considered the extreme but so is the phonics vs. whole language nondebate, as far as I'm concerned. If we can begin to understand this a little better then maybe we will all be in a position to fight back. Just to make my point as redundant as I can make it: whole language teachers teach phonics but phonics teachers can't teach whole language. Make sense? Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. —Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ On another listserv, some of us are talking about George Lakoff's book. In it he talks about how political dialogue shapes our thoughts by the frames that surround it. Apparently the mind set of the separation of whole language and phonics has framed some thinking by some posters here. Whole language teachers have been stating and restating the point that whole language includes phonics. Several whole language teachers have posted that whole language includes phonics, and yet people are still repeating that they are exclusive of each other. Since this is a list about comprehension, I think this is a perfect example of how to tackle this kind of problem if it was in our classroom. What strategies should be used to help increase understanding? And as whole language teachers, do any of you have any ideas of how we can reframe this long held belief to strengthen understandings about whole language and let others know it is a strong and current theory of how children learn to read? Nancy In a message dated 7/23/2009 12:54:07 A.M. Eastern Daylight Time, ds...@aol.com writes: I have been reading the responses to your question. I think we need a balance of phonics and whole language. My father taught high school English, he always pushed phonics which I found difficult at time. I also loved reading which he gave me. As student I wish I was given a balance of both. Today we need=2 0to look at the strengths of our students to see to direct our teaching. We can't use just one way to teach children words and reading. This is what differentiation is all about. Diane Weiss New Hyde Park-Garden City Park **What's for dinner tonight? Find quick and easy dinner ideas for any occasion. (http://food.aol.com/dinner-tonight?ncid=emlcntusfood0009) ___ 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. **What's for dinner tonight? Find quick and easy dinner ideas for any occasion.
Re: [MOSAIC] phonics question- 2nd grade teacher
Yes I agree that aren't phonics. I must have a phonics objective listed for each week in language arts, and this is what I will be using. Rosie-who is phonically challenged! -Original Message- From: beverleep...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sat, Jul 25, 2009 5:22 pm Subject: Re: [MOSAIC] phonics question- 2nd grade teacher I can't believe HM calls this phonics! Paul McKee must be spinning in his grave!! Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: John Ferrara ocraf...@embarqmail.com Date: Sat, 25 Jul 2009 16:21:27 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] phonics question- 2nd grade teacher Rosie, you are right, it's not phonics . I have to use HM, too. Those pieces of language that we mostly focus on: roots, endings, prefixes, suffixes, compound words, etc. in 3rd, 4th , 5th are officially called structural analysis and aren't technically phonics, but go hand in hand with phonics once the students have the basics of phonics down. Structural analysis contributes to improving vocabulary and reading fluency in the upper elem. grades. - Original Message - From: rr1...@aol.com To: mosaic@literacyworkshop.org Sent: Saturday, July 25, 2009 3:08 PM Subject: Re: [MOSAIC] phonics question- 2nd grade teacher I am required to use the HM reading series. At grade level 4 what they call phonics is not what I consider phonics. For instance ...base words, suffixes, contractions, word roots, and homophones. In my mind this is not phonics, I would call this word work. Rosie -Original Message- From: Jackson,Jane A jjac...@nwmissouri.edu To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wed, Jul 22, 2009 11:07 pm Subject: Re: [MOSAIC] phonics question- 2nd grade teacher Phonic Instruction should be in all grades through grade 6.. and when done effectively will impact students reading when continued through grade 8... Spelling skills are increased -- word recognition and retention, as well as meaning are impacted. Look through the research. You will find that phonics is most effective when taught with direct explicit instruction - and then taken right into the text. Lesson on the spelling and formation of the mouth and sound plus as students are older and you add affixes they directly change the meanings. Phonics instruction at upper grades also allows the student to look at language origins. But, again -- each time there is instruction in phonics you must locate it in the book or passage you are reading and discuss it in context. That's where students make the connection between reading is writing -- writing is for reading and spelling it appropriately makes it readable! From: mosaic-bounces+jjackso=nwmissouri@literacyworkshop.org on behalf of Jeanne Garringer Sent: Wed 7/22/2009 7:42 AM To: mosaic listserve Subject: Re: [MOSAIC] phonics question- 2nd grade teacher I have taught for 18 years in either grades K or 1, and I am a real proponent of systematic phonics instruction as providing a solid base of letter/sound representation in terms of decoding strategies for beginning readers. Please check out the National Reading Panel's findings in the area of phonics. The information is very comprehensive and serves as a good rationale in terms of a research base for using phonics instruction in your classroom. Now in terms of do all children need phonics?, not all children learn in the same fashion, so I would advocate a more balanced approach that would include whole language instruction as well as the phonics. Afterall, our goal is for every word to eventually become a sight word. I have found that phonics instruction is most helpful for my students that struggle; however, my stronger readers use phonics skills to help them decode more difficult words and when they are writing to help them spell words. The bottom line is gaining meaning from text. Children can decode words all day, but if they aren't gaining meaning from what they are reading, then technically they are not reading. So yes, teach phonics along side other word recognition strategies in order to catch all readers. Make sure that these skills are taught and applied in context of real text. Decodeable phoncis texts tend to be boring and have very little plot. The children don't like them either. You say that you teach 2nd grade so if your K and 1st grade teachers have provided your children with a solid reading base (including phonics), you can focus more fully on teaching the comprehension strategies such as those outlined in Mosaic of Thought. I hope this helps. Jeanne Garringer Date: Wed, 22 Jul 2009
Re: [MOSAIC] Silent Sustained Reading
When I was a new teacher I was given the following advice...If you expect students to do something, they will do it. My students are required to read as their morning work. They also read for about 20 minutes during the literacy block. There is accountability in the fact that we emphasize AR. I also expect reading response journals to be completed several times during the week. I believe giving kids time to read is the best thing we can do for them. If I don't give it during school hours, some of them may never read by themselves. Rosie -Original Message- From: linz...@aol.com To: mosaic@literacyworkshop.org Sent: Wed, Jul 1, 2009 2:27 pm Subject: Re: [MOSAIC] Silent Sustained Reading In response to the insights that everyone has given to me, I feel that most teachers don't monitor SSR and just leave it up their children to read during this block.? I was reading a book and it mentioned this problem and how a county actually got rid of it from their school day because it wasn't showing a huge difference in their test scores.? Students who don't like to read may just stare at the pages to let teachers think that they are reading.??IN conclusion- I just feel that if properly monitored, SSR can be a great tool to help reading scores go up.? If not,?that time could be used to teach.? -Original Message- From: lbu...@stny.rr.com To: mosaic@literacyworkshop.org Sent: Wed, Jul 1, 2009 12:33 pm Subject: Re: [MOSAIC] Silent Sustained Reading Lisa, With test scores and accountability, I am sure some teachers would say yes to your question that we should be satisfied that kids read profiently. I would not- I want profient readers, but I want kids to want to read. I think people on this list strive to help all kids get to that point that they choose to read. By the end of the year, I can say that my kids love that independent time and it was a time we all looked forward to each day. Unfortunately, things can change once they move on. I often had sixth grade teachers ask why kids don't want to read much anymore. I stopped worrying about what comes after they leave my room, I can't change that, but I can influence other teachers. I have to say, after reading Ellin's books, I have initiated change in my building. More and more teachers have jumped in - which means more kids are choosing to read. More and more teachers have classroom libraries and more kids are involved in strategies. With this, there is more time given for independent reading. I know at the end of the year, one fifth grade teacher said her kids didn't want to leave until they finished a book. Linda Lisa Szyska lszy...@yahoo.com wrote: I have a question in response to this question. Are we satisfied to create readers that can read proficiently, but who would never choose to? ___ 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] explicit comprehension strategies, Readicide and the Reading Zone
Ellin, Although I am using a lurker on this list...your thoughts and comments were amazing to me. My frustration is in that I am required to teach from a basal, within a pre-defined framework of 30 minutes of whole group instruction and 60 minutes of center time-while I am teaching small groups. I am moving from third to fourth grade and find myself more and more frustrated with teaching literacy. I believe that my lower level students are not being served in a way that meets their needs, and my higher level students are not either. I am not sure how to engage the ones that truly struggle to read, and therefore hate to read. I am also not sure what to do with the students that read above grade level, yet are required to read the basal on their grade level. Can anyone on this list provide any ideas on how to improve my instruction so that everyone's needs are being met? I too have struggled with the idea of breaking down my own reading, so that I understand what the struggling reader must be thinking when they read. Rosie -Original Message- From: Ellin Keene ellinke...@earthlink.net To: mosaic@literacyworkshop.org Sent: Sat, Jun 27, 2009 2:18 pm Subject: [MOSAIC] explicit comprehension strategies, Readicide and the Reading Zone Colleagues: I've picked up some of your posts related to whether or not to teach comprehension strategies explicitly and, more recently, your discussion about Readicide and Atwell's The Reading Zone. I have not read the former, but have read the latter. I'd like to make a couple observations about explicit strategy instruction here, but because I respect Atwell so much, I read and carefully considered her arguments in The Reading Zone. I took the time, when the book came out, to get my thoughts into writing and should any of you want to read my responses, please feel free to email me separately - I would be happy to send you a document with my comments. On to explicit strategy instruction: First, I fully agree that some teachers, but mostly publishers, have basalized strategy instruction, effectively dumbing it down and robbing from it what the original researchers and theoretical writers (myself, Zimmermann, Hutchins, Harvey and Goudvis, Miller, Tovani, and the list goes on and on. . .) tried to communicate about explicit strategies instruction. However, there really is no choice in terms of whether we teach comprehension strategies explicitly. We have decades and decades of research (Pearson, Dole, Pressley, Duke, Beck and the list goes on and on . . .) to show that children (all children) comprehend more deeply and effectively when they receive comprehension strategy instruction. To ignore such an enormous body of research would be irresponsible, at best. We absolutely do have a choice with respect to how we approach strategy instruction - how long we teach a strategy, whether we integrate all strategies simultaneously, teaching them cumulatively or one at a time (which we addressed in the second edition of Mosaic of Thought). We can choose to basalize the strategy instruction or we can observe students carefully, understand their comprehension needs within the fuller context of what they need as readers and use strategies as tools to help them enhance and deepen comprehension and thus their engagement in and excitement about reading - the zone. Obviously, the original researchers and theoretical writers have tried to promote the latter, sometimes with greater success, in some cases, much less clearly. Secondly, as Suzanne Lee points out in a post today, the reason I wrote To Understand is to directly address some of the problems I've observed and colleagues have expressed here and elsewhere related to over-reliance on comprehension strategy instruction. In it I argue that we must consider, through conversation and instruction with children, where strategies lead when students apply them. Strategies are tools, so the question becomes, what do the tools help us do as readers? A quick response is that strategies, well taught, can almost always help children reflect more deeply, become more engaged, understand more subtle themes and topics and recall and reapply more from what they read. I certainly agree with Heather's post today: if I had to stop every page to make connections, etc., it would probably make me hate reading, but there are two key issues she may not have addressed here: first, she is an adult proficient reader and does not need, but may certainly find that occasional, conscious use of the strategies might deepen her reading experience and secondly, that asking children to stop after every page (or anything like that practice) is simply poor comprehension instruction. It may well lead to students disliking not only the strategies, but reading! None of the writers I listed above has ever suggested that we ask children to do such a thing. This is one of many
Re: [MOSAIC] Running Record/Reading Level Question(s)
I have taught third for the past five years and our district started using DIBELS for 3-5 students. K-2 may use them also, but I am not really sure. My biggest beef is that students entering third grade are never really reading on grade level yet they are according to the state's K-2 assessment (NC). I always have students who are at level 31-32 when they level second and yet when they test on the pre-EOG many of them are below grade level. (Until recently I had no idea that the K-2 assessment allowed teachers to prompt the students, etc. No wonder it doesn't correlate with a standardized test given in the first two weeks of school with no assistance of any kind!) We were also required to do a Critchlow Vocabulary assessment and several group assessments on spelling and comprehension. I am not sure how to answer the question of what we do with all this information. We record it in several different places and use it to make decisions involving retention, further testing, etc. Rosie -Original Message- From: hccarl...@comcast.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wed, Jun 24, 2009 9:40 am Subject: Re: [MOSAIC] Running Record/Reading Level Question(s) Our district has used both Rigby, Fountas Pinnell and the DRA. (Don't ask me why; but teachers in this district have A LOT of autonomy.) First grade teahers wanted to stick with Rigby even though we needed the higher levels that are offered in the DRA kit. Then when F P came out, I asked some teachers to pilot it because we used the F P leveling system in our guided reading room. You are absolutely correct in that ONE system should be used. I hoped we could get to the point where a committee comprised of teachers who used each of the leveling systems could come together to identify ONE assessment for the district that would be admnistered two or three times each year. I hoped that would be reported to the district, but, alas, it wasn't. So, teachers really used the data for the classroom which was great for the teachers, but the district couldn't identify trends. Jennifer is correct, though, in stating that the district needs to identify how the data will be used. If it is just for the teacher, then it doesn't really matter. However, if it is to track progress for the district, then it is extremely important for the district to have one system in place. We found great differences in the three assessments. Also, I can't emphasize enough the importance of staff development. We had first grade teachers who would assess the students just on the running records and kind of ignore the comprehension part. When the students entered second grade, there was a big discrepancy (even after teachers took the loss of reading over the summer) between the comprehension of the students. That's why I liked the F P--it had both fiction and non fiction and gave specific comprehension questions with points for possible answers. Now, however, we have a new administrative team in place. Teachers will only be allowed to use the adopted basal testing program (Don't get me started!) Also, the district uses MAPS for grades 2 - 8. To the teachers' credit, they want to continue using running records because it offered them so much information. (I retired because of the basal issue.) Carol - Original Message - From: Angela Almond angela_alm...@scs.k12.nc.us To: mosaic@literacyworkshop.org Sent: Tuesday, June 23, 2009 8:54:26 PM GMT -06:00 US/Canada Central Subject: [MOSAIC] Running Record/Reading Level Question(s) I apologize in advance for this very lengthy and somewhat rookie question. I have been teaching for 6 years. My first year I was told I needed to complete running records on each student. That was it. No kit (didn't even know there was such a thing at the time) and no benchmarks or goals as to what fourth grade students should be reading at. I went into the Literacy Lab and made my own kit, pulling books from the leveled reader library. I did running records on each student 3 times that year with no clear purpose or goal. My second year, a Literacy Facilitator was hired. When I asked her about it, she told me my kit was fine and gave me a guide as to what levels were expected at each grade level. I was told that fourth grade needed to be reading at a level 40 by the end of fourth grade. That said, our leveled readers only went up to Level 40. So I've never been exactly clear as to what was expected of fifth grade. A few years ago, we got a new Literacy Facilitator. She made new levels. Third grade students should be reading at a Level 32 by the end of the year, fourth grade a Level 36, and fifth grade a Level 40. Once again, I thought this was terribly convenient, since our leveled reader library only went to Level 40. Also, she told us to formally assess the students every month. Suddenly, halfway through this school year, our
Re: [MOSAIC] Small Group Instruction
I teach third grade and we were required to assess our students the very first day!? We had to give the DIBELS, a Critchlow vocabulary test, a spelling and high frequency word test as well as the baseline test for the HM series.? This was done all week long.? Surprisingly my kids did fairly well working independently while I administered the parts that were one on one.? That said I think this is crazy.? My students will be taking a standardized test in two weeks! -Original Message- From: ljackson [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sat, 30 Aug 2008 10:45 pm Subject: Re: [MOSAIC] Small Group Instruction I honestly think it depends on the children. I am of a mind that it also depends on the activities. I like to see these centers very simple and accessible to get started--so that we are learning how to do centers before learning how to do centers. Our teachers have four week before a round of one on one assessment. I encourage them to have these routines in place before that happens. lori On 8/30/08 11:54 AM, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote: I am a reading specialist who is helping K, 1st and 2nd grade teachers set up small groups that will rotate and work at centers independently. I have done this with intermediate students and middle grade students, but not with primary students. 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? They are saying 8 weeks which I can see for the K students. What about 1st and 2nd graders? I was thinking of 4-6 weeks depending on the degree of independence that they already have. Any help from your own experiences will be appreciated. Thanks, Jeanne Coherd DE ___ 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] Small Group Instruction
I teach third grade and we are expected to do this the very second week of school.? Realistically this should take at least 4-6 weeks at my grade level. -Original Message- From: Renee [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sat, 30 Aug 2008 4:05 pm Subject: Re: [MOSAIC] Small Group Instruction This was my reaction, too. :-) Renee On Aug 30, 2008, at 12:45 PM, Beverlee Paul wrote: I don't think I'd be of much help because, for the life of me, I can't imagine with all the wonderful things in the world and what we know about literacy development, we'd want to put kindergartners in reading groups by October of their first year of school. From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Date: Sat, 30 Aug 2008 17:54:42 + Subject: [MOSAIC] Small Group Instruction I am a reading specialist who is helping K, 1st and 2nd grade teachers set up small groups that will rotate and work at centers independently. I have done this with intermediate students and middle grade students, but not with primary students. 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? They are saying 8 weeks which I can see for the K students. What about 1st and 2nd graders? I was thinking of 4-6 weeks depending on the degree of independence that they already have. Any help from your own experiences will be appreciated. Thanks, Jeanne Coherd DE ___ 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. _ See what people are saying about Windows Live. Check out featured posts. http://www.windowslive.com/connect?ocid=TXT_TAGLM_WL_connect2_082008 ___ 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. Holding a grudge is like eating rat poison and then waiting for the rat to die. ~ Anne Lamott ___ 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
NC gives third grade students a pre-EOG (End of Grade test).? It must be given within the first three weeks of school.? It is used as a benchmark score for the end of the year test that all students take in our state grades 3-8.? It assesses their second grade skills. -Original Message- From: Beverlee Paul [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Mon, 1 Sep 2008 1:00 pm Subject: Re: [MOSAIC] Small Group Instruction Which standardized test, if you don't mind answering? To: mosaic@literacyworkshop.org Date: Mon, 1 Sep 2008 10:05:18 -0400 From: [EMAIL PROTECTED] Subject: Re: [MOSAIC] Small Group Instruction I teach third grade and we were required to assess our students the very first day!? We had to give the DIBELS, a Critchlow vocabulary test, a spelling and high frequency word test as well as the baseline test for the HM series.? This was done all week long.? Surprisingly my kids did fairly well working independently while I administered the parts that were one on one.? That said I think this is crazy.? My students will be taking a standardized test in two weeks! -Original Message- From: ljackson [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sat, 30 Aug 2008 10:45 pm Subject: Re: [MOSAIC] Small Group Instruction I honestly think it depends on the children. I am of a mind that it also depends on the activities. I like to see these centers very simple and accessible to get started--so that we are learning how to do centers before learning how to do centers. Our teachers have four week before a round of one on one assessment. I encourage them to have these routines in place before that happens. lori On 8/30/08 11:54 AM, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote: I am a reading specialist who is helping K, 1st and 2nd grade teachers set up small groups that will rotate and work at centers independently. I have done this with intermediate students and middle grade students, but not with primary students.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? They are saying 8 weeks which I can see for the K students. What about 1st and 2nd graders? I was thinking of 4-6 weeks depending on the degree of independence that they already have.Any help from your own experiences will be appreciated.Thanks, Jeanne Coherd DE ___ 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. _ Get ideas on sharing photos from people like you. Find new ways to share. http://www.windowslive.com/explore/photogallery/posts?ocid=TXT_TAGLM_WL_Photo_Gallery_082008 ___ 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
My district has adopted HM with fidelty.? The district has provided us with a timeline that gives each story, the skill, etc. and when to teach it.? We are required to teach a 90 minute literacy block, 60 minutes of which must be stations and small group instruction.? We have even been told this how to weight grades -at the elementary level-and what categories we must use.? Because our school is in school improvement K-3 teachers will have 80 hours of reading first training, although we aren't becoming a reading first school according to our principal.? We also have to write a personalized education plan for EVERY student regardless of their achievement level.? In the past we only did this for students who were in jeopardy of failing.? I have decided that since we can't control what children come to our school, then we have decided that the teachers are broke otherwise everyone would be at grade level, so they are trying to fix us!? Not sure why I spent 6 years in school.? Sometimes wish I could get find a new profession. Rosie -Original Message- From: Carol Carlson [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Mon, 1 Sep 2008 7:32 pm Subject: Re: [MOSAIC] Small Group Instruction I have been waiting to post this, but now seems like the right time. When I came to my current, I was thrilled--their articulated curriculum was reading strategies with specific genres for each grade level. In grades K-3 there was a basal, but it was used differently in each of our buildings. Reading and writing workshop were used in all buildings.The biggest problem was that intermediate teachers could really do what they wanted because there was a lack of direction. WE adopted 6 traits the first year I was in my position. I thought I could provide that direction. Together with a language arts committee, we refined expectations; we gave meat to what teaching the strategies meant. We moved away from whole class novels. We created book rooms so teachers could provide guided reading when appropriate. I purchased the comprehension toolkit for every 3-6 grade teacher. Together with the Great Source Daybooks, these materials helped teachers explicitly teach strategies and gave students opportunities to practice their strategies. I felt we were making progress. However, last year we had a new board--they wanted differentiation. They COULD NOT be persuaded that the language arts curriculum WAS differentiated. Two consultants pointed out our strengths, but the board didn't see it that way. There was inconsistency, but the complaints came from parents whose children attended those schools were whole class novels were more the norm than not. So, the whole district is suffering. For this year, a language arts task force is being created to look at materials for teaching reading. In speaking with the outside consultant who was hired, it is obvious he feels a basal meets the needs of the TEACHERS. He says it equalizies instruction--never mind that it might not be the best instruction. An enrichment coordinator was also hired for this year. Now, he is pulling out students for William and Mary curriculum. He's also told me that a basal will help teachers identify specific goals and objectives. Yet, in the junior high where we are using a completely new anthology, he wants teachers to go through the anthology to identify goals so that differentiation can occur. I don't know how he expects teachers to find the time to teach--they will be doing so much assessment in order to identify those who need the differentiation!!! For the first year in my entire career, I dread going to work, and it's only the first week!!! This will be my last year because my position is being eliminated to make room for enrichment teachers. I'm trying hard not to be bitter and disappointed, but it's so hard. Thanks for letting me vent my frustration at this move away from best practice to a BASAL. Carol On Sep 1, 2008, at 6:03 PM, Renee wrote: This is true in my little corner of the world as well to an extent. I say to an extent because frankly I haven't seen a whole heck of a lot of evidence of instruction that is out of the box. Interestingly, a good number of teachers teach to the program and the district chose Saxon Math for the second time in a row (ick ick ick ick) but as far as I know nobody's neck is breathed down and I know at least one teacher who says she didn't use it before and won't use it now. Plus, in more than one conversation with my principal last year we discussed fidelity to the program vs fidelity to the standards and fidelity to the students but with all that. there is a rubric for teacher evaluations, and in that rubric, teachers supposedly get a higher score if they supplement programs appropriately vs sticking to the program.
Re: [MOSAIC] critical reading on the SAT
Not sure how to answer the question.? My son is SLD in reading and just took the SAT for the second time.? His critical reading score was 370, yet his math score was 600.? I guess it depends on where he wants to go to college and for what.? Many top schools are not even looking at SAT scores anymore.? My sons has a gpa of about 3.80 unweighted, and has many honors and AP courses.? Rosie -Original Message- From: The Victors [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Tue, 15 Jul 2008 3:21 am Subject: [MOSAIC] critical reading on the SAT Yikes! It is that time of year when my son has just received his SAT scores and his critical reading score is pretty low- any ideas on how to improve it, as it seems that most of the colleges he is interested in like a higher score? I know he is a slap dash reader, but ...? the goal is not just to improve the score, but improve the reading. Thanks! ___ 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] Re (Mosaic) Vocabulary Strategies
I love this idea!? I teach third grade, and am puzzled why we don't spend more time on things like this, as opposed to phonics rules.? Rosie -Original Message- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Sun, 13 Jul 2008 5:51 pm Subject: Re: [MOSAIC] Re (Mosaic) Vocabulary Strategies Is anyone focusing on Latin roots as a vocabulary strategy? My school has a tree painted in our first floor landing. We are focusing on prefixes, suffixes, and latin and greek roots. 3rd-5th grade clasroms add leaves to the tree that come from the focused root. We are looking to expand this project and I was wondering if anyone had any ideas. Thanks. I am new to this group and this is my first question. Carolyn Literacy Coach K-5 Rhode Island **Get the scoop on last night's hottest shows and the live music scene in your area - Check out TourTracker.com! (http://www.tourtracker.com?NCID=aolmus0005000112) ___ 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) Book review
In a message dated 5/31/2008 2:38:49 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: I am very interested in reviewing Put Thinking in the Test, and would like to know more about how to be included. I tried the last time, but without success. I would also like to review this one. What do I have to do? Rosie **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.
Re: [MOSAIC] End of Grade Testing
In a message dated 5/20/2008 11:28:39 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: decided to (buy and) study Test Talk (Greene Melton) What is Test Talk? Rosie **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.
Re: [MOSAIC] End of Grade Testing
In a message dated 5/23/2008 9:29:33 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: Now here's a question to which I'd love to have frank and honest answers from each of us on this listserve: which of us could score well on a test with that quantity of reading and three minute breaks? I can't understand why parents aren't screaming their heads off! I think parents are either unaware, or think this must age appropriate since the schools are doing it. Rosie **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.
Re: [MOSAIC] smartboards
This looks really interesting. has anyone signed up? Rosie **The year's hottest artists on the red carpet at the Grammy Awards. Go to AOL Music. (http://music.aol.com/grammys?NCID=aolcmp0030002565) ___ 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] smartboards
My entire school will get smarbaords for each classroom by the beginning of next school year. I am beginning to collect idas as well, so looking forword to others suggestions. Rosie **The year's hottest artists on the red carpet at the Grammy Awards. Go to AOL Music. (http://music.aol.com/grammys?NCID=aolcmp0030002565) ___ 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] Differentiating literacy stations
I currently teach in a third grade classroom, my school is Title I and we are in our third year of not making AYP. We are requied to teach a 90 minute literacy block. 30-40 minutes of whole group instruction with a 60 minute rotation for stations and small group instruction. We are NOT permitted to teach any other curriculum during this time and cannot have students engage in writing activities unless it is in direct response to something they read. We MUST teach from the basal in the order dictated by the county. My question is...we are supposed to be differentiating the stations for four levels of abilities. I know that we aren't doing this correctly and sometimes not at all. How do we go about doing this? We get very little common plannig time as a grade level. Our grade level chair is expereinced with 20+ years of teaching, but the rest of us have little experience. I have looked at several great books but many of them assume you get to choose the curriculum or can integrate other subjects into the literacy block. I am truly at a loss as to what to do. There is no additional adult with me during this time. I have about five low readers, and the rest of the class is average or slightly above. HELP!!! I feel like I am about to loose my mind. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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) Differentiating Work Stations
Linda, Thanks for your suggestions. I only have four stations per week. Students are either in..small group instruction with me, Thinking Lab (this is for accelerated reading time) and the actual station. Everyone does the same station during the 60 minute rotation. I only have two computers that students can use in my classroom and I am very hesitant to use them. I tried letting students take AR tests, but then they just stood around and waited for their turn. (big waste of time) so now I don't allow that. I am supposed to have a Product for everything little thing they do, which wastes a lot of paper and my time. I am sorry I sound like I am whining. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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] Differentiating literacy stations
In a message dated 1/5/2008 6:45:30 PM Eastern Standard Time, [EMAIL PROTECTED] writes: Rosie, What basal are you required to use? Deb (SpEd in IL) I am required to use Houghton Mifflin which from what I can see does not offer the differentiation that I am supposed to be doing. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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) Differentiating Work Stations
In a message dated 1/5/2008 7:23:32 PM Eastern Standard Time, [EMAIL PROTECTED] writes: Whining? Hardly. I am impressed that you are still an educator. What a Brave New World we lived in. This is my sixth year of teaching, I started at age 39. I love working with my students each day, but the paperwork and BS is unbelievable. I don't know what it was like to teach back in the good old days like some of my colleagues, so maybe that is why I am still here. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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) Differentiating Work Stations
In a message dated 1/5/2008 7:45:16 PM Eastern Standard Time, mrs [EMAIL PROTECTED] writes: If you research Interactive Notebook-type notebook, you will find the notebook itself IS the product. Kim Kim, This looks very interesting. I just googled it and most of the information appears to be for middle and high schools. Do you have any specific information for the primary grades? I do have my students keep a notebook in Reading class. They have a numbered section at the front where we record elements of the various genres that they need to know. Then we take notes on every story. The first two pages is a bubble map for the vocab and then the definitions of each vocab word. We also use it to take notes on different parts of grammar, but not much else. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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] differentiated stations
I currently teach third grade and we use Houghton Mifflin-supposedly with fidelty. That said, we are supposed to be tiering our stations and I am really not sure what this is supposed to look like. We have been reamed by the AP because our benchmarks scores don't match our report card grades. Now I am supposed to be tiering all the stations-but then she isn't going to like the grades again, because some students will have modified assignments. Rosie **See AOL's top rated recipes (http://food.aol.com/top-rated-recipes?NCID=aoltop000304) ___ 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
In a message dated 10/14/2007 2:42:33 AM Eastern Daylight Time, [EMAIL PROTECTED] writes: http://www.elemedu.ccs.k12.nc.us/Default.htm_ Darn, I thought this would link you to the exact page, but I guess not. Click on resources on the left hand side. This should take you to the correct page. Rosie ** See what's new at http://www.aol.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] Questioning
_http://www.elemedu.ccs.k12.nc.us/Default.htm_ (http://www.elemedu.ccs.k12.nc.us/Default.htm) This list will take you to some bookmarks that have different levels of question stems on it. I am using them with my third graders. Rosie ** See what's new at http://www.aol.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] spelling lists
In a message dated 9/22/2007 9:52:54 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: Having said that, last year at my school we were presented with a great deal of research that stated that it was essential that children in grades k-2 are explicitely taught phonics in a systematic way, teaching each phoneme at a time. Cami, This is exactly why I would never go below third grade. There is also some researchers who believe that the only children who get phonics are those that can already read. Rosie ** See what's new at http://www.aol.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] question about a student
In a message dated 9/14/2007 8:56:23 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: As far as I can tell for a student with a 504 plan for ADHD the only thing necessary is for the parent to say the student has ADHD and for the teachers to agree that's probably true. (Although the second part seems not to be always necessary.) I believe that there has to be medical documentation as well. We can't go on the parents just saying it is so. Also, it has to interfere with their ability to learn, which may not always be true. Rosie ** See what's new at http://www.aol.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] Accelerated Reading
In a message dated 9/3/2007 10:21:23 AM Eastern Daylight Time, [EMAIL PROTECTED] writes: I am, and will remain, a staunch opponent of AR. If I moved to another school and they adopted AR, I would be looking for another teaching position. Joy, I totally agree with you, but it is expected that my students will make their AR goals each month. We used to deduct one percentage point from their reading grade if they didn't make their goal, but we are no longer allowed to do that. Rosie ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] gifted cluster class
I do not teach in a school with Reading First.? I am going to try to adapt the basal for lit circles-another teacher in our district has done something similar.? I do know that there are enrichment suggestions for gifted students in the HM curriculum and will look into that as well.? I really appreciate all the suggestions. Rosie -Original Message- From: Joy [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Mon, 20 Aug 2007 12:16 am Subject: Re: [MOSAIC] gifted cluster class Rosie, You're at a Reading First school? Could you use the basal, but go deeper with their work once they finish the requirements? Doesn't the HM teacher's guide have suggestions for gifted learners? Could you find other books that have connected themes and run lit circles with the kids? Could you do lit circles with the basal? Just thinking off the top of my head. [EMAIL PROTECTED] wrote: I am really not sure how to answer this question.? My students can be classified as gifted in math and/or reading.? I am not aware of each students classification at this time.? As far as teaching from the basal, all I can tell you is that my entire county is required to work with the HM basal series.? We are supposed to be using it with fidelty meaning supplementing with any other materials.? Of course this is crazy and many of us do, however, we could get in trouble depending on who enters the classroom.? Rosie 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 - Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. ___ 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. AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.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] gifted cluster class
Laura, Your question is confusing, can you clarify? -Original Message- From: Laura Cannon [EMAIL PROTECTED] To: 'Mosaic: A Reading Comprehension Strategies Email Group' mosaic@literacyworkshop.org Sent: Sat, 18 Aug 2007 12:26 am Subject: Re: [MOSAIC] gifted cluster class How is a gifted class if you have to teach the basal and in a certain order? -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] Sent: Saturday, August 18, 2007 5:41 PM To: [EMAIL PROTECTED]; [EMAIL PROTECTED]; mosaic@literacyworkshop.org Subject: [MOSAIC] gifted cluster class I have just found out that I will be teaching the third grade gifted cluster class. We are required to use a basal and must teach the stories in a particular order. I want to teach the students about thick and thin questions, as a way of extending their knowledge of the stories read. Does anyone have any other suggestions? This is the first time that I will have the gifted class. Rosie AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.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. ___ 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. AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.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] gifted cluster class
I am really not sure how to answer this question.? My students can be classified as gifted in math and/or reading.? I am not aware of each students classification at this time.? As far as teaching from the basal, all I can tell you is that my entire county is required to work with the HM basal series.? We are supposed to be using it with fidelty meaning supplementing with any other materials.? Of course this is crazy and many of us do, however, we could get in trouble depending on who enters the classroom.? Rosie -Original Message- From: Renee [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sun, 19 Aug 2007 1:49 pm Subject: Re: [MOSAIC] gifted cluster class Here are a couple of summaries of position statements from the National Association for Gifted Education: ADDRESSING AFFECTIVE NEEDS OF GIFTED CHILDREN Educational and counseling programs must provide all children with opportunities to develop understanding of themselves and their role in society. Because, by definition, gifted children differ significantly from others, these programs should be responding to the social emotional or affective characteristics that distinguish gifted students from others DIFFERENTIATION OF CURRICULUM AND INSTRUCTION NAGC supports the provision of appropriate quality educational experiences for all students across the spectrum of ability, background, and achievement. The learning needs of gifted students often differ from those of other students and should be addressed through differentiation, a modification of curriculum and instruction based on the assessed achievement and interests of individual students. More complete statements can be accessed at http://www.nagc.org/index.aspx?id=375 The very idea that a district/school would create a gifted cluster class and then mandate that the basal be strictly adhered to is really absurd to the max, in my opinion. Renee On Aug 19, 2007, at 10:25 AM, ljackson wrote: I think I get it. How does lock step, one size fits all instruction make sense in a gift and talented classroom? Course, I think this is a valid question for every group of learners. Lori On 8/19/07 9:51 AM, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote: Laura, Your question is confusing, can you clarify? -Original Message- From: Laura Cannon [EMAIL PROTECTED] To: 'Mosaic: A Reading Comprehension Strategies Email Group' mosaic@literacyworkshop.org Sent: Sat, 18 Aug 2007 12:26 am Subject: Re: [MOSAIC] gifted cluster class How is a gifted class if you have to teach the basal and in a certain order? -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] Sent: Saturday, August 18, 2007 5:41 PM To: [EMAIL PROTECTED]; [EMAIL PROTECTED]; mosaic@literacyworkshop.org Subject: [MOSAIC] gifted cluster class I have just found out that I will be teaching the third grade gifted cluster class. We are required to use a basal and must teach the stories in a particular order. I want to teach the students about thick and thin questions, as a way of extending their knowledge of the stories read. Does anyone have any other suggestions? This is the first time that I will have the gifted class. Rosie __ __ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.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. ___ 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. __ __ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.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. -- 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
Re: [MOSAIC] gifted cluster class
I am in NC. Rosie -Original Message- From: Beverlee Paul [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Sun, 19 Aug 2007 8:03 pm Subject: Re: [MOSAIC] gifted cluster class What state do you teach in, Rosie? I am really not sure how to answer this question.? My students can be classified as gifted in math and/or reading.? I am not aware of each students classification at this time.? As far as teaching from the basal, all I can tell you is that my entire county is required to work with the HM basal series.? We are supposed to be using it with fidelty meaning supplementing with any other materials.? Of course this is crazy and many of us do, however, we could get in trouble depending on who enters the classroom.? Rosie _ More photos, more messages, more storage—get 2GB with Windows Live Hotmail. http://imagine-windowslive.com/hotmail/?locale=en-usocid=TXT_TAGHM_migration_HM_mini_2G_0507 ___ osaic mailing list [EMAIL PROTECTED] o unsubscribe or modify your membership please go to ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.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] Students who don't learn to read
In my opinion STAR is strictly assessing vocabulary. There is no assessment of higher level thinking skills within the context of a real story. Rosie ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] Students who don't learn to read
In a message dated 7/20/2007 9:31:39 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: Are you meeting the needs of 90% of your students? My district adopted HM last year and we are supposed to be using it with fidelty-meaning we aren't allowed to supplement with any non-HM materials. One program cannot be the answer to everyone's reading needs! I don't believe that I am meeting the needs of many of my students. They read below grade level yet, I am teaching them weekly on materials above their ability. Even some of the lowest level readers are too difficult for many of them to read independently. I get very frustrated teaching reading, sometimes I wish I just teach the other subjects and skip reading. Rosie ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] Students who don't learn to read
In a message dated 7/21/2007 9:24:54 AM Eastern Daylight Time, [EMAIL PROTECTED] writes: Our district does that with the Reading First mentality, especially in the primary grades. When the literacy coaches (reading police) I don't teach in a reading first school, I am the one with fidelty to HM. We also has a literacy coach last year who we referred to as the lesson plan police. She would come in with her little clip board to check your objectives-which had to be written daily some where for the children to read. (strangely enough,when I went to school the teachers didn't write objectives on the board and I wasn't traumatized by it). I got smart about what I wrote for my objectives and made them deliberatley vague and generic so that I didn't have to rewrite them all each week. I specifically asked her one time if my higher level students could read a novel during small group time-even the ones that come with the basal-and she said, Why would you want to do that? My reply, So we could read some authentic literature. She told me that I couldn't do that. UGH!!! We are also not allowed to integrate any other subjects into our literacy block-90 minutes + 30 additional minutes for writing. This leaves very little time for Math, Social Studies, Science and Health. I wonder what teaching was like when teachers got to use their own brains. Rosie ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] Complacency vs. Implementing What I've Learned
In a message dated 7/19/2007 8:34:33 AM Eastern Daylight Time, ljackso [EMAIL PROTECTED] writes: I have also been somewhat torn about the role that the union plays but have come to different conclusions. What an interesting topic of conversation. My only reply is be thankful you live in a state that allows teachers to join unions. I teach in NC and we are not allowed to belong to collective bargaining units. Yes we have a North Carolina division of the NEA and can participate and pay into the organization. It does lobby the legislators-who determine our salaries-but we can't bargain at all. We have no protection against administrators who think we should stay after for meetings every day, etc. I have a master's degree and five years of experience and don't make $40,000. Rosie ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] Wilson Reading Program/Fundations
I know very little about Wilson reading myself. However, when my son was in the sixth grade and we had moved to a new state, he was offered a Wilson reading class as part of his IEP. It just happened that he ended up having it for two periods each day the entire year. It helped him tremendously and he now reads at grade level. He still doesn't like reading, but he is a capable reader. Rosie ** AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.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.
[MOSAIC] looking for clips to hang chart paper from chalk board
Does anyone know where I can purchase clips that hang from your chalkboard to hang chart paper from? Rosie BRBRBR**BR AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.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] new Basal Adoption
My district adopted Houghton Mifflin this school year. The basal stories are good, the problem I have with the series is that our district has decided that we aren't supposed to use anything other than the publishers components. I teach third grade and there are leveled readers, however, even the lowest level ones are too difficult for many of my students to read independently. BRBRBR**BR AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.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] Protected book lists
In a message dated 2/19/2007 6:48:05 PM Eastern Standard Time, [EMAIL PROTECTED] writes: Also, when some students have already read something, they tend to ruin it for others. How do you work around situatons like this? I teach third grade and we must teach reading from a basal. Usually my students exposure to novels is limited to teacher read alouds. I guess maybe I don't see the end where many of them have read a book previously, as the vast majoroity of my students read very simple chapter books such as Henry and Mudge. However, I have had a few occasions where this has happened, and I simply ask the student not to give a way too much. Rosie ___ 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] Non fiction convention notebook is on the Tools Page
In a message dated 2/18/2007 2:21:57 PM Eastern Standard Time, [EMAIL PROTECTED] writes: Hi Debbie A great way for your grade 2 students to understand non - fiction text is to make a non -fiction conventions notebook. You will find a great example on the Tools for Teachers page on the Mosaic of Thought website! Look under worksheets and reporting. Donna, I just love this! I think I will use this in small group over the next several weeks. I am looking for an example of a readers notbeook. Not sure what exactly I want in the notebook, but want the students to have a variety of information at their fingertips. Any idea, examples, suggestions? I am already starting to plan for next years lessons! (In my head only). Rosie ___ 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] Fluency
In a message dated 2/10/2007 5:55:03 AM Eastern Standard Time, [EMAIL PROTECTED] writes: Now I agree that once a week--you are not going to see major gains. But, if you use the information you get from the fluency checks to drive your instruction you will see positive gains over time. Mary Anne I can tell you that we aren't using the information to drive instruction as we are mandated to use the Houghton Mifflin series in a specific order. I personally think that we are doing it so we can document why Susie shouldn't go to the next grade level. Rosie ___ 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] Fluency
In a message dated 2/10/2007 8:21:41 AM Eastern Standard Time, [EMAIL PROTECTED] writes: I agree with Lori. Also there are many other strategies for building fluency, such as choral reading, and echo reading. I think the idea behind checking their fluency is to make sure you are hearing them read every week. Have you had specific fluency training? I know there are folks at DPI who are interested in seeing our students improve their fluency, but not to the exclusion of anything else. Our SCOS requires a balanced approach, and in NC the SCOS is the law. We can lose our jobs, our license, and face criminal charges if we don't follow it. (Although you don't hear of that happening very often.) Are you in a Reading First School, Rosie? It sounds like many of the mandates you are encountering may be coming from that. Joy, We are not a Reading First school. The entire county is supposed to be following the Houghton Mifflin series. The county has adopted a curriculum guide that tells you what story to teach and what week to teach it! I have not had any training in teaching fluency. We are also required to teach a 90 minute reading block with just 30 minutes of whole group time, and 60 minutes of rotations. During rotation time they come to me for small group instruction, they go one station per day and they go to what we call the thinking lab. Unfortunately thinking lab and stations are independent work and they must produce a product while there. My grade level does integrate other skills that aren't in the HM series, although techincally we aren't supposed to be doing that. During small group instruction we read the leveled reader, work on vocabulary and read short passages that have to do with a content are such as Social Studies or Science. One of my concerns is that we are heavily into Acclerated Reader. So, why would I as a student want to spend time re-reading stories I have already tested on , when I can't earn points for them again? Rosie ___ 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] Fluency
In a message dated 2/9/2007 5:41:50 PM Eastern Standard Time, [EMAIL PROTECTED] writes: But the thing that sticks with me most about your post is that you are doing these fluency checks weekly. Let's see 20 students 5 minutes per students (the test itself plus all the transition time and notetaking) that's 100 minutes a week that you are not teaching. How do you feel about this? I would be interested in knowing what strategies you can get from your literacy coach. Renee I must test each student that is below level grade, for me that is 9 students. One of whom I just test on sight words because he is ESL and hasn't mastered them all yet. I forgot to mention I am supposed to l have each student read the passage three times and then take the best reading for documentation purposes. Yes, I MUST do this weekly, it is not optional. I am not sure if this is politically correct or not but I think my students would make more progress if they were being taught on their reading level, not their grade level. What is wrong with ability grouping for reading? Yes I know that they need to hear better readers, but even within a class of low readers there will still be varying levels of ability. Not to mention that they hear me read to them every day. I make this analogy: If I spend my whole day in a calculus class yet I don't understand sixth grade math how am I to become a better math student? Rosie ___ 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] Fluency
I am sorry if this sounds negative but I am trying to get some clarification on something. My school is a low-performing school that is required to teach exclusively from the Houghton Mifflin basal. We MUST do a fluency record on each child who is not reading at grade level every week. We are the lowest level third grade leveled reader passage for the fluency record. Most of my students being checked weekly are reading at least a grade below. My first question is: Should these checks be done after the student has been exposed to the passages? They are taken directly from the leveled reader that we read each week, however, I test most of my students prior to us reading the leveled reader. My theory was if they were fluent readers, it shouldn't matter if it is a cold reading. I got a sticky note today telling me that I need to consult with the literacy coach on fluency strategies since my students fluency is dropping. Seems perfectly natural to me since the texts we are reading are becoming more and more difficult and the vocabulary mose sophiscated. What is the point of this weekly recording? It isn't making them better readers. Is this just a cover your rear type of documentation? Help Rosie ___ 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] Guided Reading
I have never been trained in Guided Reading and having been reading up on it. My question is this-Do the students need to be reading a text that they can read independently? I teach third grade and am required to use the leveled readers that come with out basal series. Only problem is that for about half my class the lowest level leveled reader is too difficult. I have one child who is capable of reading 44 kindergarten sight words and that is about it! Rosie ___ 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] Passion . . . long and OT/Lori
In a message dated 12/25/2006 12:53:59 AM Eastern Standard Time, [EMAIL PROTECTED] writes: Rosie, We are both in NC, and I see this as well. Parents that believe that baseball, football, soccer, and dance are more important than reading! It isn't really sports and dance that I see interfering. Most of my students cannot afford these types of activities. It appears to be just a general apathy, I believe partly because most of the single parents that I deal with didn't have good school experiences, many didn't finish high school, and most are just tried of providing the basics. My students live in poverty, and for what ever reason, don't realize that education is the way out, or don't want out. Many of them live in neighborhoods filled with gangs, and probably have siblings who are gang members. Rosie ___ 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] Passion . . . long and OT/Lori
In America we educate everyone, this is not true in other countries. We need to stop comparing ourselves. Additionally, we need to stop believing that if every child doesn't go to college that we have failed. Not everyone wants to go or should go to college. Our economy cannot support everyone being college educated. I am not sure what the answer is to getting students at grade level. I am not really a fan of young children attending formal schooling, but so many of my students come unprepared even in kindergarten. No one has read to them, or helped them to learn what we might consider the basics-things that our mothers probably taught us. Education is really not seen as important by most of my students, and frankly by many of their parents. Some days I feel like I am just showing up for myself and no one else. Rosie ___ 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] input on basal reader--:(
In a message dated 12/6/2006 11:16:43 AM Eastern Standard Time, [EMAIL PROTECTED] writes: That said, I would TOTALLY AVOID any highly scripted program if you can. We have Houghton Mifflin, and the kids really seem to like the pieces and read alouds that I choose. I also like that there are short nonfiction pieces to go with each selection. I opt NOT to order the practice workbooks...they are a mindless waste of time and money IMO. I use the anthology many different ways...shared reading, small group, independent assignments. I truly believe it's how the teacher uses it. (or is allowed to use it!) We just adopted Houghton Mifflin this year and we are required to use it only, and nothing else. I do use some of the workbook pages simply because I need to have spelling practice and I need to have students involved in something that produces a product for the time when they are not in small group with me. Most of the stories are okay, I am not a basal fan in general. Additionally, I am frustrated with teaching from a third grade basal when the vast majority of my class reads below grade level. Rosie ___ 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] Read180
In a message dated 11/27/2006 11:16:33 AM Eastern Standard Time, [EMAIL PROTECTED] writes: 3. Students placed in the program should fit the profile - this means that the student must be reading at least a 3rd gr. reading level, otherwise materials provided will be too difficult. I teach third grade, half of my students don't read at grade level. Roise ___ 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 questions for parents
In a message dated 11/24/2006 5:17:27 PM Eastern Standard Time, [EMAIL PROTECTED] writes: Meg, Go to: www.madison.k12.wi.us Follow: Programs and Depts. All Prog. and Dept. Lang. Arts This was a very interesting website. I noticed that some of your test questions are open ended. We have none of those here in NC. Rosie ___ 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] want the math booklet??
In a message dated 10/23/2006 10:23:59 PM Eastern Standard Time, [EMAIL PROTECTED] writes: www.readinglady.com/mosaic/tools/tools.htm I don't see anything about a math booklet at the bottom. I see something about a Debbie Miller book list. Am I blind? Rosie ___ 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] in support of AR
In a message dated 10/9/2006 6:43:18 PM Eastern Standard Time, [EMAIL PROTECTED] writes: I was glad to see what Laura and Bill had to say about AR. Our district has had AR for about 10 years. My school gives the kids an hour a day for AR. Wow! Where in the world do you get one hour a day for this? I have a mandated 120 minute literacy block. A one hour math block. 30 minutes for lunch, 30 minutes for resource classes and 30 minutes of mandated recess time. That doesn't leave much time for Social Studies/Science. We are supposed to give the students 30 minutes a day for reading. Mine don't get that much time, and quite honestly most of them can't sit still that long. Rosie ___ 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] Lesson idea for purpose of reading
In a message dated 10/8/2006 4:20:30 PM Eastern Standard Time, [EMAIL PROTECTED] writes: Why not ask THEM what the purposes are for reading, and make a chart of their responses? When I asked my students this last year they told me it was to take an AR test. Rosie ___ 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] maybe OT-if so I apologize-independent literacy work
In a message dated 10/8/2006 8:55:51 PM Eastern Standard Time, [EMAIL PROTECTED] writes: As for AR, I don't read books because of the level of difficulty, but because I want to read them. Sometimes those books are easy children's books that make me laugh or cry, sometimes they are professional books I don't completely understand but plow through anyway, and sometimes they are adult novels that I read because they are just plain interesting, exciting, thought provoking, hilarious, or intriguing.Adults don't read on AR levels. There are no AR levels in libraries or bookstores. How will children ever learn to choose books well if they are restricted in making choices? Oh well.I know I 'm preaching to the choir. I hope you are beginning to find ways to teach reading that fit with your ideas. Stand up to your literacy coach with the district framework, letting her know you have a right to use novels and tradebooks. Hang in there, Ruby Ruby, Thanks for the encouragement. I have been using downlaoded books from reading atoz with my lowest group of children. They are mostly decodeable texts with word families. The students love them. They are quirky books, and are not AR but they have success reading them independently and then can find those word family words in other text. I have begun teaching the students about making connections text to text,etc. I am amazed at some of their thinking it just doesn't come out on the tests that they take. I am a fifth year teacher and I know that eventually I will get it and so will the kids. Rosie ___ 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] Hurray!!!
I am embarrassed to say that the beginning of the school has been so stressful that I didn't even realize I hadn't been getting mail from this list. I apologize! Rosie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
