Re: [MOSAIC] Test Talk
Ackity ack ack. It looks like I might have to buy another book. On Apr 1, 2008, at 9:03 PM, Patricia Kimathi wrote: > I love this book. I bought it shared it with our literacy coach she > read it and ordered it for every grad level and herself. I am in awe. > The children really seem to get it. > Pat K >> >> Test Talk: Integrating Test Preparation into Reading Workshop >> Greene & Melton >> Stenhouse >> >> ISBN: 9781571104618 >> >> Why did I bother to include all of that? Basically, because I am >> fairly convinced that you all are going to want to buy the book. >> . "All we have to decide is what to do with the time that's given to us." ~ Gandalf ~ The Fellowship of the Ring ~ J.R.R. Tolkein ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] reading intervention
Ick ick ick. Run, don't walk, away from Standards Plus. It is a highly scripted multiple choice test prep thingie that is really really dull, boring, and probably expensive. In most grades students have a "workbook" and the teacher uses overheads. It's done once a day. Teacher puts overhead up, students do the page, teacher goes over the answers. bleagh bleagh At my school they are even doing it in Kindergarten, and in my opinion it is a complete waste of time. Imagine the time consumed handing out the worksheets to students, getting out the overhead, standing at the overhead directing the whole class of 5-year-olds to circle the correct answer to something. You should see how many papers just get scribbled on. Run, run, run, as fast as you can. Renee On Apr 1, 2008, at 3:21 PM, Brenda White-Keller wrote: > Has anyone used Standards Plus? My principal is talking about > starting this program. I'm curious if anyone has used it and been > successful. Is there another intervention program that is better? > Thanks, > Brenda > ___ > 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. > > "Sometimes I wonder whether the world is being run by smart people who are putting us on or by imbeciles who really mean it." ~ Mark Twain ___ 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] Change of topic - 5th gr. read
Bridge to Terabithia is one of my absolute favorites. Mrs. Frisby and the Rats of Nimh is another. And both have movies to go with them. Renee G On Apr 7, 2008, at 2:43 PM, [EMAIL PROTECTED] wrote: > Sorry for the quick change. I was informed this morning that I can > choose > two new novels for next years fifth graders. While I already had one > in mind, > I was surprised by the fact that I get to choose two. Any QUICK > suggestions. I have to let them know tomorrow. (Sorry - I know that > there was some > conversation about this recently but I didn't pay attention then. LOL > We will > already be reading Number the Stars, Hatchet, Roll of Thunder, Hear > My Cry and > Raising Spirit Bear (or Saving Spirit Bear...or something Spirit Bear) > Thanks for any help that you can offer. > Michele > > > > **Planning your summer road trip? Check out AOL Travel > Guides. > > (http://travel.aol.com/travel-guide/united-states? > ncid=aoltrv000316) > ___ > 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. > > "Learning isn't a means to an end; it is an end in itself." ~ Robert A. Heinlein ___ 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] Online Reading Comprehension
On Apr 18, 2008, at 3:31 AM, Joy wrote: > The biggest problem he sees is that there is no correlation between > state reading tests and online reading. As far as I am concerned, there is no connection between state reading test and any kind of actual reading. :-) Renee "We live in a world in which we need to share responsibility. It's easy to say, 'It's not my child, not my community, not my world, not my problem.' Then there are those, who see the need and respond. I consider those people my heroes." ~ Fred Rogers ___ 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] Kindergarten preparation
Heather, Just two days ago my principal and I had this very conversation. He would like to do home visits to these children and bring them a goodie bag. I think it's a great idea, but I warned him that I hoped it wasn't going to become a "drill your child on this" packet and he said that wasn't what he had in mind. Renee On Apr 18, 2008, at 4:24 AM, Heather Wall wrote: > Does anyone do a "Kindergarten Welcome Packet" type of thing for their > entering Kindergarteners in the Spring? Our superintendent is thinking > of starting this - sort of a "Welcome to K" packet of possibly a book > and/or sight words and/or parent tips - that would be for the kids > we've registered to begin K in the fall. We'd try to get it to them > before summer starts. > I'm thinking perhaps we could get a free sample level A book from > readinga-z.com (everything has to be very cheap to do it county-wide), > and possibly some parent tips from readingrockets.com I'm not sure > about the sight words. What do you think? Should a pre-K student be > studying sight words? We're a rural, high ESL population in general, > with pockets of middle class families. Any ideas you have that can > help, or if you've done something like this before, would be greatly > appreciated! > Heather Wall/ Instructional Coach/ Georgia > NBCT 2005 > Literacy: Reading - Language Arts > ___ > 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. > > When you have only two pennies left in the world, buy a loaf of bread with one, and a lily with the other. ~ Chinese Proverb ___ 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] Kindergarten preparation
I think rather than flash cards, I'd like to see a little laminated alphabet chart, to facilitate singing the ABC song. Also, I think this packet should include the following: a box of 16 high-quality crayons a 5x7 pad of blank white paper a couple of already sharpened pencils a small, laminated number line that goes to 20 and maybe a pattern blocks shape-tracing template :-) Renee On Apr 18, 2008, at 5:01 AM, KENNETH SMITH wrote: > I think a welcome packet would be a great idea. A book from A-Z might > be a good idea so that parents can be prepared for what will be > expected of their kids. It seems like I remember an A-Z book called > "Getting Ready for School", but I'm not sure of the level. I think > sight words might be a bit much, but maybe instead you could do > something with the alphabet. You might be able to find a file folder > game or an activity off of the FCRR website to produce, giving them a > set of alphabet flashcards to manipulate. You could produce upper and > lower case letters, some pictures with Elkonin boxes under, maybe > filled-in, except for beginning sound - you might be able to find > worksheets that can be laminated and then include a dry erase marker. > I would also suggest a sentence strip (or name plate) with the child's > name (first and last) - this, too, could be laminated for the child to > practice. If you did want to do something with sight words, there is a > great sight with a complete Dolch kit that can be downloaded. It's > called theschoolbell.com. There are flashcards, a practice book, > games, and phrase lists. I would think this would be a better welcome > to first grade item, though. > > I would suggest teaching the parents about the 5 components of > reading, and then focusing them on the phonemic awareness area and > giving them ideas of how to work with sounds with their kids. Again, > the FCRR website has lots of info you could use. > > Hope that helps. > - Original Message - > From: "Heather Wall" <[EMAIL PROTECTED]> > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Sent: Friday, April 18, 2008 6:24:30 AM (GMT-0600) America/Chicago > Subject: [MOSAIC] Kindergarten preparation > > Does anyone do a "Kindergarten Welcome Packet" type of thing for their > entering Kindergarteners in the Spring? Our superintendent is thinking > of starting this - sort of a "Welcome to K" packet of possibly a book > and/or sight words and/or parent tips - that would be for the kids > we've registered to begin K in the fall. We'd try to get it to them > before summer starts. > I'm thinking perhaps we could get a free sample level A book from > readinga-z.com (everything has to be very cheap to do it county-wide), > and possibly some parent tips from readingrockets.com I'm not sure > about the sight words. What do you think? Should a pre-K student be > studying sight words? We're a rural, high ESL population in general, > with pockets of middle class families. Any ideas you have that can > help, or if you've done something like this before, would be greatly > appreciated! > Heather Wall/ Instructional Coach/ Georgia > "The thing always happens that you really believe in; and the belief in a thing makes it happen." ~ Frank Lloyd Wright ___ 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] Online Reading Comprehension
Let's not forget the "high interest" aspect of reading online. Usually aren't they reading something that interests them? And of their own choice? I think that matters tremendously. Renee G On Apr 18, 2008, at 6:09 AM, HERBERT Suzanne wrote: > I am not an expert, but as my post just moments ago indicated, it's > how the kids read and function now. The whole my space, MSN chat, > multiple windows downloaded and opened at any one time and the type of > skim reading that goes on, is about the change our kids are going > through. We are however, I believe, behind them. So, why did these > kids who tested poorly in tradtional reading do well with online > reading? Different skills are employed. But, I'm not an expert, just > a teaching mother with an 18 year old. It's a great discussion. "We live in a world in which we need to share responsibility. It's easy to say, 'It's not my child, not my community, not my world, not my problem.' Then there are those, who see the need and respond. I consider those people my heroes." ~ Fred Rogers ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Reading Specialist Praxis and another question
Denise, I'm going to be very candid here, because I am a little confused. It seems from your wording here that you have little experience with children, don't really know what to do with a student scenario, and do not know how to begin to write a standards-based lesson for language arts or reading for 6th-12th grade students. How did you come to want to be a reading specialist? Renee G On Apr 18, 2008, at 4:28 PM, Denise Dole wrote: > > > Dear online teachers,I have learned so much from this list serve! I > have two requests for help.I > > am taking the reading specialist PRAXIS in July. I do not have a whole > > lot of teaching experience. I will not be through 'clinic' when I take > > the test either. There is no study guide for this test. I have the list > > of topics and found it is mostly scenarios about students. Does anyone > > know where (online, book, whatever) I can find information similar to > > scenarios where I can practice for this test? Any suggestion at all > > about taking this test? I had a job interview the other > > day. I was asked this question and was stumped: How would you design a > > lesson geared to standards for language arts or reading? (For 6th - > > 12th grade)Thank you again so much, Denise > > ___ > Join Excite! - http://www.excite.com > The most personalized portal on the Web! > ___ > 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. > > "El fin de toda educacion debe ser seguramente el servicio a otros." ~ Cesar Chavez ___ 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] just right books?
On Apr 24, 2008, at 3:32 AM, Ljackson wrote: > when the level becomes more important than the book itself, we have > gone astray And we should all print out this sentence and make little sentence strips and drop them here and there around the schools :-) Renee Deep down we must have real affection for each other, a clear realization or recognition of our shared human status. At the same time, we must openly accept all ideologies and systems as a means of solving humanity's problems. One country, one nation, one ideology, one system is not sufficient. ~ The Dalai Lama ___ 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] just right books?
I'm sure I will get some flack for this, but in my opinion once a student is reasonably adept at figuring out text, worrying about *levels* is silly, unless the student consistently chooses books to read that are way too easy or way too hard. I think it's real easy to get nit-picky about these things. I remember about ten years ago or so, the Reading Recovery teacher at our school saying that with a third grader past a certain level (RR, maybe level 17 or so) it was not necessary to do running records anymore, and yet these days it seems like people are doing running records on sixth graders at level bazillion. Why are we making more work for ourselves? For what reason? Renee On Apr 23, 2008, at 9:17 PM, HERBERT Suzanne wrote: > It would be great if there was some feedback on this. We are > levelling 40 percent of the books that we should be using in the > classroom for reading. I would assume that literature circles and > silent reading, the children will take their own choices. I teach > fourth graders, and out of my 18 kids, 15 are independent on DRA Level > 50. So, I'm thinking, how essential is it to stick to 'levelled > books' if this is the case and why wouldn't you just encourage wider > reading and child choice? I haven't in the past been into 'exact' > levels for guided reading, somewhere in the 'range' and then lots of > other reading instruction. We're an international school, and a bit > isolated in terms of these types of conversations. At the moment we > are just following directions blindly but now all these types of > questions are starting to be asked. Any ideas/advice/thoughts greatly > appreciated and I so appreciate the chance to speak with you all. > Suzanne "We are here to infiltrate space with ideas." ~ Ramtha ___ 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] just right books?
I think a ratio of books would depend on the student, so I'd want to make any such ratio very flexible. I'd hope that all students would have a chance to reread books that are a bit easy, some that are *just right* and some that are more challenging. In any case, I think all students should have some opportunity, each day if at all possible, to choose what they read without an adult hovering over them checking for levels or fluency. And I'm not talking about Accelerated Reader choices, either, where they are going to take a test. I am talking about true choice, just for the pleasure of it. On Apr 24, 2008, at 6:50 PM, Heather Blau wrote: > It seems to work well to set a ratio (say 5 "just right" books, for > every one "challenge")- this keeps the door open to high interest > books, but also keeps comprehension and fluency on track. Knowing > that a high interest book is just a title or two away is great > motivator, nudging kids to try genres and authors they don't have > much experience with- and if they are truly great texts- kids often > discover they like books on their level. The key is finding really > compelling texts w/ age appropriate theme, message, language in a > wide range of levels. "We are here to infiltrate space with ideas." ~ Ramtha ___ 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] just right books?
hahaha: "Great Pronouncers" I love it! Renee On Apr 25, 2008, at 3:43 PM, ljackson wrote: > Rereading for meaning, I see that Bev talked about an overemphasis on > fluency, not ignorance of fluency. Forgive me, but this is not an > all or > nothing discussion but a matter of balance and emphasis. I am equally > frustrated by the Great Pronouncers who breeze through a text with > accuracy > and fluency, then look at me like a deer in the headlights. That > cannot be > our goal either. "Life is what happens to you while you're busy making other plans." John Lennon ___ 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] Less is More Book is appropriate for 5 - 6 grades
On Apr 29, 2008, at 8:13 PM, [EMAIL PROTECTED] wrote: > We spend a few units writing essays in grades 5 and up...literary > essay, > personal essay. It is necessary for kids to read them in order to > write them. I believe this is true of any genre of writing. If you're going to write poetry, you have to read it. A lot of it. If you're going to write a memoir, you've got to read some. Plenty of them. As teachers, we are mandated to teach children how to do things we often don't even do ourselves. Interesting, I think. Renee "Many persons have a wrong idea of what constitutes true happiness. It is not attained through self-gratification but through fidelity to a worthy purpose." ~Helen Keller ___ 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] OT First or second grade?
I have taught every elementary grade. I love Kindergarten but if all the grades were put in front of me, I'd probably choose 2nd grade. They are learning to be more independent, have (mostly) figured out what someone else called "the logistics of reading" and can (mostly) write well enough to be able to branch out creatively. Plus, they are starting to ramp up to a new developmental level. Way cool little people. And here's something to think about. If you've only taught first grade, it would be beneficial to you to teach another grade. I'm glad I've done all the grades, although my first ten years were with third graders (sometimes in multiage). Each grade has its own particularities. :-) Renee On Apr 30, 2008, at 4:18 PM, Patti Brooks wrote: > > I've taught first grade for 30 years and have an opportunity to move > to 2nd. I'm really having a difficult time deciding. Do any of you > have any suggestions? For those who have taught both, which do you > prefer? Thanks!Patti > _ > Spell a grand slam in this game where word skill meets World Series. > Get in the game. > http://club.live.com/word_slugger.aspx? > icid=word_slugger_wlhm_admod_april08 > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/ > mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > "All we have to decide is what to do with the time that's given to us." ~ Gandalf ~ The Fellowship of the Ring ~ J.R.R. Tolkein ___ 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] suzanne & everyday math
I have to make a comment here. If a teacher thinks a program "moves too quickly" then why is that teacher not slowing down and supplementing where supplementing is due? In my mind, this is a ridiculous criticism of a program. any program. Programs do not teach students. Teachers teach students. Do people not learn any more how to actually teach? Renee who is feeling crotchety this morning. On May 3, 2008, at 3:39 AM, [EMAIL PROTECTED] wrote: > Suzanne- just a quick note on Everyday Math-you can email me off list > if you > want for more. Our district started using this program about 6 years > ago- > I've been here 3 years- and one thing I've noticed as an intervention > teacher > is this is the first district where we have more kids in intervention > math > classes than reading! The teachers complain the program moves too > quickly and is > too heavily based on reading skills. It does try to use real life > problems, > but the computation aspect of it just flies by and the slower kids > never seem > to catch up. I haven't heard any of our 2-5 teachers say they like > the > program...hope this helps in some way. > Michelle 2-5 reading ais ny "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.
Re: [MOSAIC] suzanne & everyday math
On May 3, 2008, at 8:22 AM, Krista Sadlers wrote: > Renee, there are many districts (mine in Florida included) that are > now not > only bound by curriculum, but by a pacing guide as well. We are > supposed to > go verbatim from the teachers manual. This, of course, is contrary to > all I > learned about becoming a teacher and all that inspired me to become a > teacher in the first place. > Oh bleagh. I keep forgetting about this. But I still feel the same way. Why are teachers not standing up to this? Especially teachers who are experienced and tenured? I will forgive those who are just starting out and/or who for whatever reason are still in probationary status, but really, teachers need to start speaking out. Big time. Renee "The cure for boredom is curiosity. There is no cure for curiosity." ~ Dorothy Parker ___ 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] off topic math conversation
On May 3, 2008, at 10:06 AM, Waingort Jimenez, Elisa wrote: > And actually, for a next book study we might consider the book that > correlates the strategies with math. I have the book but I can't > remember the title. I think Ellin Keene wrote the foreword. The book is called "Comprehending Math: Adapting Reading Strategies to Teach Mathematics, K-6." The author is Arthur Hyde and yes, Ellin Keene wrote the forward. I think a book study on this is a fantastic idea! Renee Arrange what pieces come your way. - Virginia Woolf ___ 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] suzanne & everyday math
Hi Cami, I am sorry if I came across as criticizing individual teachers. I know that's how it sounded and in a way I was doing just that, but from a more global perspective. When I say teachers need to speak out, I am talking about getting involved in things like district level committees which have input on these decisions. Perhaps some districts don't have these committees, but all the districts in which I've worked HAVE had them, and I have been on them. There are some teachers on these committees (and sometimes most of them) who just "go along" and do not speak out even when they have the opportunity to effect change. I did not mean to offend anyone but there ARE teachers who CAN speak out who do not. I feel for those who are mandated to do a certain thing and who are policed in doing so. I have never been in that position and in that I feel lucky. I will say, though, that I have been in positions where the mandates are to follow the program "with fidelity" and I still found many ways and times to bring in best practices, with justification that I was addressing certain standards. It will be a great day when teachers can teach again. Renee On May 3, 2008, at 10:37 AM, [EMAIL PROTECTED] wrote: > Renee, > > my district just adopted EM . I would love to slow down and > supplement with > other things but we were told in no uncertain terms that we may not do > that. > We have a consultant who meets with us once a month for PD and makes > sure > that we follow the program exactly each day regardless of how the > children are > doing. It kills me but I don't have a choice so please refrain from > criticizing individual teachers. > > Thanks > Cami > > > In a message dated 5/3/08 10:39:53 AM, [EMAIL PROTECTED] writes: > > >> I have to make a comment here. If a teacher thinks a program "moves >> too >> quickly" then why is that teacher not slowing down and supplementing >> where supplementing is due? In my mind, this is a ridiculous criticism >> of a program..... any program. Programs do not teach students. >> Teachers >> teach students. Do people not learn any more how to actually teach? >> >> Renee who is feeling crotchety this morning. >> >> > > > ** > Wondering what's for Dinner Tonight? Get new twists on family > favorites at AOL Food. > > (http://food.aol.com/dinner-tonight?NCID=aolfod000301) > ___ > 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. > > "Education is not the filling of a pail, but the lighting of a fire." ~William Butler Yeats ___ 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] suzanne & everyday math
Thanks. It's always nice to have someone agree with me. I am not in Phoenix, nor have I ever been there. I live in Northern California. I think I have multiple lives. :-) Renee On May 3, 2008, at 3:31 PM, Mary and Pete Montoya wrote: > I absolutely agree, Renee...We often feel the pressure to teach > to the text, and are not allowed the independence to teach students! > p.s. are you in Phoenix? > > - Original Message ----- > From: "Renee" <[EMAIL PROTECTED]> > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Sent: Saturday, May 03, 2008 2:17 PM > Subject: Re: [MOSAIC] suzanne & everyday math > > >> Hi Cami, >> >> I am sorry if I came across as criticizing individual teachers. I know >> that's how it sounded and in a way I was doing just that, but from a >> more global perspective. When I say teachers need to speak out, I am >> talking about getting involved in things like district level >> committees >> which have input on these decisions. Perhaps some districts don't have >> these committees, but all the districts in which I've worked HAVE had >> them, and I have been on them. There are some teachers on these >> committees (and sometimes most of them) who just "go along" and do not >> speak out even when they have the opportunity to effect change. >> >> I did not mean to offend anyone but there ARE teachers who CAN speak >> out who do not. I feel for those who are mandated to do a certain >> thing >> and who are policed in doing so. I have never been in that position >> and >> in that I feel lucky. I will say, though, that I have been in >> positions >> where the mandates are to follow the program "with fidelity" and I >> still found many ways and times to bring in best practices, with >> justification that I was addressing certain standards. >> >> It will be a great day when teachers can teach again. >> >> Renee >> >> >> On May 3, 2008, at 10:37 AM, [EMAIL PROTECTED] wrote: >> >>> Renee, >>> >>> my district just adopted EM . I would love to slow down and >>> supplement with >>> other things but we were told in no uncertain terms that we may not >>> do >>> that. >>> We have a consultant who meets with us once a month for PD and makes >>> sure >>> that we follow the program exactly each day regardless of how the >>> children are >>> doing. It kills me but I don't have a choice so please refrain from >>> criticizing individual teachers. >>> >>> Thanks >>> Cami >>> >>> >>> In a message dated 5/3/08 10:39:53 AM, [EMAIL PROTECTED] >>> writes: >>> >>> >>>> I have to make a comment here. If a teacher thinks a program "moves >>>> too >>>> quickly" then why is that teacher not slowing down and supplementing >>>> where supplementing is due? In my mind, this is a ridiculous >>>> criticism >>>> of a program. any program. Programs do not teach students. >>>> Teachers >>>> teach students. Do people not learn any more how to actually teach? >>>> >>>> Renee who is feeling crotchety this morning. >>>> >>>> >>> >>> >>> ** >>> Wondering what's for Dinner Tonight? Get new twists on family >>> favorites at AOL Food. >>> >>> (http://food.aol.com/dinner-tonight?NCID=aolfod000301) >>> ___ >>> 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. >>> >>> >> "Education is not the filling of a pail, but the lighting of a fire." >> ~William Butler Yeats >> >> >> ___ >> 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. >> >> >> >> -- >> Internal Virus Database is out-of-date. >> Checked by AVG. >> Version: 7.5.524 / Virus Database: 269.23.5/1399 - Release Date: > 4/26/2008 2:17 PM >> >> > > > ___ > 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. > > "Discontent is the first step in the progress of a man or a nation." ~Oscar Wilde ___ 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] Off Topic Math discussion
Joy, You might be interested in the TAWL listserv: The archives are available at http://listserv.arizona.edu/archives/tawl.html On May 3, 2008, at 4:09 PM, Joy wrote: > Or, is there some way that a general discussion group about best > practices in instruction could be started? Would anyone on this list > be interested? > "Think like a wise man but communicate in the language of the people." ~ William Butler Yeats ___ 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] Off Topic Math discussion - Closing
At the risk of having fingers wagged at me, I think I would just like to note that the original post on this topic included the fact that it was believed by teachers that the kids were not doing well with Everyday Math partly because of the amount of reading it requires. Sounds like reading comprehension to me. So I do not believe that it is off topic at all. But that's just me. I don't categorize learning into neat little content areas. But that's just me. I don't believe that reading comprehension doesn't apply in the content areas. But that's just me, I guess. And I'll be quiet now. Renee G. On May 3, 2008, at 4:52 PM, Keith Mack wrote: > I was working today and just returned to my home office. I was blown > away > by all the interest in the Math thread - over 20 posts in ~12 hours. I > was > doubly glad to see Jennifer chime in (as she should have) about > staying true > to the list mission. > > I know that there were great info and ideas on the math topic, but my > experience is that we have to be really careful when going on "bird > walks". > A short one is no big deal, but any that generate huge interest could > snowball into a permanent math "niche". Then if we allow Math, what's > to > stop science, music, art, politics (gasp!), etc.? > > The "off topic" posts become a HUGE BURDEN to our members on digest as > they > have to wade through the messages one at a time with no sorting > ability. > > Obviously you can tell I'm with Jennifer and Ginger with the idea that > this > list stay true to its mission. You can read more about the group > mission at: > http://readinglady.com/mosaic/. > > If there's interest, I can certainly create a separate list for those > of you > wanting to form a "Math Group" or a book talk (as mentioned), or even a > "General Elementary" or "Self Contained" that is open to all topics. > Please > contact me off list if you want to set something like this up. > > So I urge you to please let the Math topic die away. I'm sure we'll > see a > bunch more posts as people come back to check email Sunday or Monday. > > Thanks, > > Keith Mack > Web Administrator for Mosaic List > > > > > ___ > 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. > > When you have only two pennies left in the world, buy a loaf of bread with one, and a lily with the other. ~ Chinese Proverb ___ 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] Your reading and writing practices and learning experiences
Best Practices: - doing what children need, not what a program says. - keeping meaning/comprehension at the forefront - reading to and with children - integrating writing with reading - considering alternate forms of literacy (critical literacy, mathematical literacy, visual literacy) - allowing children's needs and interests to influence instruction - knowing why you are doing what you are doing at all times Those are just off the top of my head. I don't worry whether or not something is "supported by research" because I have little regard for most education research statistics/generalizations unless I know what the design of the research looked like in the first place. :-) Renee On Apr 30, 2008, at 8:58 PM, Maureen wrote: > I am curious how literacy teachers K-8 would answer if they were asked, > "What are your reading and writing practices and learning experiences > and > why have you specifically chosen these? What do you consider best > practices > that are supported by research? > ___ > 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. > > "Our lives begin to end the day we become silent about things that matter." ~ Martin Luther King, Jr. ___ 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] OT math discussion group started
For those who are interested in discussing math teaching and learning: Elementary Teachers Applying Whole Math is a discussion group for teachers who are interested in using constructivist, meaning-based strategies for teaching mathematics to elementary students. Members are invited to share their ideas and successes, and to pose questions for discussion. To join the group, please go to http://groups.google.com/group/etawm If you don't already have a google groups account, you'll need to create one with your email and a password. Note: This is a brand new group, started today. :-) Enjoy! Renee "He who dares not offend cannot be honest". ~ Thomas Paine ___ 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] critical concern
It's obviously not the teaching that has gone wrong, but the administration that has gone wrong. Renee On May 6, 2008, at 6:33 PM, Sandra Stringham wrote: > Leslie writes: > > new critical concern. I teach third grade in a school that is > all about teaching reading strategies. We have been told not to > teach > novels - better to have quantity than quality - and we have been > told to > stick to teaching the strategies from grades K-4, often times > using the > same texts! We have even been told that it is not our job to make > children like reading. I am now noticing that my children can > recite the > strategies and even apply them and write to them but they are missing > the book. They aren't looking at the book as a whole anymore. It > has > been delivered to them piecemeal and they are reading it that > way. Many > of them are missing the entire point, theme, lesson, importance, > etc of > the story. I am trying frantically to correct this before the > year is > over. Are any of you experiencing anything similar to this? > > This is confusing...the reason for the reading strategies is so > that kids can understand what they read and enjoy what they read. > Something has gone wrong here. I never read a book piecemealI > read it in its entirety so we can enjoy it. I don't even have a > problem if you are using the same texts K-4, because as kids > grow..they should get more out of it..take it deeper, or even need > an easier text to learn from (and many more reasons!) But you > always look at the book as a whole. > > Either something has gone wrong with the messageOR...something > has gone wrong with the teaching OR both. > > Since I began focusing on each strategy and then build on each one, > my kids LOVE to read. I even got a note today saying thank you for > teaching their child to read because they can't keep her out of the > library! I hear from students years later how much they love to read. > > Sandi > 1st/2nd > Elgin IL > ___ > 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. > "Life is what happens to you while you're busy making other plans." John Lennon ___ 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] critical concern
Ann, The powers that be are not interested in high level thinking. High level thinking turns people into rebels. They are mostly interested in high test scores, which can only be gained through correct responses to literal questions with one right answer. Renee On May 7, 2008, at 3:18 AM, Ann wrote: > I received this following announcement from the Michigan Dept of Ed. > yesterday. Interesting that they are dropping cross text > reading/responding in favor of the more literal questions to respond > to in short answer format. I'm still not sure how they think this > will promote high level thinking after reading and responding. > Ann > [EMAIL PROTECTED]" Nothing in all the world is more dangerous than sincere ignorance and conscientious stupidity. " ~ Martin Luther King, Jr. ___ 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] critical concern
You gotta love that Einstein guy. :-) Renee On May 7, 2008, at 7:25 AM, Beverlee Paul wrote: > Not everything that can be measured is important, and not everything > important can be measured. > >> From: [EMAIL PROTECTED]> Date: Wed, 7 May 2008 07:19:17 -0700> >> To: mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] critical >> concern> > Ann,> > The powers that be are not interested in high >> level thinking. High > level thinking turns people into rebels. They >> are mostly interested in > high test scores, which can only be gained >> through correct responses to > literal questions with one right >> answer.> > Renee> > On May 7, 2008, at 3:18 AM, Ann wrote:> > > I >> received this following announcement from the Michigan Dept of Ed. > >> > yesterday. Interesting that they are dropping cross text > > >> reading/responding in favor of the more literal questions to respond >> > > to in short answer format. I'm still not sure how they think this >> > > will promote high level thinking after reading and responding.> > >> Ann> > [EMAIL PROTECTED]"> > > Nothing in all the world is more >> dangerous than sincere ignorance and > conscientious stupidity. "> ~ >> Martin Luther King, Jr.> > > >> ___> 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 " What was once educationally significant, but difficult to measure, has been replaced by what is insignificant and easy to measure. So now we test how well we have taught what we do not value." — Art Costa, emeritus professor, California State University ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] response to Ann and Renee
I am convinced that part of the understructure of NCLB is to create compliant workers who depend on others to tell them what is right and wrong. Renee On May 7, 2008, at 7:18 PM, STEWART, L wrote: > Renee, > Your premise is frightening. High level thinkers are the only people > who can change the world...one rebel at a time! However, I agree with > you. So, we will have to be rebels in our classrooms...behind closed > doors. > Leslie > > > The powers that be are not interested in high level thinking. High > level thinking turns people into rebels. They are mostly interested in > high test scores, which can only be gained through correct responses to > literal questions with one right answer. > > Renee > > > > > > ___ > 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. > > "The cure for boredom is curiosity. There is no cure for curiosity." ~ Dorothy Parker ___ 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] The Albatross
On May 10, 2008, at 7:54 AM, Deb Holden wrote: > > Gina: we have wrestled with this for years also. What we finally came > up with was a reading grading rubric which added up to 100%. Different > portions at different times of the year are weighted differently. For > instance, out students are to be reading a certain number of books > independently each quarter; what is their actual reading level; fluency > level; do they complete their Reading at Home Log; use of Reading > Strategies; level of independent reading behaviors in the classroom; > etc.--what ever you value in your classroom for reading growth. This > seems to give the parents and students an accurate picture of the whole > student, and more challenged readers have an opportunity to bring their > grade up with effort. I think there is an old example of one on the > tools page. This has worked for my grade level very well for the past > three years. Hope I've explained this with some clarity. I like that your grading system weights different things at different times of the year, and that it includes process rather than just product. Nice Renee When you have only two pennies left in the world, buy a loaf of bread with one, and a lily with the other. ~ Chinese Proverb ___ 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] The Classics
On May 14, 2008, at 5:54 AM, [EMAIL PROTECTED] wrote: > HI, > > My students and I were talking about what makes a book a "classic." > I was > curious as to what your response would be, "What makes a classic book > a > classic?" My number one criterion is that it stands the test of time. Charlotte's Web. Goodnight Moon. The Cat in the Hat. All are read to children generation after generation. :-) Them's my two cents. Renee "I take my work seriously, but it's not the only thing that exists in the world." ~ Viggo Mortensen ___ 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-the year reading
On May 16, 2008, at 6:02 PM, [EMAIL PROTECTED] wrote: > Part of me would love to just do a lot of fun reading activities like > I used > to do such as acting out stories, making up new endings, writing a > letter to > a favorite character but I know that there are more valuable things > that I > should be teaching them to do in order to be better readers. I think these are all very valuable things to do, as they bring the reader into the text in ways that are personal and reflective. Renee G. "The test of a good teacher is not how many questions he can asks his pupils that they will answer readily, but how many questions he inspires them to ask which he finds hard to answer." ~ Alice Wellington Rollins ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Building stamina
And I've done it a different way. I don't care where they sit... on the floor, in a box, under a table, at their desk, on the couch. but once they find a spot, they have to stay there the entire 20 minutes of reading time. (And I think 45 minutes is a long time.) Renee On May 24, 2008, at 7:46 AM, Kristin Mitchell wrote: > One thing I've tried in the past and I don't love...but it does work > to an extent (and don't hate me for doing this!)...is to simply make > my kids sit at their desks for independent reading. They sit for up > to 45 minutes at a time. I know it's not ideal... > > Kristin Mitchell 6th/CO > "Be the change you want to see in the world" > -Ghandi > > > > - Original Message > > Any suggestions out there for how to build stamina throughout the year > without killing them withmore of these boring test examples? > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/ > mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > "Learning isn't a means to an end; it is an end in itself." ~ Robert A. Heinlein ___ 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 California we are required to sign an affidavit stating that we will not discuss the test with anyone, including other teachers, and that we will not disseminate any information about the test. One year I refused to sign and was told a proctor would have to administer my test but when testing week rolled around nothing happened and I administered the test without having signed the affidavit. So, I figure I can talk about it. :-) Renee On May 24, 2008, at 7:50 AM, Margaret Cooper wrote: > At 08:52 AM 5/24/2008, you wrote: > > We read a testing code of ethics in which it states we are not > allowed to read the test, nor discuss any passages, questions, or > answers. There are at least 15 different forms of the test, so > discussing anything would be close to impossible! > > Margaret > >> Friday, May 23, 2008 9:29:28 PM >> 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! >> >> Honestly, parents don't ever see the test so they wouldn't know what >> to complain about. All they know is their kids are testing for >> several days. Heck, in our state, teachers are really not supposed >> to look at the test either. We are just supposed to read the >> directions and then monitor if kids are on the right page and >> complete all the problems, etc. We can only say things like "Did >> you check all your work and are you ready to turn in your >> boolet?" If a kid says "yes", then their word is final. >> >> As for passing the test myself, I don't know, we're not supposed to >> "read" it! >> >> -- > > > ___ > 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. > > "Think like a wise man but communicate in the language of the people." ~ William Butler Yeats ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Building stamina
And I tend to come from a primary grade perspective; 45 minutes is not too long a time for a 6th grader. :-) Renee On May 25, 2008, at 6:41 AM, Kristin Mitchell wrote: > Ah, yes, it is. But I teach 6th grade and have two guided reading > groups a day I must teach, so I need the time! We build up to it, we > start at about 20 and then work out way up. They have book baggies > with multiple books and they respond/interact with their reading. So > not all of them read the entire 4 minutes. Although some do. AND, I > just found out that four of my students think it's the best part of > the day. > > Besides, some days it's shorter when my "mini" lesson becomes un-mini. > > Kristin Mitchell 6th/CO > "Be the change you want to see in the world" > -Ghandi > > > - Original Message > I have had fifth and sixth graders that want and need 45 minutes of > read time. > :)Bonita > > Renee <[EMAIL PROTECTED]> wrote: >> (And I think 45 minutes is a long time.) > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/ > mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > "If you choose the quick and easy path, you will become an agent of evil." ~Yoda ___ 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] Signing Affidavits for Testing in CA
One year I wrote "signed under duress" under my signature. (This was all when I had permanent status, of course, in a district where I had worked several years. I would not do this these days when I am still probationary and am already getting pink slips every year. AND I DO NOT ADVOCATE THIS PRACTICE FOR ANYONE WHO IS NOT SECURE IN THEIR POSITION I'm just saying Renee On May 24, 2008, at 8:58 PM, [EMAIL PROTECTED] wrote: > Hello, > > This may seem sort of silly, but as a teacher in the state of > California, I either write a diatribe on my affidavit, or I sign > another name, such as Lana Turner (my intitials) or Mini Mouse. > > I, too, have been told that I will not be able to administer the test > if I don't sign it. "We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America." ___ 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] Big Words
Beverlee, What makes me even more depressed is the *veteran* teachers who seem to fully buy in to what you call "education as it is today" because they know better. Sad Renee On Jun 7, 2008, at 8:57 AM, Beverlee Paul wrote: > "If schools are to be places that encourage new teachers, causing them > to see teaching as an interesting and unique career, there have to be > intellectually and socially challenging environments in which teachers > read together, reflect on practice, develop curriculum with a local > situated quality, and become conscious about the development of a > learning community." > > Vito Perrone And, to make it all the more frustrating, > sad-to-the-bone to me is that our professional newbies are seeing > education as it is today and extrapolating that that's all it can (or > should) be. Dry, "efficient," droning. "Sometimes I wonder whether the world is being run by smart people who are putting us on or by imbeciles who really mean it." ~ Mark Twain ___ 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] Nonsense words
I don't believe in teaching anything in isolation just so kids will do well on a test. Renee On Jun 9, 2008, at 1:18 PM, [EMAIL PROTECTED] wrote: > What are you thoughts about teaching nonsense words in > isolation---just so kids will do well on the dibels test? > > -- Original message -- > From: [EMAIL PROTECTED] > >> Not all books with nonsense words such as those are meant to teach >> phonics. >> I'm thinking of the book Jamberry. What is a "jamberry"? It's fun >> to play >> with the silliness of language and it also shows kids how language >> can be played >> with and manipulated to make new meanings. Doing this also >> manipulates sounds, >> not just meanings. This is a great phonologicl/phonemic awareness >> tool. Kids >> often make up their own new words: my own kids say things like >> "prettiful" and >> "overbalanced", knowing they are being silly. >> >> Cathy >> Title I Reading >> >> >> >> -Original Message- >> From: anne ehrmanntraut >> To: mosaic@literacyworkshop.org >> Sent: Mon, 9 Jun 2008 2:00 pm >> Subject: [MOSAIC] Nonsense words >> >> >> >> >> tried to post something last night, but I didn't see the posting. So >> I will >> ost it again. I am taking a literacy course in graduate school and I >> had a >> uestion about books with nonwords or nonsense words. In our graduate >> class our >> rofessor presented to us a book called "Hairy Bear" The book has >> sentences >> uch as "I will crim cram crash'em" While these are not real words >> they are >> eing used for phonics. Is it such a good idea to use books with words >> that are >> eaningless? Do you use these type of books in the classroom? Thank >> you for >> our help. -Anne >> >> nstantly invite friends from Facebook and other social networks to >> join you on >> indows Live⢠Messenger. >> ttps://www.invite2messenger.net/im/?source=TXT_EML_WLH_InviteFriends >> __ >> 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. >> >> ___ >> 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. > > When you have only two pennies left in the world, buy a loaf of bread with one, and a lily with the other. ~ Chinese Proverb ___ 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)Presentation
It is Susan Ohanian. You can sign up for daily emails. Very interesting reading. www.susanohanian.org On Jun 13, 2008, at 3:47 PM, <[EMAIL PROTECTED]> wrote: > Beverlee, > > What is the Susan O'Hanlon site? I tried to google - but it didn't > work. > > Thanks, > Linda B > > ___ > 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. > > "The thing always happens that you really believe in; and the belief in a thing makes it happen." ~ Frank Lloyd Wright ___ 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] phonemic awareness/segmentation help wanted
On Jun 23, 2008, at 8:21 PM, [EMAIL PROTECTED] wrote: > I have been thinking about this post since it came up. When we are > teaching phonological awareness and phonics, aren't we still teaching > meaning? My interpretation of what we are doing with this instruction, > is always based on meaning. No, I don't think so... not particularly. I just finished a year in a Kindergarten in which the head teacher definitely did not include meaning in practically any of her phonics/phonemic awareness activities. It was nearly all isolated, without context. How much meaning is there in DIBELS assessments that require students to bark out nonsense syllables in record time? If the argument here is that isolated phonics instruction LEADS to meaning, that it is a step in the process of reading for meaning, then I would say it would be just as easy to address phonics and phonemic awareness in a meaningful way, in context, as PART OF the whole reason for reading in the first place. My two cents. Renee "We are here to infiltrate space with ideas." ~ Ramtha ___ 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] phonemic awareness/segmentation help wanted
On Jun 24, 2008, at 8:27 AM, KENNETH SMITH wrote: > DIBELS gets a pretty rough rap on here and I think it is because it > is being considered an assessment rather than a screening. DIBELS is often used as an assessment, not just a screening. > Would you all agree that a student who does perform well on DIBELS is > well equipped to move forward in literacy instruction that focuses on > deep comprehension? I think ALL students are "well equipped" to move forward in literacy instruction that focuses on deep comprehension. I believe ALL literacy instruction should be focused on deep comprehension, no matter the level of the student. I don't believe a child needs to be *screened* before they enter into instruction that focuses on deep comprehension. Renee "The test of a good teacher is not how many questions he can asks his pupils that they will answer readily, but how many questions he inspires them to ask which he finds hard to answer." ~ Alice Wellington Rollins ___ 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] phonemic awareness/segmentation help wanted
When we think of teaching reading in the realm of combining listening, speaking, reading, and writing, then we also include conversations about read alouds, which includes making inferences and other components of comprehension. When we do shared reading activities, students who struggle with easier text have the support of those who do not; these strategies are meaning-based and include phonemic awareness/phonics. And of course, yes, deep comprehension is going to look different at different levels. Basically, I don't think phonics instruction should be isolated or separated from meaning. Renee On Jun 24, 2008, at 9:04 AM, KENNETH SMITH wrote: > Renee, > I agree with you that DIBELS is used (or misused) as an assessment > rather than a screening - a practice I have been working hard to > clarify in my own school. I think "deep comprehension" is probably > also a somewhat relative term. Just how deep can comprehension be a > text at a DRA level 3? "The ball is red." Not a lot of opportunity for > depth in that text. Deep comprehension for students at that level must > come from read aloud and shared reading. What I struggle with is my > 2-4 kids who can't get through the text because they stumble over the > simple words. These are the words they would see in ANY level of text. > When we talk of matching readers to text, we have to think not only > about what level they can fluently read, but what level they can > comprehend independently and then we also have to find texts that are > appropriate to their maturity and interest levels - not an easy task. > Debbie > - Original Message - > From: "Renee" <[EMAIL PROTECTED]> > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Sent: Tuesday, June 24, 2008 10:48:24 AM (GMT-0600) America/Chicago > Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted > > > On Jun 24, 2008, at 8:27 AM, KENNETH SMITH wrote: > >> DIBELS gets a pretty rough rap on here and I think it is because it >> is being considered an assessment rather than a screening. > > DIBELS is often used as an assessment, not just a screening. > >> Would you all agree that a student who does perform well on DIBELS is >> well equipped to move forward in literacy instruction that focuses on >> deep comprehension? > > I think ALL students are "well equipped" to move forward in literacy > instruction that focuses on deep comprehension. I believe ALL literacy > instruction should be focused on deep comprehension, no matter the > level of the student. I don't believe a child needs to be *screened* > before they enter into instruction that focuses on deep comprehension. > > Renee > > > "The test of a good teacher is not how many questions he can asks his > pupils that they will answer readily, but how many questions he > inspires them to ask which he finds hard to answer." > ~ Alice Wellington Rollins > > > > ___ > 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. > > "Any fool can know. The point is to understand." ~ Albert Einstein ___ 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] phonemic awareness/segmentation help wanted
On Jun 24, 2008, at 9:37 AM, [EMAIL PROTECTED] wrote: > And a student who struggles on part of the DIBELS may need to be > considered > for further evaluation to determine what would best prepare that > student for > progress into the area of deep comprehension? > No..see above. > There are students who can't hear the sounds in words. Not to mention the children who don't do well on DIBELS because they are looking for meaningful words. I've seen that happen. Renee "There is no test that measures a child." ___ 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] kindergarten
Kendra, You can do a great deal with comprehension strategies through read alouds. Of course, you wouldn't know that if you were in the Kindergarten classroom I was in last year, where the teacher didn't even know what a comprehension strategy was. But you are smarter and just from the questions you ask and the readings you've done I think you are going to like Kindergarten and do a great service there as well. :-) Renee [EMAIL PROTECTED] writes: > > 3. I have veteran teachers in my county that think K can't learn > reading > comprehension strategies. Do you start these at the beginning like > you did in > 1st after introducing certain fundamentals of reading workshop. I > know that > with K you have to build knowledge of print concepts and books. I > have used > Debbie Miller's book in the past to guide my reading comprehension > instruction. I am also currently reading To Understand. "Our lives begin to end the day we become silent about things that matter." ~ Martin Luther King, Jr. ___ 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] kindergarten
On Jul 5, 2008, at 6:51 AM, [EMAIL PROTECTED] wrote: > Hope this helps. I LOVE, LOVE, LOVE Kindergarten. Next year, I am > going > to have a K/1 multi-age class due to low numbers at my school. I am > excited, > but a little bit nervous, too. > Jane in SC :-) Hi Jane, You might want to check out this website: http://www.multiage-education.com/ Russell Yates as compiled a wonderful collection of resources and ideas for multiage classrooms. :-) Renee " What was once educationally significant, but difficult to measure, has been replaced by what is insignificant and easy to measure. So now we test how well we have taught what we do not value." — Art Costa, emeritus professor, California State University ___ 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] Introduction
Radical Reflections. Mem Fox. It won't give you strategies, per se, but it will give you some of what the title says. Renee On Jul 6, 2008, at 7:50 PM, Lyndsay Buehler wrote: > Hi there, > > I've been "lurking" on this list for a few months now and I thought > that it's finally time I introduce myself and start participating in > the discussions. > > I am a new teacher in Ontario, Canada. I teach Grades 1 to 6 Music > and Grade 1 Literacy at a small K-6 school. I am working towards > becoming a Reading Specialist and I have dreams of completing a > Masters in Literacy Education. > > I'm all set to enjoy my first official summer vacation! If anyone has > any recommendations for summer reading I'd love to hear them. > > -- > Lyndsay Buehler > > > "There is no end to learning." -- Robert Schumann > > ___ > 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. > > "Do not condemn the judgement of another because it differs from your own. You may both be wrong." ~ Dandemis ___ 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] kindergarten
I wouldn't ask the principal. I would just do it. That's what I did when I taught Kindergarten. Renee On Jul 6, 2008, at 6:28 AM, Linda Collins wrote: > Lori- > I also teach kindergarten. I have not used "Letter of the Week" > in years! We immerge our students in letters - focusing on the > letters in their names initially. Our K - 2 does use Wilson > Fundations, but I do not do all the activities. I pick & choose. I > also introduce upper & lower case together. I typically begin guided > reading groups in November with my kinders. If I were you, I would > certainly talk with the new principal to see if you could make some > changes in your classroom. You might want to look at Building Blocks > by Dottie Hall & Pat Cunningham. > > > Linda > http://teacherweb.com/OH/Union-SciotoElementarySchool/LCollins/ > index.html > > --- On Sat, 7/5/08, [EMAIL PROTECTED] > <[EMAIL PROTECTED]> wrote: > > From: [EMAIL PROTECTED] <[EMAIL PROTECTED]> > Subject: Re: [MOSAIC] kindergarten > To: mosaic@literacyworkshop.org > Date: Saturday, July 5, 2008, 10:39 AM > > Susan and Kendra, > > I feel that I am stuck at the present time with the letter of the week > because it is what "the team has always done". Being the new kid on > > the team I rearranged the introduction of the letters but did not give > up on the system. We have a new principal starting this fall so I am > hopeful that he will want to look at some different ways to do things. > Kendra...as far as your question about thinking strategies with > kindergarteners, I was determined not to "dumb down" the thining > strategies that I did with my first graders so I taught my kids what > schema was and why it was important. I carefully chose books that > would demonstrate how we use our schema (tooth losing books were a > hit) I also taught making connections and started to teach the > difference between a surface type connection and connections that help > us to understand what we are reading. Many of my colleagues said "you > are using the word schema with kinders?" YES! It is kind of a goofy > word so they remember it! What will be interesting to me is to see > what happens when my kinders get mixed with the other kinders in first > grade. Will what I taught them stick? Will it make a difference. I > have a friend in first grade who is going to help me with that > observation. Baby steps I guess! > > Lori > LoriQuoting [EMAIL PROTECTED]: > >> Kendra, >> >> K teachers in my school do not do letter of the week at all! They >> also do not use fundations. They are using reading and writing >> wokshop entirely and meeting children for guided reading in groups >> using Jan Richardson's approach to Guided Reading. It is working >> great! I teach 2nd grade and we are seeing a much higher percentage >> of students coming to first and second grade on graed level because >> of the great work they are doing in K. I am also one of the >> reading coaches at my school. Some of the teachers had a very hard >> time moving away from letter of the week. Once they saw the >> difference and what their children were capable of doing they have >> not looked back. >> >> Good luck, >> Susan/TN > > > ___ > 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. > > "You cannot teach a man anything; you can only help him to find it within himself." ~ Galileo ___ 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] Big Words
Stephanie, Where are you in California? Renee (Northern California here) On Jul 7, 2008, at 8:41 AM, Stephanie Sanchez wrote: > I do agree with part of what you wrote below. Children do need to hear > their teachers model the language and point out words within context, > however there are populations of children that need explicit > vocabulary in isolation. > > For instance, my school in California is made of 75% English Language > Learners. Most are directly here from Mexico with little or no > knowledge of the English language. When reading, there is no context > due to so many unknown words. Meaning simple gets completely lost with > no ability to use all vocabulary strategies that we teach. > > In the case of the teacher's picture strategy your mentioned for the > Daily 5 list serv, this would be awesome and well worth the time to > spend with my children so that they can be independent readers.They > need exposure and visuals so that they can grasp them and use them in > class since most likely they will not hear these words being > reinforced at home. However, if the population she is teaching > already know the English language, I could see this being a waste of > precious time that could be used to dive deeper into reading. But for > my population, I am extremely excited to use this strategy and find it > highly effective! > > :) Stephanie > 3rd grade/CA > > "Waingort Jimenez, Elisa" <[EMAIL PROTECTED]> wrote: Hi Beverlee, > I had saved this post to respond to at a later time but never intended > to wait a month, as it turns out, to do so. However, given a recent > conversation on the Daily5 listserv it is more appropriate that I am > responding now. > > There has been a thread on word walls over the last few days on the > Daily 5 listserv. One teacher, specifically, has been describing how > she does picture word walls with her students. The teacher chooses 15 > words a week from a current reading selection (seems a lot to me) and > over a period of 2 - 3 days (seems a long time to spend on somewhat > isolated vocabulary instruction) illustrates the meanings of the words > while the kids copy her illustrations or create their own as a memory > piece for the meaning of the word. The teacher's illustration, I > think, goes on the word wall and the children have a vocabulary folder > or notebook into which they insert their week's word pictures. > Although, on face value this seems like a worthwhile way to remember > vocabulary it seems that an inordinate amount of isolated time is > being spent on words to the detriment of the same amount of time being > used to read independently. All of the reviews of the research that > I've read say that > extensive reading is what produces high levels of vocabulary > knowledge. I think illustrating words is a good strategy to use but > it seems that in the example I've described it is being overused. I > think teachers tend to do this sometimes by taking a good idea and > turning it into a bad idea by overusing it or making everybody do the > same thing regardless of how useful it is to individual learners. I > use big words with my students and then they start using those big > words back because we employ them in meaningful contexts with > interesting books and focused lessons. In a previous post I wrote > about teaching my students about what a miscue was and then they > started pointing out their miscues and mine (a favorite activity as it > turned out!) when they were reading on their own or when I was doing > a read aloud. > Elisa > > Elisa Waingort > Grade 2 Spanish Bilingual > Dalhousie Elementary > Calgary, Canada > > > > What I didn't include in Elisa's response was her description of > vocabulary acquisition: usage, scaffolding, usage, scaffolding... and > that's what I've seen through the years with both immersion kids and > ELL/LEP kids. I just haven't seen any evidence that big words on > worksheets/workbooks transfer. I've seen plenty of evidence that > USING big words transfers. And I'd guess that Elisa would agree that > using big words along with concrete experiences pays the biggest > dividends. My guess is that the next-most-profitable would be using > big words with symbolic experience (following the math metaphor here), > such as when reading a picture book, would be the next-more-effective. > The least effective would be defining words with more abstract words. > > Some of the vocabulary programs sold today seem to me to be a way to > make us (educators) and the public "feel better&
Re: [MOSAIC] Big Words
I am up in Butte County. I live in Magalia, which is currently surrounded by fire and is just about 15 miles east and north of Chico. I lived in San Jose for most of my life and taught there for ten years before moving up here. It's always nice to hear from someone else in California. :-) Renee On Jul 7, 2008, at 9:26 AM, Stephanie Sanchez wrote: > Richmond (Bay Area) in the house! haha...yeah Richmond. Where are you? > > Renee <[EMAIL PROTECTED]> wrote: Stephanie, > Where are you in California? > Renee > (Northern California here) > > On Jul 7, 2008, at 8:41 AM, Stephanie Sanchez wrote: > >> I do agree with part of what you wrote below. Children do need to hear >> their teachers model the language and point out words within context, >> however there are populations of children that need explicit >> vocabulary in isolation. >> >> For instance, my school in California is made of 75% English Language >> Learners. Most are directly here from Mexico with little or no >> knowledge of the English language. When reading, there is no context >> due to so many unknown words. Meaning simple gets completely lost with >> no ability to use all vocabulary strategies that we teach. >> >> In the case of the teacher's picture strategy your mentioned for the >> Daily 5 list serv, this would be awesome and well worth the time to >> spend with my children so that they can be independent readers.They >> need exposure and visuals so that they can grasp them and use them in >> class since most likely they will not hear these words being >> reinforced at home. However, if the population she is teaching >> already know the English language, I could see this being a waste of >> precious time that could be used to dive deeper into reading. But for >> my population, I am extremely excited to use this strategy and find it >> highly effective! >> >> :) Stephanie >> 3rd grade/CA >> >> "Waingort Jimenez, Elisa" wrote: Hi Beverlee, >> I had saved this post to respond to at a later time but never intended >> to wait a month, as it turns out, to do so. However, given a recent >> conversation on the Daily5 listserv it is more appropriate that I am >> responding now. >> >> There has been a thread on word walls over the last few days on the >> Daily 5 listserv. One teacher, specifically, has been describing how >> she does picture word walls with her students. The teacher chooses 15 >> words a week from a current reading selection (seems a lot to me) and >> over a period of 2 - 3 days (seems a long time to spend on somewhat >> isolated vocabulary instruction) illustrates the meanings of the words >> while the kids copy her illustrations or create their own as a memory >> piece for the meaning of the word. The teacher's illustration, I >> think, goes on the word wall and the children have a vocabulary folder >> or notebook into which they insert their week's word pictures. >> Although, on face value this seems like a worthwhile way to remember >> vocabulary it seems that an inordinate amount of isolated time is >> being spent on words to the detriment of the same amount of time being >> used to read independently. All of the reviews of the research that >> I've read say that >> extensive reading is what produces high levels of vocabulary >> knowledge. I think illustrating words is a good strategy to use but >> it seems that in the example I've described it is being overused. I >> think teachers tend to do this sometimes by taking a good idea and >> turning it into a bad idea by overusing it or making everybody do the >> same thing regardless of how useful it is to individual learners. I >> use big words with my students and then they start using those big >> words back because we employ them in meaningful contexts with >> interesting books and focused lessons. In a previous post I wrote >> about teaching my students about what a miscue was and then they >> started pointing out their miscues and mine (a favorite activity as it >> turned out!) when they were reading on their own or when I was doing >> a read aloud. >> Elisa >> >> Elisa Waingort >> Grade 2 Spanish Bilingual >> Dalhousie Elementary >> Calgary, Canada >> >> >> >> What I didn't include in Elisa's response was her description of >> vocabulary acquisition: usage, scaffolding, usage, scaffolding... and >> that's what I've seen through the years with both immersion kids and >> ELL/LEP kids. I just haven't seen any evidence that big words on &g
Re: [MOSAIC] goal setting
I did goal setting with my third grade students years ago, for the very first time. I remember it was a long term thing, and that the goal was set BY the student, during the first parent conference in November (I did student-led parent conferences in which students, parents, and I looked at student work samples together while the student talked about his/her work). After looking at and discussing the student's work, I would ask the student what they thought they should / could / wanted to work on as a year long goal. Most students came up with something plausible. Some had trouble and in those cases I asked some leading questions and it was fun to listen to the parents follow my lead. We wrote down the goal at the top of a piece of blank white paper and I kept them all until parent conferences were finished. Then, I went through and "categorized" the goals so that there would be groups of three or four students. After a little discussion with some quick modeling, I put the students into groups where they could share their goals (they had their papers with them) and talk about strategies they could use to meet the goals. After these little student group discussions/brainstorm sessions, students wrote down two or three or however many strategies they could use to reach the goal. They kept these papers in their reading/writing notebooks and we visited them every time I met individually with students during reading/writing conference time. Late in the year, probably near the end, they met again in groups and talked about the whole process and wrote a little paragraph about whether they had met their goal, what they had done, what else they could have done, etc. This went into their portfolio of work. Another year, with fourth and fifth graders, we did weekly goals. I created a reflection sheet (about half-sheet size) that had at the top "Three cheers" and about halfway down or so, it said " and a wish." On Friday afternoon, last thing, students wrote down three things that worked well during the week, and one thing they wish they had done, accomplished, etc. They left these on their desks and on Monday morning, first thing, they flipped it over to the back side, on which they wrote two or three strategies they could use to reach their goal. On Friday afternoon they wrote a quick reflection about whether or not they were progressing toward their goal or had reached it, etc., and why/how/whatever. This was just before filling out a new sheet for the next week. In this fourth/fifth grade class we also did a group reflection at the end of each week, where I used a T-chart with a smiley face on the left and a not-so-smiley face on the right and students volunteered information about things that "helped us learn" and "did not help us learn." On Monday morning we looked at this and chose one thing, as a class, to work on for the week. This was more behavioral than academic (and I will say that this was a very behaviorally challenging class, filled with students with some very major issues and conflicts). What I would do, then, is write a related question on the top of the white board that was used by everyone during the week, i.e., "Are you being polite?" or "Is this helping you get your work done?" or some such prompt. Perhaps these ideas might lead to something for you. :-) I would like to say that I don't think all goals should be "measurable" in a quantifiable sort of way. I think "measurable by reflection" is important as well. A good question to ask, perhaps, would be, "How do you know?" Renee On Jul 17, 2008, at 8:09 AM, Renee Pedersen wrote: > Wow - thank you all very much. > > How do you all run your goal setting lessons? I'm a new teacher > and we > didn't do a great job in student teaching of modeling and > monitoring our > goals in class. The students had goals that were unattainable in > the school > year or ones that weren't really measurable. I want to be sure we > kick this > off right and I know my 3rd graders haven't done anything like this > before, > so we need to start from the basics which is where the intro with > literature > comes in. I really want to focus on setting reading goals and > revisiting > them monthly to see if we need to adapt or modify them in any way > based on > conferencing, etc. > > I know this isn't really 'on topic' with MOT, but I really respect > all of > your opinions and ideas. > > Thanks again, > Renee > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go t
Re: [MOSAIC] Best websites fo reading ideas
On Jul 24, 2008, at 7:12 AM, [EMAIL PROTECTED] wrote: > What have you found to be the best websites to find reading lesson > plans and > ideas? http://www.readwritethink.org/ "Think like a wise man but communicate in the language of the people." ~ William Butler Yeats ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Amanda Posting
And let's keep in mind that "refusal to participate" or "refusal to speak" isn't the same thing as "not learning." Renee On Aug 5, 2008, at 2:59 PM, [EMAIL PROTECTED] wrote: > Amanda, > I feel that one of the best things that you can do to help a child > like that > is to build rapport. This just can't be forced. Take the time to > talk to > this student one-on-one about any topic that they might be > interested in. > Build their trust and confidence. Start with questions that you > know they will > answer correctly and work from there. Good Luck! > Michele > > > > **Looking for a car that's sporty, fun and fits in your > budget? > Read reviews on AOL Autos. > (http://autos.aol.com/cars-BMW-128-2008/expert-review? > ncid=aolaut000517 ) > ___ > 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. > "The illiterate of the twenty-first century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn." ~ Alvin Toffler ___ 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
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.
Re: [MOSAIC] Small Group Instruction
Oh for heaven's sake. I could say so much. What the hell did these people do before the world went test wacky? Nothing? bleagh Renee On Sep 1, 2008, at 1:01 PM, ljackson wrote: > We pushed our DRA testing back to the first week of October in order > to give > teachers time to establish routines and procedures as well as give > kids time > to get back in the readerly habit. Then we had some (not all, but a > good > number) complaining that they could not teach until they assessed (and > refusing to use last spring's data as a place to start). Double > yikes!! > > Lori > > > On 9/1/08 10:10 AM, "chris and teresa casart" <[EMAIL PROTECTED]> > wrote: > >> We were told to take the first 10 days to teach routines and >> procedures and >> build relationships with our students. Oh, and by the way, please >> complete >> Fountas and Pinnell benchmarking tests - independent, instructional, >> and >> hard levels - on ALL of your students (20-25 of them). Throw in >> DIBELS, and >> have all of your paperwork ready to turn in by September 12th. >> >> YIKES! >> >> >> >> -Original Message- >> From: [EMAIL PROTECTED] >> [mailto:[EMAIL PROTECTED] Behalf Of >> [EMAIL PROTECTED] >> Sent: Monday, September 01, 2008 9:05 AM >> To: mosaic@literacyworkshop.org >> 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 >> >> 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 >> >&g
Re: [MOSAIC] Small Group Instruction
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. So go figure. Renee On Sep 1, 2008, at 3:47 PM, Beverlee Paul wrote: > Okay, I'm going to have to reply to my reply because I read my reply > :-) and it's unclear the way I wrote it--my reply :-). I mean that I > have the survivor's guilt because IN MY LITTLE CORNER OF THE WORLD we > still have professional judgment and can use it, for however pitifully > long we can hold out. > >> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> >> Date: Mon, 1 Sep 2008 15:26:31 -0600> Subject: Re: [MOSAIC] Small >> Group Instruction> > I'm starting to have a hard time continuing to >> read these list serves I've been reading this summer. I feel so badly >> for so many of you. If we have anything left to save in public >> education by the time this "phase" is through, I'll be surprised. At >> a time when new thinking is pushing into the profession, the >> teachers' hands are increasingly tied and they are unable to use the >> new knowledge. I'm having enormous difficulty remaining hopeful >> listening to your trials; I can't imagine how you must feel. I am so, >> so sorry this is what has happened to probably nearly all of us. I >> think I also have a little "survivor's guilt" because if we just >> ignore the RtI-ers, we are able to teach in the way we see is best >> for our kids. :-( > _ > Talk to your Yahoo! Friends via Windows Live Messenger. Find out how. > http://www.windowslive.com/explore/messenger? > ocid=TXT_TAGLM_WL_messenger_yahoo_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. > > "We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America." ___ 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] text length
Is there an argument between shorter text and longer text? Shouldn't readers. ALL readers... have some of each? Renee On Sep 6, 2008, at 7:58 AM, Lyndsay Buehler wrote: > I've just been reading Lucy Calkins' "The Art of Teaching Reading," > and I've been reminded that shorter texts have greater social > currency. They're accessible to a greater number of readers and can > be passed around the classroom in a shorter period of time (i.e. when > one classmate recommends it to another, in terms of choosing books > from the classroom library). > > -- > Lyndsay Buehler > Grade 1 Literacy / Grades 1-6 Music, Ontario > > "There is no end to learning." -- Robert Schumann > > > > > On Fri, Sep 5, 2008 at 10:03 PM, Laura Cannon <[EMAIL PROTECTED]> > wrote: >> Why don't you make your own tests for those books and put it in your >> AR >> system? I have done that for quite a few books that weren't AR >> books, or >> we hadn't purchased the tests. Your students could even help in >> creating >> some of the tests. >> >> -Original Message- >> From: [EMAIL PROTECTED] >> [mailto:[EMAIL PROTECTED] On Behalf Of William >> Roberts >> Sent: Thursday, September 04, 2008 10:27 PM >> To: 'Mosaic: A Reading Comprehension Strategies Email Group' >> Subject: Re: [MOSAIC] text length >> >> Believe me when I say I understand completely how you feel. >> >> The problem is if one strategy works, then the powers that be decree >> that >> ALL must do it. I have kids who are fluent readers well above the >> 150-170 >> wpm of their age group, but we have to do daily fluency practice >> regardless. >> I understand what you are going through. I've had to revise college >> level >> samples for them in order to challenge them during the fluency >> practice. >> I've gone to my principal and have shown her the data proving my >> students >> are all fluent, but as a school, we didn't show growth in fluency >> last year, >> so she is insisting that everyone will do fluency. >> >> I like AR for students who don't read much, but when you have students >> reading Vonnegut, Grisham, King, and THE HITCHIKER'S GUIDE TO THE >> GALAXY, >> those aren't all AR books. Do I force AR on my students? No, but we >> are >> required to read AR books daily for 20 minutes SSR. I'd rather a >> student >> read a non AR selection that challenges them, than a boring series >> book >> written for children, but when they are required to have an AR book >> with >> them dailyI just tell them to have 2 books with them. >> >> In fact, I teach my kids 2 types of reading: SCHOOL and REAL WORLD. >> In >> school, we read nonsense and stuff that has little or no meaning in >> our >> lives at the present moment. In real life, we read what we enjoy, >> what we >> are interested in, and what has meaning in our lives. Many times I >> have had >> to make the distinction when teaching a strategy or lesson >> >> But as far as short texts go, there are many that lend themselves to >> deep >> discussion and debate. Opinion pieces, poetry by Langston Hughes or >> Robert >> Frost, speeches, short stories like "The Lottery" and "The Monkey's >> Paw" can >> all bring out the kind of teaching you described. I agree that >> larger works >> can enhance a reader's strengths, but don't discount the short texts. >> I >> like exposing them to more works and authors to enhance their >> backgrounds. >> I an just concerned that a longer work may turn off a reader who has >> to wait >> for the book to be finished, while shorter works may keep them >> interested >> with the variety of choices. >> >> I know there is some support for it, but I don't remember where I saw >> it. I >> tend to discount most research anyway since Reading First has been >> found at >> fault. I think sometimes we spend so much time worried about whether >> a >> teaching strategy has research or documentation, we tend to forget >> what's >> happening in our classrooms. A program or strategy is only as good >> as the >> teacher teaching it. A great researched program given to a bad >> teacher is >> not going to work as well as a good teacher teaching by the seat of >> his or >> her
Re: [MOSAIC] H & M Reading
Did anyone ask for examples? On Sep 16, 2008, at 9:16 PM, Beverlee Paul wrote: > And I didn't fall off the back of a turnip truck! > > On Tue, Sep 16, 2008 at 10:08 PM, jeanette hayden > <[EMAIL PROTECTED]>wrote: > >> Dear Colleagues: >> I was at a presentation where a Literacy Coach made this statement " >> Houghton Mifflin is based on the work of Ellin Keene and Stephanie >> Harvey. >> I >> was so taken back that I did not respond. Several of us present did >> exchange >> looks of surprise. What is the collective response to this statement? "Our lives begin to end the day we become silent about things that matter." ~ Martin Luther King, Jr. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] H & M Reading
Saxon Math definitely does not teach math understanding. And I find the following statement... >> the head of the math said, if the >> students don't understand it, "Just move on." ... to be .. well, I'm just speechless. I have nothing to say except that in about 20 years this country is going to be in deep doo doo. Again. Renee On Sep 17, 2008, at 7:15 AM, Beverlee Paul wrote: > So then is Everyday Math akin to Saxon Math - a mile wide and an inch > deep? > What programs are there out there now that actually teach math > understanding? > > On Wed, Sep 17, 2008 at 5:00 AM, Storti, Donna > <[EMAIL PROTECTED]>wrote: > >> We have the HM program as well. I took the stories and assigned a >> strategy to go with each one. I am using it as a shared reading. The >> class can use the anthology if they choose to during free reading time >> if they want to reread the story. I am sorry to hear about Envisions, >> it looked like a good program, we are using Everyday Math and the >> children who struggle with math get lost in the tornado (that's what >> we >> call the spiral). >> >> Donna >> >> -Original Message- >> From: [EMAIL PROTECTED] >> [mailto:[EMAIL PROTECTED] On Behalf Of Joan Matuga >> Sent: Wednesday, September 17, 2008 3:30 AM >> To: Mosaic: A Reading Comprehension Strategies Email Group >> Subject: Re: [MOSAIC] H & M Reading >> >> I cannot believe that in the slightest. The H&M program, especially >> as >> we are required to implement is the farthest thing from Ellin Keene as >> anything I can imagine. It is all direct and guided >> instructiondown >> to the smallest details. It is designed so robots can teach it. On >> Day >> 1, you do this, this, this, and that. You use transparency..., >> worksheet..., grammar..., We have even been "blessed" with a day by >> day >> writing program telling us what to do in writing each day. One week >> the >> teacher directly models a particular lesson. The next day, there is >> guided instruction on the same format (lesson and prompt scripted) and >> the third week (using the same format) there are daily scripted >> lessons >> where the children supposedly do independent writing using a script >> provided. We have a pacing calendar telling what to teach on what day >> and when to test. >> >> We also have daily guided/scripted lessons for math using a new >> program >> called Envision (YUCK). Our Planning Calendar gives us no leeway >> about how we can modify the program to meet the needs of the >> particular >> students in our class. In fact, the head of the math said, if the >> students don't understand it, "Just move on." We have just been >> given a >> planning calendar telling us which Science and Social lessons to teach >> on a particular week. >> - Original Message - >> From: Beverlee Paul<mailto:[EMAIL PROTECTED]> >> To: Mosaic: A Reading Comprehension Strategies Email >> Group<mailto:mosaic@literacyworkshop.org> >> Sent: Tuesday, September 16, 2008 9:16 PM >> Subject: Re: [MOSAIC] H & M Reading >> >> >> And I didn't fall off the back of a turnip truck! >> >> On Tue, Sep 16, 2008 at 10:08 PM, jeanette hayden >> <[EMAIL PROTECTED]>wrote<mailto:[EMAIL PROTECTED]>: >> >>> Dear Colleagues: >>> I was at a presentation where a Literacy Coach made this statement " >>> Houghton Mifflin is based on the work of Ellin Keene and Stephanie >> Harvey. >>> I >>> was so taken back that I did not respond. Several of us present did >>> exchange >>> looks of surprise. What is the collective response to this >> statement? >>> >>> Thank you. >>> Jeanette Hayden >>> Anchorage School District >>> ___ >>> Mosaic mailing list >>> Mosaic@literacyworkshop.org<mailto:Mosaic@literacyworkshop.org> >>> To unsubscribe or modify your membership please go to >>> >> http://literacyworkshop.org/mailman/options/ >> mosaic_literacyworkshop.org< >> http://literacyworkshop.org/mailman/options/ >> mosaic_literacyworkshop.org> >> . >>> >>> Search the MOSAIC archives at >> http://snipurl.com/MosaicArchive<http://snipurl.com/MosaicArchive>. >>> >>> >> __
Re: [MOSAIC] HELP! I need a lot of opinions on less hardcover or morepaperbac...
When I was teaching in a regular classroom, I did exactly as Lori describes below. There were some books I just wanted at my fingertips at any time. And there were some for which I had no copies "for children" so after I used them they went on the white board tray OR in a "special books" basket under the "evil eye" "quirky Ms. Goularte" rule that they needed to go back to the same place or Ms. Goularte was not going to be a very happy person. :-) Renee On Sep 20, 2008, at 7:31 AM, ljackson wrote: > I did have an off limits bookcase in the classroom. These were titles > I > needed at my fingertips so that I could use them for mini lessons and > to > teach from in writing workshop. You know how Ray describes reaching > into > her bag to show a writer a craft? Well, it was my bag and essential > to my > teaching. > > I had paperback versions of nearly all of these in organized bins that > were > accessible to students (often in pairs for shared reading and doubled > enjoyment) and for the rare (out-of-print) books that I could not make > available, I used the easel rule. After read aloud or teaching > through the > text, I would place it on the easel for shared browsing. My only rule > was > hard and fast, this book had to be back on the easel at the end of > workshop. " What was once educationally significant, but difficult to measure, has been replaced by what is insignificant and easy to measure. So now we test how well we have taught what we do not value." — Art Costa, emeritus professor, California State University ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] (Mosaic) H & M
One of the effective programs cited by What Works Clearinghouse is Reading Recovery, which was one of the programs criticized by the Reading First people. heh. Renee On Sep 20, 2008, at 9:25 AM, jan sanders wrote: > "Houghton Mifflin Reading," was denied a What Works Clearinghouse > effectiveness rating due to insufficient evidence of its effect on > children's learning, per a report recently released by the U.S. > Department of Education's Institute of Education Sciences... > > It seems the Clearinghouse had trouble giving an effective rating to > what is currently available "Sometimes it's a little better to travel than to arrive." ~ Robert Pirsig ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] action research help
How about Is there a relationship between reading comprehension and the teaching of metacognitive strategies? On Sep 21, 2008, at 5:25 AM, Christina Kmet wrote: > How about. . . > > Do metacognitive strategies improve comprehension? > ___ > 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. > > "The important thing is not to stop questioning." ~ Albert Einstein ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] literacy mapping
I am of the mind that all the strategies meshed together holistically create good reading, and separating the strategies is what linear thinkers would do. If I were told to only teach this or that strategy at a certain grade level, I'd ignore the directions. But that's just me. Renee On Sep 22, 2008, at 5:47 AM, suzie herb wrote: > > We are having these conversations at our school too. But the > principal thinks that we should have the strategies grade assigned. A > focus at each grade level but I always thought that would be somewhat > like dividing up the six traits in writing. Comments? "When you learn, teach. When you get, give." ~ Maya Angelou ___ 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] writer's workshop
I bought this book last year and I love, love, love it! Renee On Sep 25, 2008, at 12:30 PM, Beverlee Paul wrote: I think you'd love Talking, Drawing, Writing by Martha Horn and Mary Ellen Giacobbe, Melinda! It's from the Teachers' College folk and it's an incredible book "Every child is an artist. The problem is how to remain an artist once we grow up." ~ Pablo Picasso ___ 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] Language arts block length and serendipity
In the good old days, long before NCLB and when teachers were treated more like people who actually knew what they were doing, we used to have what were called "teachable moments." When my son, (now age 32) was in third grade, he had a fantastic teacher who lived well outside the box. I was helping in class one day during reading time when there was a big racket up on the roof. The teacher sent out a child to find out what was going on. The student came back to say that there were men working on the roof. Soon after that, the electricity went off. The teacher asked the kids why they thought that happened. Lots of responses, all over the board. So the teacher suggested they call the electric company. He sent a child to the office to make the call (in those days, we did not have phones in our classrooms). Of course, the child came back with a note from the secretary wanting clarification, yadda yadda, but in the end the child made the call. What did kids learn here? Problem solving. Inferencing. Cause and effect. etc etc etc. I shudder to think what happens these days when teachers are mandated to get *this* much done in *this* amount of time, and to teach *this* skill on *this* day. Frankly, I long for the days when we weren't so nit-picky about discrete things and looked at education with a larger view. In general. Just thinking on a Saturday morning Renee On Sep 27, 2008, at 8:11 AM, jan sanders wrote: > Hi Mary- > If the mini-lessons aren't mini, then perhaps they have more than one > teaching point? Too much at once? Could the lesson be broken down in > parts over two or three days? > - Original Message - > From: Mary Manges<mailto:[EMAIL PROTECTED]> > Hi everyone, > I'm wondering how long most of you have each day for teaching > language > arts? "The thing always happens that you really believe in; and the belief in a thing makes it happen." ~ Frank Lloyd Wright ___ 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] ReadWriteThink: Lesson Plan: Story Elements Alive
What kind of trouble are you having? You should be able to just print them out... that's what they are there for! Renee On Sep 27, 2008, at 5:28 AM, [EMAIL PROTECTED] wrote: > I am having trouble printing out some of their lesson plans. Do you > need a > password or membership? Deep down we must have real affection for each other, a clear realization or recognition of our shared human status. At the same time, we must openly accept all ideologies and systems as a means of solving humanity's problems. One country, one nation, one ideology, one system is not sufficient. ~ The Dalai Lama ___ 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] Language arts block length and serendipity
On Sep 27, 2008, at 8:59 AM, Beverlee Paul wrote: > Our school is just starting 4-minute walkthroughs (amusingly dubbed > drive-bys by many on this list) and here is one of the things we heard > yesterday at our "debriefing." > > Yes, you must have your objective up on the board or somewhere and your > children should know why they're learning such-and-such. It will > increase > their learning 29-44% if you do that. And you should be teaching that > objective only!! Research tells us that children learn only one thing > at a > time. OH. MY. GOD. Perhaps your principal is only able to learn one thing at a time. Perhaps she is not fit to be a principal. Renee "Painting is just another way of keeping a diary." ~ Pablo Picasso ___ 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] Favorite Patricia Polacco books pt. 2
Is Polacco the one who wrote the book called "(Something) Comfort"? That's one of my absolute favorites. And the one about the goat tree? Renee On Sep 29, 2008, at 5:07 PM, robin kynoch wrote: > I'm just catching up with email. Polacco's books are great for > developing reader's theater with your class. We (my third graders and > I) have written one for Meteor, The Graves Family, and Aunt Chip and > the Triple Creek Damn Disaster over the years. The Graves Family is > absolutely hysterical- great opportunity for sound effects, choruses. > I have some ancient copies of Aunt Chip that I got from Scholastic > several years ago. They've been patched together several times. It's a > great story of a town that uses books to patch up roofs with books- no > one knows how to read! > > > - Original Message > From: Shannon Lauer <[EMAIL PROTECTED]> > To: mosaic@literacyworkshop.org > Sent: Wednesday, September 24, 2008 7:59:21 PM > Subject: [MOSAIC] Favorite Patricia Polacco books pt. 2 > > Thanks for your suggestions. I understand that the books are long, > but there a quite a few that are leveled at the end of second grade > level. A few of my students could read them now, and I think that > with many read/think-alouds, many students would do well with them > with a little support. What do you think? > > Shannon > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/ > mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/ > mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > "Our lives begin to end the day we become silent about things that matter." ~ Martin Luther King, Jr. ___ 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] below grade level readers
Cindy, I think one of the absolutely most effective thing you can be doing is shared reading, with short text on charts, etc. Where YOU track or THEY track and everyone reads together. Poetry is perfect for this. Also, "language experience" type activities, like having students "build a story" that you write on a chart, or doing lists of things on charts that you review with students. Renee On Sep 29, 2008, at 6:40 PM, Cindy wrote: > Hi, > I have been a member of this list for a while, but I get busy and > don't keep up very well. I teach at a school with many kids that are > reading below grade level. I teach second grade and I have 10 kids > reading below grade level and 8 that are on or above. I've tried many > things, and had many kids who progressed nicely last year, but I want > to make sure I am getting the most "bang for my buck" so to speak. I > want to do the best for these kids that I can. Many are PP and P > readers. What should I be doing in small group reading? I want to > make sure I am doing the best that I can. > Cindy/VA > ___ > 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 was once educationally significant, but difficult to measure, has been replaced by what is insignificant and easy to measure. So now we test how well we have taught what we do not value." — Art Costa, emeritus professor, California State University ___ 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] below grade level readers
I've always done a lot of thematic instruction, and choose poetry that fits in with whatever theme. When in a regular classroom, I did a poem every Monday, used it for phonics and phonemic awareness along with content and poetry appreciation. My favorite poetry book is The Random House Book of Poetry for Children. Lots came from there. :-) Renee On Sep 30, 2008, at 5:37 PM, Cindy wrote: > Thanks Renee and Bev. I have done a lot of reading over the last > couple of years, and I have read F&P Guided Reading for grades 3-6, > and I read Reading with Meaning by Debbie Miller. Our county is > really pushing the shared reading this year. I recently purchased The > Primary Toolkit, but I haven't read it yet. I probably need to do > more charts and peotry. Which poetry do you use? > Cindy/2nd > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/ > mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > "The test of a good teacher is not how many questions he can asks his pupils that they will answer readily, but how many questions he inspires them to ask which he finds hard to answer." ~ Alice Wellington Rollins ___ 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] Your thoughts
I would like to just throw a wrench into the works, or however that metaphor goes. I have two objections to ability grouping across classrooms. One is that research shows that the lower groups tend to stay lower without role models. But that's not my main objection. My main objection is that it detracts from the overall classroom community component of learning, as well as takes away from the opportunity to extend beyond "reading time" in real, authentic ways. If something comes up in reading that triggers a real, teachable moment, it is useless because some of the kids go away in an hour, and other kids (the ones who would have been there, otherwise) return, not having been present when whatever it was came up. It makes it harder to teach thematically in ways that truly connect to each other unless all the teachers are doing the same thing, in which case there is no reason to have been trading kids around. Just my two cents, again. Renee On Oct 8, 2008, at 7:49 PM, Wendy Jensen wrote: > Thanks for all your great thoughts and kind words on both sides of the > coin. I love getting other perspectives because I don't always see > the big picture right away. I think it is important to view all sides > before jumping in. Especially when it comes to primary readers. > Another question hit me as I was reading your responses. If within > our own classrooms, we differentiate by doing individual conferences, > small skill groups, and small guided groups that are flexible, what do > you think would be the advantage to doing the across grade-level > groupings instead? My first thought is that it is the same thing only > different logistics. Also, does it rattle any of the kiddos to be > moved from one classroom to another so often? What are your > observations of this. It sounds like they handle it fine. I'm > curious what you think because I would bet that this comes up in our > discussions. I appreciate your responses and you have given me food > for thought on the topic...keep it comin' > > Wendy > - Original Message - > From: elisa kifer<mailto:[EMAIL PROTECTED]> > To: [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]> ; > Mosaic: A Reading Comprehension Strategies Email > Group<mailto:mosaic@literacyworkshop.org> > Sent: Wednesday, October 08, 2008 6:26 PM > Subject: Re: [MOSAIC] Your thoughts > > > Regardless of whether the kids are pulled out by ability or you are > grouping > with your guided reading groups, I am a strong believer in pulling > groups > based on ability. BUT, more importantly, these groups MUST BE > FLEXIBLE. If > the groups are going to be flexible, then I think it would be great. > Why > hold your strong students back with skills and strategies they have > already > mastered, and vice versa. I use a similar technique. Some of my > very low > students go to a 2nd grade classroom for reading instruction, and > her top > kids come to me for reading instruction (3rd grade). Within our > classrooms, these students are in flexible guided reading groups. > It works > for us, and it helps with planning. > > On Wed, Oct 8, 2008 at 6:16 PM, chelo echaves > <[EMAIL PROTECTED]>wrote [EMAIL PROTECTED]>: > >> hello Wendy >> I am not a teacher in the sense that most of you here are but I love >> reading and am involved in our own Public Library here in Cebu City, >> Philippines. My love for reading is whats keeping me here at MOSAIC >> :-) I >> learn alot here and not just about reading. I learn about people's >> generosity and bigness of heart always trying to find ways to help and >> better themselves in order to be better at helping children >> read-Amazing! >> Anyways, experiencially I do this-I do what my gut feel tells me to >> do. You >> are your best and worst critic but I can sense your deep love for >> children >> to find their way through reading. so I am definite you will do whats >> best. >> Blessings >> Chelo >> >> --- On Thu, 9/10/08, Wendy Jensen >> <[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>> wrote: >> >> From: Wendy Jensen <[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>> >> Subject: [MOSAIC] Your thoughts >> To: "Mosaic: A Reading Comprehension Strategies Email" < >> mosaic@literacyworkshop.org<mailto:mosaic@literacyworkshop.org>> >> Date: Thursday, 9 October, 2008, 6:19 AM >> >> My principal just asked us (again) today about how we would feel about >> ability >> grouping kids for reading across a grade level. So, all t
Re: [MOSAIC] Your thoughts
Wendy, I have to say that the thing that disturbs me most about your original post is that your principal has visited this idea again and again and your colleagues have rejected the idea again and again and still your principal is pushing it. Principals of schools should be giving effective teachers the lead, and supporting them with resources, not getting in their way. Renee On Oct 8, 2008, at 9:03 PM, Wendy Jensen wrote: > Kathy, > Everything you have said is what I've been thinking all afternoon. > Our principal is still "learning" his way around reading. He is well > meaning; however, it is clear he doesn't totally understand it all > yet. I think the main thing he is worried about is getting those low > kids to benchmark on DIBELS testing and he'll try anything to make > that happen. If that is truly the case, it makes me very sad. On the > other hand, I think that reading rate is one small part of the whole > reading picture. There has never been mention of a plan of what it > will look like or how it will work. He's just "throwing out ideas." > This is why I sent this question out to everyone, because I know that > sometimes I get on MY soapbox (and many times I warn my colleagues > that I will be having a soapbox moment) and maybe I don't give things > a fair chance. I want to consider all options before deciding, but I > can't shake the feeling that this decision would not be good for kids > in the long run for many of the reasons you cited in your response. > The questions you suggest are very good ones and I will be asking > them. Thanks! > > Wendy > - Original Message - > From: Kathy Borden<mailto:[EMAIL PROTECTED]> > To: Mosaic: A Reading Comprehension Strategies Email > Group<mailto:mosaic@literacyworkshop.org> > Sent: Wednesday, October 08, 2008 10:35 PM > Subject: Re: [MOSAIC] Your thoughts > > > Wendy: > > I read this and went back to a journey I began in my present role 6 > years > ago and my teaching role 31 years ago. It was to move away from the > pull-out reality that was happening within our district. What I > felt 6 > years ago, as the person left to implement programs such as you > describe, > was that I was the keeper of the penalty box kids. The students > were NOT > being respectfully served. They were not learning what reading could > really look like. They were not hearing the language they needed to > hear. >They were not experiencing the modeling necessary to go forward. In > fact, they were being identified as have nots and experiencing > programming > that left them unconnected to the regular classroom situation. ( > Does > your principal describe the model he hopes to implement? ) > > On the other hand, should the school use the Gradual Release of > Responsibililty Model/Optimal Learning Model, these students could > ideally >move forward WITHIN the regularly scheduled readers workshop within > the > classroom.They would get whole group instruction. They would > get time > to practice. They would get time to share. And they would, most > importantly, belong. And if, within the three components, they were > unable to demonstrate the necessary skill levels, as identified > through > formative assessment, they would get another opportunity to go > through > Guided Practice with flexible groupings. > > My questions for the principal would include: > 1. Why is it better to remove students and identify them as low? > They > get it. They KNOW why they are leaving. Huge time is lost that > could be > better served with support being provided within the regular > classroom > literacy block. > 2. Is he willing to provide release time during the regular school > day to > plan for the interventions/debrief observations? Is there a > regularly > scheduled way to connect between what is happening within the > classroom > and within the pullout groups? > > It is obvious that you are connected to your students. It is > obvious that > you understand that ALL students are not on the same level as their > classmates. It is our job to stretch EVERY student within the > classroom > community. > It's time for me to get off MY soapbox.Would love to know your > principal's reasoning BEHIND what he is suggesting for your students. > > Kathy Borden > Literacy Coach > Yellowknife Education District #1 > Yellowknife, NT, CANADA > >> >> > > > > ___ >
Re: [MOSAIC] Your thoughts
Lori, This is one of the most excellent points of all. For some reason people seem to think it's easier to group across classrooms by ability. It just isn't so, in reality. Nor is it good for kids. Renee On Oct 9, 2008, at 5:44 AM, ljackson wrote: > I am thinking of the impact on instructional delivery. With a group of > mixed ability kids, as a teacher I can make important decisions about > time > management and release of control. More competent readers can be given > quick mini lessons, released and the check upon later, freeing up my > time to > provide higher levels of support to those who need it. It is a > juggling > act, but it can be done. With a room full of lower readers, how do I > find > the time to provide those students with small group instructional > support > that matches their needs? Also, where are the peer models? > > To me, this sends a very clear message to kids. Elitism works. We > believe > in it. Smart kids, here... Dumb kids, there. I don't believe this is > a > message we should endorse as a educational institution. > > Lori "Those who can make you believe absurdities can make you commit atrocities." ~ Voltaire ___ 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] Your thoughts
Beverlee, I absolutely agree with you, and hope my post was not inferring that that would be a good reason to do it. What I DO think, though, is that it IS a reason used by some teachers for doing things. Renee On Oct 9, 2008, at 7:00 AM, Beverlee Paul wrote: > I think I'd just like to express this: What I'd consider as a good > reason > to do such a thing would NOT include it being easier for teachers. > That's > not why we're here. > > On Thu, Oct 9, 2008 at 7:54 AM, Renee <[EMAIL PROTECTED]> wrote: > >> I would like to just throw a wrench into the works, or however that >> metaphor goes. I have two objections to ability grouping across >> classrooms. One is that research shows that the lower groups tend to >> stay lower without role models. But that's not my main objection. >> >> My main objection is that it detracts from the overall classroom >> community component of learning, as well as takes away from the >> opportunity to extend beyond "reading time" in real, authentic ways. >> If >> something comes up in reading that triggers a real, teachable moment, >> it is useless because some of the kids go away in an hour, and other >> kids (the ones who would have been there, otherwise) return, not >> having >> been present when whatever it was came up. It makes it harder to teach >> thematically in ways that truly connect to each other unless all the >> teachers are doing the same thing, in which case there is no reason to >> have been trading kids around. >> >> Just my two cents, again. >> Renee >> >> >> On Oct 8, 2008, at 7:49 PM, Wendy Jensen wrote: >> >>> Thanks for all your great thoughts and kind words on both sides of >>> the >>> coin. I love getting other perspectives because I don't always see >>> the big picture right away. I think it is important to view all >>> sides >>> before jumping in. Especially when it comes to primary readers. >>> Another question hit me as I was reading your responses. If within >>> our own classrooms, we differentiate by doing individual conferences, >>> small skill groups, and small guided groups that are flexible, what >>> do >>> you think would be the advantage to doing the across grade-level >>> groupings instead? My first thought is that it is the same thing >>> only >>> different logistics. Also, does it rattle any of the kiddos to be >>> moved from one classroom to another so often? What are your >>> observations of this. It sounds like they handle it fine. I'm >>> curious what you think because I would bet that this comes up in our >>> discussions. I appreciate your responses and you have given me food >>> for thought on the topic...keep it comin' >>> >>> Wendy >>> - Original Message - >>> From: elisa kifer<mailto:[EMAIL PROTECTED]> >>> To: [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]> ; >>> Mosaic: A Reading Comprehension Strategies Email >>> Group<mailto:mosaic@literacyworkshop.org> >>> Sent: Wednesday, October 08, 2008 6:26 PM >>> Subject: Re: [MOSAIC] Your thoughts >>> >>> >>> Regardless of whether the kids are pulled out by ability or you are >>> grouping >>> with your guided reading groups, I am a strong believer in pulling >>> groups >>> based on ability. BUT, more importantly, these groups MUST BE >>> FLEXIBLE. If >>> the groups are going to be flexible, then I think it would be >>> great. >>> Why >>> hold your strong students back with skills and strategies they have >>> already >>> mastered, and vice versa. I use a similar technique. Some of my >>> very low >>> students go to a 2nd grade classroom for reading instruction, and >>> her top >>> kids come to me for reading instruction (3rd grade). Within our >>> classrooms, these students are in flexible guided reading groups. >>> It works >>> for us, and it helps with planning. >>> >>> On Wed, Oct 8, 2008 at 6:16 PM, chelo echaves >>> <[EMAIL PROTECTED]>wrote>> [EMAIL PROTECTED]>: >>> >>>> hello Wendy >>>> I am not a teacher in the sense that most of you here are but I love >>>> reading and am involved in our own Public Library here in Cebu City, >>>> Philippines. My love for reading is whats keeping me here at MOSAIC >>>> :-) I >>&
Re: [MOSAIC] Your thoughts re abilty grouping during reading
Here's another thought. With all the frenzy over teacher accountability, I think this arrangement completely takes a teacher's accountability away, not only for reading, but across the board, for precisely the reason stated below. The teacher has an incomplete sense of the student unless she/he has the student for every subject during the day. So if I were forced to do this, and I had tenure, then I would consider going to my principal and telling him/her that I could not be accountable for any students who leave my room during the day. heh Renee On Oct 9, 2008, at 6:49 AM, STEWART, L wrote: > Our principal also had us group kids by ability and send them out to > other teachers for reading instruction. The purpose was to raise our > state test scores. Some of our first and second grade teachers seemed > to like this arrangement. It was "easier" and didn't require as much > planning, because they were only planning for one level or book. > However, many of them were new teachers and had not taught reading any > other way. Then the policy came up to third grade and fourth grade to > a group of veteran teachers and it only lasted one year. I really > felt like I lost out on truly "knowing" my children who left for > reading. I was never quite as sure of where they were and how far I > could "push them. I felt it truly fractured our classroom. They were > not with me for the rich discussion that evolves from reading > wonderful text together. I also had to spend more time on classroom > routine and expectations for behavior, as the children coming to me > were from four different teachers with different teaching styles. > Even though we are now ability grouped within the room for guided > reading, we come together for whole group lessons and we learn from > each other. I also think that if you only teach struggling readers > after a while it becomes difficult to remember where the bar should be > set and I think you can lose sight of what your children may be > capable of with your support and instruction. Our new assistant > superintendent in charge of curriculum does not allow any grade level > to send children to other classrooms for reading instruction. > > Leslie > > "When we do the best that we can, we never know what miracle is > wrought in our life, or in the life of another." --Helen Keller > > > ___ > 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. > > "We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America." ___ 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] Your thoughts
I think that's called "bull" :-) Renee On Oct 9, 2008, at 7:10 AM, Carol Carlson wrote: > We had a consultant in our district who said that "research shows > that teachers can only handle three groups for differentiation". > > Where did that come from? Does anyone know about this research? He is > a learning theorist, I think, so maybe it has to do with learning > theory? > > Carol > > On Oct 9, 2008, at 9:00 AM, Beverlee Paul wrote: > >> I think I'd just like to express this: What I'd consider as a >> good reason >> to do such a thing would NOT include it being easier for teachers. >> That's >> not why we're here. >> >> On Thu, Oct 9, 2008 at 7:54 AM, Renee <[EMAIL PROTECTED]> >> wrote: >> >>> I would like to just throw a wrench into the works, or however that >>> metaphor goes. I have two objections to ability grouping across >>> classrooms. One is that research shows that the lower groups tend to >>> stay lower without role models. But that's not my main objection. >>> >>> My main objection is that it detracts from the overall classroom >>> community component of learning, as well as takes away from the >>> opportunity to extend beyond "reading time" in real, authentic >>> ways. If >>> something comes up in reading that triggers a real, teachable moment, >>> it is useless because some of the kids go away in an hour, and other >>> kids (the ones who would have been there, otherwise) return, not >>> having >>> been present when whatever it was came up. It makes it harder to >>> teach >>> thematically in ways that truly connect to each other unless all the >>> teachers are doing the same thing, in which case there is no >>> reason to >>> have been trading kids around. >>> >>> Just my two cents, again. >>> Renee >>> >>> >>> On Oct 8, 2008, at 7:49 PM, Wendy Jensen wrote: >>> >>>> Thanks for all your great thoughts and kind words on both sides >>>> of the >>>> coin. I love getting other perspectives because I don't always see >>>> the big picture right away. I think it is important to view all >>>> sides >>>> before jumping in. Especially when it comes to primary readers. >>>> Another question hit me as I was reading your responses. If within >>>> our own classrooms, we differentiate by doing individual >>>> conferences, >>>> small skill groups, and small guided groups that are flexible, >>>> what do >>>> you think would be the advantage to doing the across grade-level >>>> groupings instead? My first thought is that it is the same thing >>>> only >>>> different logistics. Also, does it rattle any of the kiddos to be >>>> moved from one classroom to another so often? What are your >>>> observations of this. It sounds like they handle it fine. I'm >>>> curious what you think because I would bet that this comes up in our >>>> discussions. I appreciate your responses and you have given me food >>>> for thought on the topic...keep it comin' >>>> >>>> Wendy >>>> - Original Message - >>>> From: elisa kifer<mailto:[EMAIL PROTECTED]> >>>> To: [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]> ; >>>> Mosaic: A Reading Comprehension Strategies Email >>>> Group<mailto:mosaic@literacyworkshop.org> >>>> Sent: Wednesday, October 08, 2008 6:26 PM >>>> Subject: Re: [MOSAIC] Your thoughts >>>> >>>> >>>> Regardless of whether the kids are pulled out by ability or you >>>> are >>>> grouping >>>> with your guided reading groups, I am a strong believer in pulling >>>> groups >>>> based on ability. BUT, more importantly, these groups MUST BE >>>> FLEXIBLE. If >>>> the groups are going to be flexible, then I think it would be >>>> great. >>>> Why >>>> hold your strong students back with skills and strategies they >>>> have >>>> already >>>> mastered, and vice versa. I use a similar technique. Some of my >>>> very low >>>> students go to a 2nd grade classroom for reading instruction, and >>>> her top >>>> kids come to me for reading instruction (3rd grade). Within our >>>&g
Re: [MOSAIC] Your thoughts
Wait a minute. If the high kids are taken out, and the kids with IEPs are taken out, then you are already left with only part of your class and it seems to me that it is a PERFECT opportunity for you to go over, reteach, extend, or clarify lessons already taught, AND/OR to have kids doing some independent activities while you confer with them individually. I think your principal doesn't know what the heck he is talking about. Renee <-- obviously cranky and getting more and more impatient with incompetent administrators On Oct 11, 2008, at 8:42 AM, Wendy Jensen wrote: > Sorry, Amy! I emailed back to you personally and meant to do it to > the listserv. I wanted to share our exact set up with all of you who > have been so great in responding to my concerns over this issue. We > have a 90 minute literacy block that is to include phonics, spelling, > and reading. EVERY child is in the classroom for whole group reading > instruction. When whole group is over, the top kids leave for > instruction with the talented and gifted teacher (these are kids from > each 2nd grade classroom), kids with IEPs leave to work with their > teacher and we also have a reading interventionist who takes low kids > if needed. The kids that are left in the room have differentiated > instruction whether it be guided reading, independent > reading/conferences, or small group skill work. However, our > principal wants to take those kids that are still in our room and > split them apart into different classrooms based on their ability > level. If we are all already differentiating with the kids that are > still in the room, why would we need to break it down further? Then > it is just a matter of logistics. I feel that a lot of this is just > "buzz words". We should be doing it because it is the latest thing, > not because we have proof that it works for or is good for kids.I > am not opposed to maybe trying this set-up in a different part of the > day for a short amount of time. I want to thank you all again for > your insights on both sides of the issue. I have started making a > list of questions for the administration and points about things we > have discussed on this listserve. I learn from all of you everyday! > > Wendy > > - Original Message - > From: Amy McGovern<mailto:[EMAIL PROTECTED]> > To: Mosaic: A Reading Comprehension Strategies Email > Group<mailto:mosaic@literacyworkshop.org> > Cc: [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]> > Sent: Friday, October 10, 2008 10:35 PM > Subject: RE: [MOSAIC] Your thoughts > > > Hi Wendy, > I am wondering how many guided reading groups some of the other > teachers in your building have. > Sometimes teachers have too many groups. When this is the case, > sharing kids is a very good solution. I work with teachers who have 7 > groups in one class. They have been doing this so long that they no > longer see the problem with only getting face time with each group for > a few minutes per day. They resist the suggestion that there could be > another way. It's hard to change. But sometimes the change has > greater benefits for all the kids. It may be hard for the teacher, > but it could work for the kids. Personally, I would rather have fewer > groups and get more face time per group, to really discuss and digest > strategies and stories. > > I've been consulting for several years now. The most successful > buildings I've worked in share the kids. My building had a building > wide reading time from 8:30 to 10:00AM. The kids moved to different > rooms for the reading block. We got excellent results. It can work > when teachers take a team approach and work hard to communicate. > > Amy715-453-6509 > > >> From: [EMAIL PROTECTED] >> To: mosaic@literacyworkshop.org >> Date: Fri, 10 Oct 2008 10:53:35 -0500 >> Subject: Re: [MOSAIC] Your thoughts >> >> You are so right, Bev! I have been sent very thoughtful replies and I >> appreciate everyone who gave their two cents. I know that it isn't >> good for >> kids, but I also know I need to go in to the next meeting well >> prepared to >> defend my position. I have great questions to ask and experience and >> research to cite. Thanks so much to everyone..I knew I could count on >> you! >> >> Wendy >> >> >>> From: "Beverlee Paul" <[EMAIL PROTECTED]> >>> Reply-To: "Mosaic: A Reading Comprehension Strategies Email >>> Group" >>> To: [EMAIL PROTECTED], "Mosaic: A Reading Comprehension >>> Strategies >&g
Re: [MOSAIC] Intervention progams
Intervention does not need "a program" it needs focused attention on individual or small groups of students with a teacher who can assess what they need and give it to them. That's my two cents. Renee On Oct 13, 2008, at 8:29 AM, Alisha Parkhurst wrote: > > > I am in the market for intervention reading programs. I have students > from > K-6 throughout the week two to four times for a half an hour. I can > purchase different products to fit my needs. I was wondering if > anyone has > an opinion on ones they love and ones they hate. I have looked into > Reading > Recovery and others similar to it. > > 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. > > "Think like a wise man but communicate in the language of the people." ~ William Butler Yeats ___ 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] OFF TOPIC - math
On Oct 14, 2008, at 2:22 PM, Tamara Westmoreland wrote: > Does anyone know if there is a math listserve? For those who are interested in discussing math teaching and learning: Elementary Teachers Applying Whole Math is a discussion group for teachers who are interested in using constructivist, meaning-based strategies for teaching mathematics to elementary students. Members are invited to share their ideas and successes, and to pose questions for discussion. To join the group, please go to http://groups.google.com/group/etawm If you don't already have a google groups account, you'll need to create one with your email and a password. "The most important office in a democracy is the office of citizen." ~ Barack Obama ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] overwhelmed gen. ed
In a perfect world, there would be no need for a quick fill in the blanks type of memo because there would be time built into the days and weeks for teachers to meet collaboratively to discuss strategies for groups of and individual students. :-) Renee On Oct 16, 2008, at 6:12 AM, Kare wrote: > Susan wrote: What should the interventions look like in the "perfect" > world so that both teachers and students can be supported? > > One weakness in my school's intervention program is lack of > communication between regular teacher and interventionist. We are all > so busy delivering services that there is no time to share results. In > a perfect world, someone would design a quick fill in the blanks type > of memo that both teachers would fill out and send to the other at > regular intervals. > > Kare > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/ > mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > "Any fool can know. The point is to understand." ~ Albert Einstein ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] overwhelmed gen. ed
Well, you know. we have to do everything we can to get 125% of our students reading above grade level by grade two while making sure they know all the state capitals and multiplication tables through the 12s, and that they can identify the elements on the periodic table which can be used to create nuclear power. bleagh Renee On Oct 16, 2008, at 6:32 AM, Beverlee Paul wrote: > The only thing I really know for sure is that the more we splinter > things, > the more splintered they become!! And yes, I meant that sentence to be > ridiculous: that's how this whole merry-go-round has sped up and is > throwing > us all off as it merrily speeds around and around getting nowhere. > > On Thu, Oct 16, 2008 at 7:12 AM, Kare <[EMAIL PROTECTED]> wrote: > >> Susan wrote: What should the interventions look like in the "perfect" >> world so that both teachers and students can be supported? >> >> One weakness in my school's intervention program is lack of >> communication between regular teacher and interventionist. We are all >> so busy delivering services that there is no time to share results. In >> a perfect world, someone would design a quick fill in the blanks type >> of memo that both teachers would fill out and send to the other at >> regular intervals. >> >> Kare >> >> ___ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/ >> mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> >> > ___ > 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. > > "Our lives begin to end the day we become silent about things that matter." ~ Martin Luther King, Jr. ___ 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) Reflections on units of study (long...)
On Dec 12, 2008, at 7:16 AM, carol minkoff wrote: Yesterday a student approached me and explained that he has not been able to read a book, even for pleasure, from beginning to end because he looses focus and starts thinking about other things. Before he knows it, he is reading the words, but not paying attention to the text. Well gosh I'm a grown-up, and love to read, and I do this all the time. Seems to me this is one person who needs to read with a notepad/journal next to him, for jotting down the *other* stuff that is on his mind. I do this and it helps much. Whenever I start a new book, at the very least I stick a large (4x6) post it note inside the front cover. Not that that will totally solve his problem, of course but it's certainly one strategy for him, especially if he WANTS to read. Renee "And in the end, the love you take is equal to the love you make." ~ John Lennon / Paul McCartney ~ Carry That Weight ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] RTI
Sadly, this is more the case than not, at least where I live. Renee On Dec 17, 2008, at 6:03 AM, Ljackson wrote: ..--I know that under different circumstances, as in replace balanced literacy with a prescribed same-page literacy program, this could be my own idea of hell on earth as a teacher. "Learning isn't a means to an end; it is an end in itself." ~ Robert A. Heinlein ___ 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] Summer PD
This is always a good one: Literacies for All Summer Institute: http://www.ncte.org/wlu/institute Renee On Jan 12, 2009, at 6:29 AM, Andrea Jenkins wrote: Hello all. My colleagues and I are looking for good reading professional development this summer. We have a travel budget, so distance is not a problem. Do any of you recommend a particular institute or workshop? I especially enjoy reading the thread about Book Clubs and this is the exact type of workshop we need - looking at our current practices and ways to modify them to be more effect for our students. Anyway, I would love recommendations for summer PD. I think Ellen Keene is presenting, so that is good, but would like other options as well. Thanks, Andrea Jenkins ___ 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. "Learning isn't a means to an end; it is an end in itself." ~ Robert A. Heinlein ___ 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] Interventions
Beverlee, Last year my official title was Kindergarten Support Teacher. This meant that I worked in support of the regular kindergarten teacher for half day. My job was to run a center at centers time, and to provide intervention and other support for the rest of the time. I worked with students individually who needed extra help, attention, or support for literacy and/or math skills. The teachers I worked with, although their teaching styles and choices were different from mine, were wonderful at letting me do what I thought was best, rather than tell me what to do. They might, for example, give me a short list of students who needed help with a particular concept or skill (concepts of print, letter sounds, one to one correspondence, patterning, writing their names, etc.) and I decided how to help the children. I did not use ANY kind of program. I had an assortment of materials in my little corner of the classroom, that fluctuated. I had lots of blank paper, and lots of objects, and a variety of writing instruments, crayons, and books. If a child was working on learning how to write his name, we used a blank piece of paper. If a child needed to work on patterning, I used linker cubes or other blocks, and a blank piece of paper and crayons for recording. If a child needed to learn to recognize some letters, I started with the letters in their names, chopped up the name and had them tell me what letter came next. Or I sent them on a classroom scavenger hunt for the letter "e" (or whatever). I used white boards and markers a lot. I was very fortunate to get my teaching credential during a time when literature-based instruction was at the forefront, when teachers went to workshops and helped each other to develop interesting teaching ideas and strategies. I maintain that all I really need to teach is paper, pencils, crayons, base ten blocks, geoblocks, and an assortment of books to read to and with kids. But that's just me. :-) The idea that we need a program to provide instruction, to me, is a blatant slap in the face to teachers, the reflection of an attitude that teachers are not smart enough to do their jobs without a so-called expert telling them what to do. But, again, that's just me. :-) Renee On Jan 16, 2009, at 8:02 PM, Beverlee Paul wrote: So...I'm rapidly forming a picture that I'm hoping is premature and incorrect: Do almost all of you do purchased programs for interventions? I'd love to hear from some of you who provide increased instruction within your existing literacy program, or smaller groups, or individual help...something that increases the engaged time but isn't really a "program"? On Fri, Jan 16, 2009 at 7:23 PM, wrote: Thanks, Jen, for your reply.? I'll look into SIPPS.? We've been talking about Fundations for gr. 1 students who are struggling with fluency and cracking that code.? Wilson is painful, but for the 2 second grade students I have in it who are getting great instruction in comprehension and leveled text in class, it's working.? And they're so proud of themselves! Martha -Original Message- From: cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Thu, 15 Jan 2009 8:39 pm Subject: Re: [MOSAIC] Interventions Martha I do mainly the in class support and I supervise and train the staff working in the intervention programs. I do an occasional pull out group to learn the programs I must supervise. I am Wilson trained, but only two special educators are using it with a few tough cases. I cannot take teaching it. I like SIPPS the best of all of them... (SIPPS stands for Systematic Instruction in Phonics Phonemic Awareness and Sight words.) They do not pretend to teach comprehension and I don't agree with all of the philosophy behind it. I think that some of the research they quote in the rationale was misinterpreted. With some tweaking though, it has some good aspects when combined with balanced literacy instruction in the classroom. The aides can do SIPPS with some supervision. We are seeing some results in first grade...less in second and third but that makes sense since research tells us that phonics instruction is really only effective in grade K and 1. Fundations, (Wilson for primary) is working well in Kindergarten (I am coteaching this one) for 20 minutes a day...but again, the teachers in K are very strong in teaching comprehension at other times during the day. It seems to have escaped the deadly slow pace of Wilson for intermediate aged kids. The jury is out on Fluency Formula but Soar to Success seems to be keeping our kids with comprehension problems reading and interested. With a very few tweaks, it requires kids to actually think! Jennifer The effectiveness of the intervention is depending upon In a message dated 1/13/
Re: [MOSAIC] workshop
Hello Jan, I don't think there are any hard and fast rules about readers' and writers' workshops, especially regarding when they should start or which should go first. There are so many ways to run these workshops, and so many ways to implement them, that these answers really depend on the students involved. Speaking only for myself, I can say that readers' and writers' workshops have looked differently in my classroom in different years and with different grade levels. What I think works is for a teacher to decide on the goals and then just give it a try. Having said all that, I can also say that what has worked for me in the past is to try to keep it as simple as possible, to make sure that I build independent work skills into the students, and be willing to change the structure if it isn't working in some way. :-) Renee On Jan 17, 2009, at 5:53 PM, wr...@att.net wrote: I am some more questions about workshop. They are all related. I should probably add that I teach middle school. Is it necessary to start writing workshop years before a school starts reading workshop? Does it matter which goes first? Can teachers start both in the same year? Is it necessary to have workshop during the majority of class time? Thanks for letting me know what has worked for you. Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. "When you learn, teach. When you get, give." ~ Maya Angelou ___ 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] workshop
Excellent point, Lori. And a pathetic situation, methinks. Renee On Jan 18, 2009, at 7:21 PM, ljackson wrote: While I think this is and should be true--that we teach research writing in LA classes, we cannot forget the role that research and writing ought to be playing in content area writing class. None of my children have ever written research papers INSIDE content area classes, which I think is truly appalling. Lori On 1/18/09 6:20 PM, "wr...@att.net" wrote: Thank you, Renee, for your ideas. I noticed that in writers workshop in all the classes I visited students were writing about themselves, which is all they seem to do in all three years at the middle school I visited. I'd like my students to be able to write a research paper. I guess that if there are not any hard and fast rules, then I can use the workshop format to teach a research paper. That's good news for me. Jan - Original message from Renee : - Hello Jan, I don't think there are any hard and fast rules about readers' and writers' workshops, especially regarding when they should start or which should go first. There are so many ways to run these workshops, and so many ways to implement them, that these answers really depend on the students involved. Speaking only for myself, I can say that readers' and writers' workshops have looked differently in my classroom in different years and with different grade levels. What I think works is for a teacher to decide on the goals and then just give it a try. Having said all that, I can also say that what has worked for me in the past is to try to keep it as simple as possible, to make sure that I build independent work skills into the students, and be willing to change the structure if it isn't working in some way. :-) Renee On Jan 17, 2009, at 5:53 PM, wr...@att.net wrote: I am some more questions about workshop. They are all related. I should probably add that I teach middle school. Is it necessary to start writing workshop years before a school starts reading workshop? Does it matter which goes first? Can teachers start both in the same year? Is it necessary to have workshop during the majority of class time? Thanks for letting me know what has worked for you. Jan "When you learn, teach. When you get, give." ~ Maya Angelou ___ 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. "Those who can make you believe absurdities can make you commit atrocities." ~ Voltaire ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Reading Mastery, etcetera
I agree with Laura. Anyone remember Distar? Is Reading Mastery just Distar, revisited? The idea of hiding the pictures makes me cringe. :( Renee On Jan 28, 2009, at 11:55 AM, Laura Klug wrote: To my way of thinking , this approach makes no sense at all, especially for struggling readers. Why make those who are having trouble breaking the code learn another code ? Of course they are confused. They are cfonfused about what real reading is. To be sure , struggling readers need a systematic way to understand the way words work, but that is one small part of what makes one a reader. Real text makes a reader because there is a reciprocal process that is always there between the reader and the text. I would not recommend such an approach to anyone wanting to help improve the quality of instuction for students. From: mosaic-boun...@literacyworkshop.org on behalf of Amy McGovern Sent: Wed 1/28/2009 1:26 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Reading Mastery, etcetera As someone who taught Reading Mastery and now trains and consults on these programs I can share that in all my schools, we have never boxed up trade books or classroom libraries. Children need the experience of reading trade books. Indeed, I think we all agree that students should read and be read to from a variety of books. The goals of teachers who thoughtfully use Direct Instruction programs are the same as the goals of teachers who use Guided Reading or any other methodology or pedagogy. We all want to teach children to read well and to love reading. To do this effectively, students should have access to a rich variety of books.Here are some insights on what Beverlee is referring to below. Again, please know that I do not personally or professionally advocate the boxing up of any trade books. If administrators are concerned about confusing the students because trade books are in the room where Reading Mastery is being taught, the answer is to provide more top quality staff development and classroom coaching- not to remove the books. There are differences to how early reading is taught in DI vs. a Guided Reading approach (for example). Is there potential for confusion if primary students are getting lessons in both? Yes. Can that be overcome? Yes. But it takes training and a willingness to make some changes in how the GR lesson is taught to the fragile learner or very young learner. The teacher's guide for Reading Mastery (RMI classic) does not advocate mixing RM with other forms of instruction. Having said that, Trade books and DI can and should happily co-exist. There are two big differences that come to mind when thinking about Trade books and the storybooks used in Reading Mastery levels 1 and 2. To begin with, K, 1st and 2nd grade students who are in Reading Mastery levels 1 and 2 are reading material that is written with a modified orthography. That means that the print looks different. The students are taught to sound out words as their first way of approaching an unfamiliar word. To make this easier for the students, the 40 sound symbols in the English Language are written in such a way that they look visually different. Each sound/symbol is explicitly taught and practiced. Spelling always remains correct. Letters that are not pronounced when a word is sounded out are written smaller. Beginning in RM2, the print begins to transition back to "normal". By the end of RM2, students are reading stories written with regular print. Another significant difference between trade book and the storybooks in RM1: the pictures in the storybook are intentionally put on the 2nd page. They are hidden from view while the children are reading the story for the first few times. The purpose of this is to help the students focus on the text. The story is read 2 to 3 times before the picture is given attention. The goal is to get the students to be accurate, appropriately fluent, then ask comprehension questions-- and finally to enjoy the picture. It may also be relevant to point out that the text of these stories is intentionally controlled so that students experience high levels of success continuously. I am only scratching the surface of the details and procedures in RM. My hope is that you can see, with the vast knowledge base on this site, a few of the difference between a balanced lit approach to early reading and what happens in an early RM lesson. The fact that there are differences between the two approaches is ok because some kids need the design of RM to become successful readers. With all this in mind, I have found that children in Reading Mastery 1 and 2 benefit from taking what they are learning to do very well-- and practicing/applying these skills while reading thoughtfully chosen trade books or leveled
Re: [MOSAIC] departmentalization
I would like to speak to the issue of departmentalization regarding specials. This year, I am one of the specials, as I am teaching Art to Kindergarten, First, and Second grades in three schools. I can tell you first hand that scheduling my art classes was an absolute nightmare for some classes. Which classes, you ask? Why, the classes that were departmentalizing. I actually had a teacher say to me, in a tone you don't want to ever hear coming from a colleague, "I am NOT giving up ANY of my reading time so I am picking my kids up 15 minutes early." And she does. And you know what? Her students do not get the same depth of instruction as every other art student in the entire district, because I am always rushed and turn out rushing them to finish what they are doing, and they never, ever, ever have time to reflect on their art work. Ever. At another school, the departmentalized teachers took one look at my time slots and said, "Not to start out on a bad note, but none of these times work for us, because we switch kids." Add that to the fact that departmentalized teaching is done for the teachers' sake, not for the kids' sake. You will make a nightmare out of your specials time. Renee On Feb 11, 2009, at 4:28 PM, Yingling wrote: I don't know of any specific research but I do know from my situation in 5th grade it's hard to do especially with scheduling. Scheduling seems to be a nightmare with us because of RTI, Specials, Lunch, and SMe (computer program everyone does). Since we are departmentalized our intervention teachers have problems scheduling our kids because of the times that they need to pull our kids - we don't have the right students, therefore, they end up taking our students during our reading time which they aren't suppose to be doing but there just isn't enough time in the day when our kids aren't departmentalized. This probably doesn't make sense, but I hope you get the idea. ___ 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. "The thing always happens that you really believe in; and the belief in a thing makes it happen." ~ Frank Lloyd Wright ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] departmentalization
I think there is actually a lot of research on this, but it's not that easy to find. A few years ago I sent away for some information that arrived as a very large packet. As I recall, I had to pay for it but it wasn't much. I will try to look for it this weekend, as it is out in my garage and I am on my way to work. Basically, the gist is, the high kids stay the same, the low kids get lower. In other words, departmentalizing tends to widen the achievement gap. Yeah, that works. But I agree with Jan Sanders. Go back and reread her post. Anyone who suggests that departmentalizing is good for elementary school students is in denial. This is a practice that makes teaching easier for teachers, period. And not really. Again, read Jan's words about "the low group." Anyone who says they are interested in classroom community and/or cross-curricular teaching, who says they believe that subjects are interconnected, who wants to make connections, and supports departmentalization, is fooling themselves. Renee (who just had a birthday, is now old, and has given herself permission to pretend she is Shirley MacLaine in "Steel Magnolias") On Feb 11, 2009, at 10:47 AM, beverleep...@gmail.com wrote: Well, you could start by reminding them to use their common sense and what they know about chuld development! Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Delores Gibson Date: Wed, 11 Feb 2009 12:35:24 To: Subject: [MOSAIC] departmentalization Does anyone have and/or know of where I can go to find research on departmental teaching for FIRST GRADE? Some of the teachers want to seen six year olds from room to room (switch classes) for reading and math. I'm opposed because I believe strongly in self-contained classroom for first grade. Instead of just doing it because it might be easier I can't get anyone to tell me what research supports or does not support this for first grade. HELP Dee Deep down we must have real affection for each other, a clear realization or recognition of our shared human status. At the same time, we must openly accept all ideologies and systems as a means of solving humanity's problems. One country, one nation, one ideology, one system is not sufficient. ~ The Dalai Lama ___ 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] Departmentalizing (Kay Kuenzl-Stenerson0
Departmentalizing IS tracking, on a smaller scale. Renee On Feb 12, 2009, at 6:38 AM, Kuenzl-Stenerson Kay wrote: I have some questions that you could address with those wanting to "departmentalize". Does this lead to tracking students? There is research against tracking. How will integrating subjects and content work if the kids aren't with the same teacher for instruction? You may be able to find research on integrating subjects. How will parents receive reports? Would the teachers have to meet with more parents during parent-teacher conferences? Research about small learning communities might give some insight? You could also count up the instructional time that would be lost during transitions. It adds up when you add up the time over a month or year. For ideas for your parent workshop, you could check out the Joint Position Statement of the International Reading Association and the national Association for the Education of Young Children, "Learning to Read and Write, Developmentally Appropriate Practices for Young children". It is dated 1999, so it may have an update but good information for both of these issues. http://www.nwrac.org/pub/tipsforparents.pdf <http://www.nwrac.org/pub/tipsforparents.pdf> Kay Kuenzl-Stenerson Literacy Coach Merrill Middle School "Great things are not by impulse but by a series of small things brought together." Vincent Van Gogh From: mosaic-boun...@literacyworkshop.org on behalf of mosaic-requ...@literacyworkshop.org Sent: Wed 2/11/2009 11:38 PM To: mosaic@literacyworkshop.org Subject: Mosaic Digest, Vol 30, Issue 11 Send Mosaic mailing list submissions to mosaic@literacyworkshop.org To subscribe or unsubscribe via the World Wide Web, visit http://literacyworkshop.org/mailman/listinfo/ mosaic_literacyworkshop.org or, via email, send a message with subject or body 'help' to mosaic-requ...@literacyworkshop.org You can reach the person managing the list at mosaic-ow...@literacyworkshop.org When replying, please edit your Subject line so it is more specific than "Re: Contents of Mosaic digest..." Today's Topics: 1. Re: Mosaic Digest, Vol 30, Issue 10 (Jennifer Meyer) 2. departmentalization (Delores Gibson) 3. Re: departmentalization (beverleep...@gmail.com) 4. departmentalizing young students... (Kristin Mitchell) 5. Re: departmentalization (Laura Klug) 6. Re: departmentalization (beverleep...@gmail.com) 7. Re: Mosaic Digest, Vol 30, Issue 10 (Carrie Kotula) 8. Re: departmentalization (Jane Watson) 9. Re: departmentalization (Andrea Jenkins) 10. Re: departmentalization (Barbara Regenspan) 11. Re: Parent Camp (gina nunley) 12. Re: departmentalization (suzie herb) 13. Re: departmentalization (Delores Gibson) 14. roles and responsibilities ? (Dana's Charter) 15. Re: Mosaic Digest, Vol 30, Issue 10 (cheryl Whitfield) 16. Re: departmentalization (Yingling) 17. Parent Camp (Susan Cronk) 18. Re: departmentalization (Andrea Jenkins) 19. Re: departmentalization (Beverlee Paul) 20. Literature Circles (elisa kifer) 21. Re: departmentalization (SPINELLO, Carol) 22. Re: departmentalization (Ljackson) 23. Re: departmentalization (Jan Sanders) -- Message: 1 Date: Wed, 11 Feb 2009 13:07:11 -0500 From: "Jennifer Meyer" Subject: Re: [MOSAIC] Mosaic Digest, Vol 30, Issue 10 To: mosaic@literacyworkshop.org Message-ID: <236630-22009231118711...@nred.org> Content-Type: text/plain; charset=windows-1252 Try the book Comprehension Connections by Tanny McGregor. It has many hands on/concrete ways to introduce strategic reading strategies. --- Original Message From: mosaic-requ...@literacyworkshop.org To: mosaic@literacyworkshop.org Subject: RE: Mosaic Digest, Vol 30, Issue 10 Sent: Wednesday, February 11, 2009 12:00:06 PM EST Send Mosaic mailing list submissions to mosaic@literacyworkshop.org To subscribe or unsubscribe via the World Wide Web, visit http://literacyworkshop.org/mailman/listinfo/ mosaic_literacyworkshop.org or, via email, send a message with subject or body 'help' to mosaic-requ...@literacyworkshop.org You can reach the person managing the list at mosaic-ow...@literacyworkshop.org When replying, please edit your Subject line so it is more specific than "Re: Contents of Mosaic digest..." Today's Topics: 1. Help!!! (rcrens1...@aol.com) 2. Re: Help!!! (Pam Florence) -- Message: 1 Date: Tue, 10 Feb 2009 19:25:21 -0500 From: rcrens1...@aol.com Subject: [MOSAIC] Help!!! To: Mosaic@literacyworkshop.org Message-ID: <8cb59f65bdfde58-17e8-1...@fwm-m04.sysops.aol.com> Content-Type:
Re: [MOSAIC] departmentalization
One more thing If I were a teacher with permanent status, and my colleagues/principal were pushing/forcing me to departmentalize, then I would go to my principal with a written statement documenting that I refused to be fully responsible for my students' achievement, by any measure. Period. I did something like this the year my principal asked me to take all the special education students in my grade level (at the request, mind you, of the special education teachers, which I considered a supreme compliment). I told her yes, but she had better not be comparing my classroom's test scores with the other third grade classrooms' test scores next fall. She said, "good point" and we went from there. (And yes, I did take the students.) Please reread Jan's post below if you skimmed it earlier. She says it all (and she's my little sister!) Renee On Feb 11, 2009, at 9:57 PM, Jan Sanders wrote: I often wonder why teachers want to do this. Who does it benefit? Is it for the children or for themselves? They will say it is for the children, but is it? I myself refuse to switch kids for reading or math. If you are truly doing a workshop it is not necessary. Also, when you group by ability, the struggling student has few exemplar models to learn from. Yes, the teacher can scaffold, but in my experience, the teacher ends up doing a lot of work during the discussion and sharing, that the more capable students have done before. It is powerful for students to learn from each other. Another big reason not to... If you truly believe learning is cross curricular, across the day, linking all subjects and experiences, you lose that connection. How can you refer to a read aloud if only 1/3 of your current class has heard it? How can you use language experience to build writing and vocabulary skills if your students change and so some were not in the room when that happened? AND... It would be hard pressed for a teacher to meet the needs of 20-30 "low" students in one class. They often need 1 on 1 support and guided reading. ELLS need you to model language -much more successful with a group of 5 interacting with you in close proximity, than 29 waiting while one speaks in a class of 30. Best to build a community of learners who respect and care for each other, than have a revolving door where students are "running the bases" all day touching home base once in awhile. I believe in self-contained classrooms in all elementary grades. I think the statement we switch kids in 6th grade to get them ready for middle school is ludicrous. Our school used to do this and started out doing it this year. We had a primary teacher move up to sixth grade this year and she hated the switching. Behaviors were not up to par, homework was a chase them down game and no one seemed to connect or care about the community. She talked her teammates into going self contained and they love it. The students are doing better, and their is more accountability. Jan Holding a grudge is like eating rat poison and waiting for the rat to die. -Anne Lamott On 2/11/09 10:35 AM, "Delores Gibson" wrote: Does anyone have and/or know of where I can go to find research on departmental teaching for FIRST GRADE? Some of the teachers want to seen six year olds from room to room (switch classes) for reading and math. I'm opposed because I believe strongly in self-contained classroom for first grade.Instead of just doing it because it might be easier I can't get anyone to tell me what research supports or does not support this for first grade. HELP Dee "Painting is just another way of keeping a diary." ~ Pablo Picasso ___ 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] heartbreak
I find this to be absolutely, utterly appalling. Renee On Feb 16, 2009, at 10:39 AM, Gail wrote: What has astounded me is the fervor of some teachers in their belief in this program. It seems as if they have acquired a new religion. I've heard teachers say that this is their favorite part of the day because they don't have to do any lesson planning and often the students with the worst behavior problems go out to a "group." I think principals love it because they can hear a teacher start a sentence, then hear the same sentence finished in the next room. "Learning isn't a means to an end; it is an end in itself." ~ Robert A. Heinlein ___ 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) Heartbreak
I absolutely agree with what Jennifer says. I think the "because of the new teachers" argument is demeaning to teachers, no matter whether they've been teaching one year or twenty years. New teachers need mentoring and conversation from and with veteran teachers, not scripted programs that do not help them learn how to teach, but only to "deliver" a script that I'm sorry assumes that all children learn at the same pace. I could say volumes, but I'll stop there. Renee On Feb 19, 2009, at 10:00 AM, Jennifer Grady wrote: Linda, I have also been also watching the posts and feel that the dialogue is healthy for us all to think. I just want to disagree respectfully with a portion of your statement think scripts have a place for some teachers especially if they are new to teaching. Most of us have years of teaching and practice, but for new people they help to start. It takes a while to get things under your belt, and the script does guide them to some extent. I feel like that is a fall back for new teachers. I am also a seasoned teacher of 20 years but in ALL 20 years I have not used a scripted program to guide my decision making and to get me "started". I was taught early on about research of best practice and decision making in my classroom and have been given empowerment to make those decisions. Certain programs have been used to supplement and give some children the extra support they need but I was the decision maker around what to use and what not to use. I agree that ANY program is a tool to be used in our toolbox but the problem occurs when others use that tool only. You wouldn't use a hammer to screw in a Phillips screw. It would might possibly get the screw into the hole but will it "hold". Will scripted programs "hold their learning" for all children? Just a question that I am thinking about. I personally feel the argument of new teachers need a type of "crutch" to get started allows them to use that crutch later on. Maybe you just touched on my soap box because there are teachers in my district wishing for a scripted program and their basis is because of the "new" teachers. We need to not only teach our children to be thinkers, we need to teach our teachers to be thinkers. Again, Linda, I appreciate your commitment to education. It's wonderful how you have been able to fit it all together. That is because of your decision making and empowerment as a teacher. Let's pass that on to the next generation of teachers. Jennifer 1st Grade Colorado Hi Everyone, I having been watching the posts, and I love what Laurie and Amy said about scripted programs. For some students, Corrective reading or Reading Mastery are the only programs that work. I also like what they said about scripted programs being a tool and how you need to know the students and fit the needs of all students. I think scripts have a place for some teachers especially if they are new to teaching. Most of us have years of teaching and practice, but for new people they help to start. It takes a while to get things under your belt, and the script does guide them to some extent. Unfortunately not all teachers take the time to do strategy work. We are supposed to use the script, and I do (partially) - but I have found that I can fit the strategy work in with it. Ellin's work and the ideas of this listserv have become such a part of what I do, it is just a natural part of my teaching now so I fit it all in together. Linda Amy wrote: "The script cannot and will not ever replace what a teacher can do. Again, it is an empowering tool if you know how to make it work for the kids. But it is not the script or the program per se that is teaching the kids to readit's the teacher making it work for the kids. " Laurie wrote: Hello All, I have something very simple to say in response to the recent thread on the listserve regarding a certain reading program: It is not programs that teach, but teachers who are well informed practitioners who teach. Staff development is a key component, but, in my opinion, scripted programs assume that teachers don't know enough about their subject matter to teach it effectively. From where did this assumption come? Definitely something to consider, especially in light of the incredible research that has generated the likes of this listserve. Thank you Elin Keene and Company. ___ 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
Re: [MOSAIC] Building comprehension of questions-was heartbreak/response to Reading Mastery
It isn't that the feds NEED programs and other methods of teaching reading to be testing quantitatively. It is that they WANT them to be. When the National Reading Panel met, they started out by systematically throwing out all research that didn't meet their overall, already-established phonics-first philosophy, then went on to use terms like "scientifically proven" to drive home their goal of turning classrooms back into what they remembered from the 1950's, with the teacher in charge of "delivering instruction" and turning Whole Language into a divisive, politicized term based on lies, myths, and, at best, misunderstanding of the process. NCLB functions under the philosophy of a "daddy knows best" kind of paradigm, where everything is "either/or" and "good/bad" and children are reduced to numbers, rankings, and ratings while teachers are demeaned, deprofessionalized, and defeated, perhaps in the hope that public school as we know it will bite the dust and privatization can rise up in the education field. All this from an administration which consistently altered scientific research in other areas, such as global warming and environmental standards, in order to reward big business with more money and more power. In the education field, big business has been rewarded mightily by NCLB. Follow the money. As for "scripted instruction" well, frankly, I think the phrase is an oxymoron. Renee On Feb 20, 2009, at 6:39 AM, Kristin Mitchell wrote: Elisa and others, I've been following this conversation with much interest (as I'm sure many are!) and I think I've already piped in with this, but I need to bring it up again (it's possible I never did in the first place, I'm almost 6 months pregnant and I left my brain at about 8 weeks!). Last month's issue of The Reading Teacher had an article about SSR (which for me is simply Independent Reading...it's what kids do while I do guided reading). For me, the premise of the article was how federal dollars will most likely never be used to support something like SSR because they cannot do "medical research" to PROVE that it works. Even though I've seen test scores go up from a group that got "Guided Reading" using their SS textbooks (I wish I were kidding) their entire 5th grade year. As 6th graders they recieved Guided Reading and lots of choice independent reading time from me and their reading scores went up. While this is not "reasearch" that can prove anything, it's pretty strong evidence for me to continue how I teach reading to upper grades. Unfortunately, the feds need programs and other methods of teaching reading to be tested quantitatively. Which, is not a reality in schools. There is no fair playing field when it comes to research on teaching reading. Until "outsiders" (non educators who direct our policies whether they be gov't or buisness) realize that schools are NOT clinical places where you can have strict control groups this will always be the case. Things like Mosaic of Thought will not have support until someone can magically produce a control group of kids that can be tested "fairly." I hope I made sense! Kristin Mitchell/4th/CO "Be the change you want to see in the world" -Ghandi Each child is different and deserves different approaches to learning based on a solid philosophy backed up by pedagogical principles and research (expert and teacher). Elisa Elisa Waingort ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. "We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America." ___ 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] scripts and thinking
1. Why can a piano student not learn to play "the right way" using a Beatles tune? 2. There is no THE right way to teach. 3. Some teachers' "own thing" is far, far more effective, meaningful, interesting, and motivating than a scripted lesson that purports to be "the right thing." Renee On Feb 22, 2009, at 10:26 AM, Debbie Goodis wrote: Hello, I had to jump in here. My two cents. I used to take piano as a child. I would go to my lessons and then come back home, practice for 5 minutes and proceed to "do my own thing." My father would scold me and say, "Learn to play the right way, then you can play anyway you want!" I knew what he meant. I was complaining that I had to play, Fur Elise, or some other classical piece when all I wanted to play was Joni Mitchell or The Beatles. He wanted me to learn HOW TO PLAY, get that foundation, and then move on to making my own music. He was right...it was a good foundation. I think the same goes for scripts. I used to hate them, too, but I understand why the powers that be think they are necessary. Too many teachers are doing "their own thing," when they should be aware of research about good teaching. Scripts make sure we "learn to teach the right way" so that we can then incorporate those techniques and make them our own. I am a thinking teacher like all of you and when I am observed I am never using "the script" but I always get compliments on how well the students are engaged and thinking. No one has ever corrected the words I used during a lesson. We use a scripted program, but like all of you, I learned more from Lucy Calkins and Debbie Miller. I mostly use the "scripts" from those experts and like I said, I've never been corrected. With all that said, I know there are principals who wouldn't like anything other than the script being used during a lesson. That is unfortunate, and it tells me that those individuals are NOT thinking either! Hope that helps.. From: "teach2h...@aol.com" To: mosaic@literacyworkshop.org Sent: Friday, February 20, 2009 2:59:15 PM Subject: Re: [MOSAIC] scripts and thinking In a message dated 2/20/2009 12:23:56 PM Eastern Standard Time, mosaic-requ...@literacyworkshop.org writes: think scripts have a place for some teachers especially if Just food for thought:) Did any of us in our journey through learning how to teach comprehension strategies and transforming our classrooms into literate rich communities ever use "Debbie Millers script"? "Did you say over and over again "So, how did that help you as a reader?" so many times that you felt it was a recording? Possibly, but I bet you moved on to even deeper conversation. You moved on with your readers and where they were in their journey. I sure did use those scripts and sometimes still do. . . especially when something is still new to me.But, I am a thinking teacher and appreciate Debbie and Lucy's words as a model and use them until they become comfortable and become my own versions. . . until I am able to move past them and mold my own words according to the readers I am with and their needs. Thank you so much Lucy for giving me the "think about reading worker script I love to use! Thank you so much to the "Learning Pad" site that has some wonderful scripting. I did not think of any of these great ideas, but used the ideas to aide my own understanding and thinking. Do we not provide scripts for our own readers in our classroom as we model conversations in reader's share each day? Eventually, they are asking these same questions of others and more importantly of themselves when they think about their thinking. "Scripts" can have their place in learning. Starting with a script of some sort doesn't mean one is going to rely on them always but is just using it as a jumping point. Some may not ever need them, some may. Just my thoughts. Cynthia Hart Lexington **Need a job? Find an employment agency near you. (http://yellowpages.aol.com/search? query=employment_agencies&ncid=emlcntusyelp0003) ___ 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. "And in the end, the love you take is equal to the love yo
Re: [MOSAIC] scripts and thinking
I would say that a wrong way to teach would be to not pay attention to children's needs, in favor of following a set curriculum/scope and sequence/pacing guide. :-) Yes there are teachers out there teaching in "wrong ways" and, I fear, their numbers will increase rather than decrese with the growing proliferation of scripted programs and calls for "fidelity" to any programs, scripted or not. Renee On Feb 22, 2009, at 12:59 PM, cnjpal...@aol.com wrote: BUT, Renee, I think there are most definitely WRONG WAYS to teach. And some teachers really do not know the right ways. It isn't usually their fault...but we ALL know they are out there. "Learning isn't a means to an end; it is an end in itself." ~ Robert A. Heinlein ___ 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] scripts and thinking
Lori, I agree with everything you've said. I just don't think that "because teachers might do their own thing" is a good reason to buy a scripted program. I have no problem with following grade level curriculum, AND like the freedom of doing certain things my own way within those parameters. And, I will also admit to following the occasional "teachable moment" that is not related to my particular grade level curriculum, and I think it is important to grab on to those moments without fretting about "losing time" or worse "wasting" time. Renee On Feb 22, 2009, at 2:37 PM, ljackson wrote: Thoughts...generally, I agree but I believe that districts must strive to set meaningful parameters for teachers to work within. The notion of 'dong your own thing' is so singly teacher dependent that when you cannot guarantee the integrity and commitment of the teacher, it can be very dangerous. I base this on my experience with a few who equate flying by the seat of their pants with doing their own thing. Lori On 2/22/09 11:51 AM, "Renee" wrote: 1. Why can a piano student not learn to play "the right way" using a Beatles tune? 2. There is no THE right way to teach. 3. Some teachers' "own thing" is far, far more effective, meaningful, interesting, and motivating than a scripted lesson that purports to be "the right thing." Renee On Feb 22, 2009, at 10:26 AM, Debbie Goodis wrote: Hello, I had to jump in here. My two cents. I used to take piano as a child. I would go to my lessons and then come back home, practice for 5 minutes and proceed to "do my own thing." My father would scold me and say, "Learn to play the right way, then you can play anyway you want!" I knew what he meant. I was complaining that I had to play, Fur Elise, or some other classical piece when all I wanted to play was Joni Mitchell or The Beatles. He wanted me to learn HOW TO PLAY, get that foundation, and then move on to making my own music. He was right...it was a good foundation. I think the same goes for scripts. I used to hate them, too, but I understand why the powers that be think they are necessary. Too many teachers are doing "their own thing," when they should be aware of research about good teaching. Scripts make sure we "learn to teach the right way" so that we can then incorporate those techniques and make them our own. I am a thinking teacher like all of you and when I am observed I am never using "the script" but I always get compliments on how well the students are engaged and thinking. No one has ever corrected the words I used during a lesson. We use a scripted program, but like all of you, I learned more from Lucy Calkins and Debbie Miller. I mostly use the "scripts" from those experts and like I said, I've never been corrected. With all that said, I know there are principals who wouldn't like anything other than the script being used during a lesson. That is unfortunate, and it tells me that those individuals are NOT thinking either! Hope that helps.. From: "teach2h...@aol.com" To: mosaic@literacyworkshop.org Sent: Friday, February 20, 2009 2:59:15 PM Subject: Re: [MOSAIC] scripts and thinking In a message dated 2/20/2009 12:23:56 PM Eastern Standard Time, mosaic-requ...@literacyworkshop.org writes: think scripts have a place for some teachers especially if Just food for thought:) Did any of us in our journey through learning how to teach comprehension strategies and transforming our classrooms into literate rich communities ever use "Debbie Millers script"? "Did you say over and over again "So, how did that help you as a reader?" so many times that you felt it was a recording? Possibly, but I bet you moved on to even deeper conversation. You moved on with your readers and where they were in their journey. I sure did use those scripts and sometimes still do. . . especially when something is still new to me.But, I am a thinking teacher and appreciate Debbie and Lucy's words as a model and use them until they become comfortable and become my own versions. . . until I am able to move past them and mold my own words according to the readers I am with and their needs. Thank you so much Lucy for giving me the "think about reading worker script I love to use! Thank you so much to the "Learning Pad" site that has some wonderful scripting. I did not think of any of these great ideas, but used the ideas to aide my own understanding and thinking. Do we not provide scripts for our own readers in our classroom as we model conversations in reader's share each day? Eventually, they are asking these same questions of others and more importantly of themselves when they think about
Re: [MOSAIC] reading tests
And even before referring to the STAR released test questions, teachers should be speaking out against the tests which do not accurately measure what a student has learned, thinks about, can apply, etc. At the very least, teachers should be speaking out in staff meetings against this. Instead, most teachers just sit and watch as principals display on the overhead graph after graph, test score matrix after test score matrix, and lead discussions about how to raise the test scores for this group or that group. Who, if not teachers, even among themselves, is going to know, if no one talks? Renee On Mar 11, 2009, at 9:36 PM, Stephanie Perry wrote: I also teach in California with most of my class being ELL's. What I have found is that most grasped the strategy work we did, they did not transfer the skills because they didn't understand the test language. With ELL's, you should show them how the question will be asked on the test, relate that question with your strategy work, and teach the test vocab (i.e. Words like passage, statement, evidence). I highly recommend using the STAR released test questions at cde.ca.gov. They can help to show those first year test takers what to expect. Hope that helps! Stephanie 3rd/CA On 3/11/09, Brenda White-Keller wrote: Our district has formative and summative tests for reading which includes phonics, written conventions, and comprehension. My students, 14 are ELL's and 8 are below grade level, did poorly. Only 45% passed if you look at the test overall. Some of their mistakes were careless, but I know the principal is really anxious for the students to pass the Calif. state test in the spring (yes, we test 2nd graders...go figure). I guess I'm looking for encouragement because I know you're all positive thinkers. I'm trying to decide what to do with the info. I spend time on comprehension strategies...predicting, visualizing, etc. but maybe I need to change my focus. They are improving in the comprehension area. Ok, help!!! Thanks, Brenda Ca/2 ___ 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. -- Sent from my mobile device ___ 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. "We are here to infiltrate space with ideas." ~ Ramtha ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Reading Specialist
So. it looks like the district is wanting to replace one full time teacher with benefits with three part time teachers without benefits. heh Renee On May 1, 2009, at 8:46 AM, Sandy Stevens wrote: Due to the need to make budget cuts, our district is considering eliminating the position of Reading Specialist. They are thinking of using Stimulus funds to hire three part time "instructional coaches" to work in classrooms to assist with math and reading. The assumption is that these three will replace the Reading Specialist. Anyway, there are some staff who will be coming to the next board meeting when this will be discussed. Have any of you folks gone through anything similar? Have there been any arguments that have helped to plead the case in support of keeping the Reading Specialist? I hate to see our district lose that position. I have seen other districts lose the reading specialist and it takes years to get that specialist back, if they ever do. Sandy ___ 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. "If you choose the quick and easy path, you will become an agent of evil." ~Yoda ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Reading Specialist
These descriptions of Reading Specialist and Literacy Coach seem backward to me. In my experience, Reading Specialists are the ones who take kids out for small group, targeted work, while Literacy Coaches work with classroom teachers i.e., coaching them. So I'm very confused. Renee On May 2, 2009, at 7:06 AM, rid27...@cox.net wrote: In our district, we have no reading specialists. Just literacy coaches. The literacy coach is geared to work with all classrooms (K-6) in literacy-related areas. She takes small groups of struggling readers in various grade levels to do reading related skill work in her office. These children have been showing no or little growth throughout the quarter or semester. Or they were previously ear-marked by the previous teacher. The work that she does is created to target specific skills that all these children need work on in the 5 areas of literacy. I do not get a copy of any sort of lesson plan, or content area of what she does, since it is usually supporting all areas of reading. She has tested the students prior to this and targets one small area to work on for 6 weeks or so. Then reassesses who needs intervention next, after her small group is done. Reading specialists usually hold masters' degrees(although not always), and do work with struggling readers on a multitude of issues. Sometimes, it's one on one, sometimes its two students. Often, they have push-in or pull out programs that work all year, or for a semester, or sometimes for a couple of years. The reading specialist works closely with the classroom teacher to intervene on the lessons being taught in the regular classroom. Sometimes, the reading specialist tests the student, sometimes files a report for the classroom teacher to submit the documents for further testing, or for more services, or less services. Many times, the reading specialist has a closer relationship with the classroom teacher, and often gets the written lesson plan of how each child in her class has done in which skill area. Often, each district has chosen to name or rename the type of service they want for their district. In our district, we have had the name of the person changed and the role of the person changed a number of times, even over the course of 5 years. Someone always seems to find a "new and more improved" way of operating, and wants to try it out. Just a thought, Diane Original Message: - From: mimos...@comcast.net Date: Sat, 2 May 2009 13:49:04 + (UTC) To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Reading Specialist Dumb question alert...Is a reading specialist the same as a literacy coach? If not, what distinguishes each? Thanks, Maura 5/NJ - Original Message - From: "Ljackson" To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Saturday, May 2, 2009 9:19:10 AM GMT -04:00 Atlantic Time (Canada) Subject: Re: [MOSAIC] Reading Specialist Having been a coach in a similar position, I can tell you it was a frustrating for her as it was for you. Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 - Original message - From: kimberlee hannan To: Mosaic: A Reading Comprehension Strategies Email Group Date: Friday, May 01, 2009 2:06 PM Subject: Re: [MOSAIC] Reading Specialist WHile I haven't gone through this exact situation, but for a while a school I was at shared a literacy coach over three schools. She showed up a couple of times a week. She didn't have connections to the teachers, the culture or atmosphere of the school. She made suggestions based on a short piece if time after a haphazard observation. She had no relationship with us or our kids. She was never there for meetings, so she didn't know what all we needed to do. It was not a good situation. Kim On Fri, May 1, 2009 at 10:37 AM, Katie Stover wrote: Sandy, Where are you? This is very disheartening!! - Original Message - From: "Sandy Stevens" < sstev...@maustonschools.org> To: Sent: Friday, May 01, 2009 11:46 AM Subject: [MOSAIC] Reading Specialist Due to the need to make budget cuts, our district is considering eliminating the position of Reading Specialist. They are thinking of using Stimulus funds to hire three part time "instructional coaches" to work in classrooms to assist with math and reading. The assumption is that these three will replace the Reading Specialist. Anyway, there are some staff who will be coming to the next board meeting when this will be discussed. Have any of you folks gone through anything similar? Have there been any arguments that have helped to plead the case in support of keeping the Reading Specialist? I hate to see our district lose that position. I have seen other districts lose the readin
Re: [MOSAIC] (no subject)
Read them stories. Renee On Jun 6, 2009, at 1:41 PM, Mary Jo Chevalier wrote: Hi my name is Mary Jo and I am an early childhood educator currently working in a pre-k classroom. My question is directed toward Kindergarten teachers however all teaching levels are welcome to respond. My question is : What can I do as a teacher in a pre-k classroom to help prepare the children for the literacy expectations that occur in kindergarten. With the push down of curriculm so much more is expected of kindergarteners and I want to do all that I can to ensure their success in kindergarten. Mary Jo ___ 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. "We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America." ___ 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] Guided reading
Great and very important ideas, Susan. And I would add: - a center for paper cutting and gluing - a center with assorted drawing materials and paper - a play-doh center with JUST A FEW tools Renee On Jun 12, 2009, at 5:35 AM, Susan Cronk wrote: Do they get to play and build in blocks, work at a water table, dress up, have a writing center with all kinds and sizes of paper, mini books, markers, pencils, gel pens for creative writing??? On Mon, Jun 8, 2009 at 10:40 AM, Courtney Cook wrote: I currently teach kindergarten. I am wondering what independent lessons would benefit my students when I am working with another group. So far I have students copy the morning message ( filling in the missing letters); make weekly picture dictionaries (using a current theme we are studying); glue poems in order and underline any sight words or rhyming words; listen to books on tape; and complete a word family packet. What else could I have them do that could work for the variety of levels in my classroom?? ___ 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. "Painting is just another way of keeping a diary." ~ Pablo Picasso ___ 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.
