[MOSAIC] TEST - PLEASE IGNORE
I am testing my email as I have been unable to post to the list. Thank you for ignoring this. :-) 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.
Re: [MOSAIC] Introduce myself - 1st Grade Decodables
Thank you, Deborah. I had the great good fortune of having an aunt who taught kindergarten for about a hundred years who used language experience with her students. As teenagers and college students we used to visit her in her classroom (down the street from home!) she would instantly put us to work, and one of those tasks was to "just write what they say" on their drawings. (I'm in my 60s and she's long retired, so this was long ago). I learned way before I started teaching the effectiveness of Language Experience. I personally think there is NOTHING better, and that probably most, if not all, children can learn to read using nothing else. My two cents. Renee On Jan 24, 2013, at 5:39 PM, Deborah Hopp wrote: I completely agree with Renee. Language Experience is what I used during my internship in becoming a reading specialist. It worked for a fourth grader. I am currently using journals and invented spelling with my kindergarten students. Continue to use authentic reading and writing experiences in order to keep your student motivated. I conducted research on the reading and writing connection. More emphasis should be placed on the writing aspect of literacy... Debbie Hopp Kindergarten/Seneca Elementary Certified Reading Specialist -Original Message- From: Renee G To: Mosaic: A Reading Comprehension Strategies Email Group > Sent: Thu, Jan 24, 2013 10:43 am Subject: Re: [MOSAIC] Introduce myself - 1st Grade Decodables I would say instead of looking for decodables use high-quality predictable text. Try R.C. Owen books. But even before that, I would make a journal out of plain, unlined white paper (about 15 sheets) tucked and stapled into a construction paper cover. Title it, "__'s Journal" then have him draw and write every day. Every day. Draw a line across the middle of the page, horizontally. On the top, draw first. Have him draw a picture of himself doing something he likes to do, then tell you about his picture. Then he writes what he said HE writes. Then, if necessary, YOU transcribe at the bottom of the page with conventional spelling and punctuation, but don't change the wording. Write legibly. Carefully. Make it look like bookwriting. Don't hurry. Make sure every letter is clear. Use a fine-tipped Sharpie. Black, so the color doesn't distract. Then have him read it back to you. More than once. Next day have him read what he wrote the day before, then do the same thing on the next page. Repeat, daily. Have him make his own books, with or without templates. Renee On Jan 23, 2013, at 9:55 PM, Kathy Lunsford wrote: Hi my name is Kathy and I am a special education teacher. I teach a K-2 Special Day Class for students with autism. I have one 2nd grade child who is reading at a beginning first grade level. He has great difficulty blending - it took him almost two years to master his letter sounds and read simple CVC words and he can read about 35 of the 100 first grade sight words. I use the 1st grade Open Court Language Arts curriculum and am finding that he is unable to keep up with the decodables. They are just to difficult for him. I would like some suggestions on a supplemental decoding series that might be good for him. He has good comprehension skills so to go back to the Kindergarten Decodables would be to boring for him. 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 "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 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] DIBELS
In my opinion, and from my experience, the worst thing to come across the pike in education and the teaching of reading is the "systematic and explicit phonics instruction" kool-aid. I have observed children, in general, come to see reading more and more as a chore and less and less as pleasure in the last decade. It's very sad and, worse, dangerous. To say that "going right to meaning first, relying on picture cues, telling the student to look at the first letter and think about what makes sense are all ineffective strategies" is just blatantly, condescendingly false. I'm sorry, but this has nothing to do with philosophy and everything to do with what reading actually is, which is understanding ideas, gathering information, and bringing one's self to the text. This is the MOSAIC list, based on "Mosaic of Thought." As I understand it, the purpose of this list is to discuss the concepts and strategies presented in "Mosaic of Thought" not to undermine those concepts and strategies with a lot of gobbledygook blather about systematic and explic phonics first instruction. It's ALL about meaning. If it isn't about meaning, then it's pretty worthless. My two cents. Renee On May 2, 2013, at 7:34 PM, Amy McGovern wrote: Hi Jennifer, What I mean by my comment Jennifer is that rather than going to meaning first, we work on learning to decode the patterns of the English language using Fundations as a source for systematic and explict phonics instruction. The phonics lesson is linked to a decodable text. The goal is to always read for meaning. If one cannot decode the text accurately then reading progress is stilted, to say the least. I agree fully that meaning making and word study are linked. English is a morpho-phonemic language. The students in Fundations have the opportunity to practice a phonics skill in isolation, then apply the skill in text within the 20 to 30 minute lesson. If the the child comes to word they are unsure of, the prompt is: look through the word. Sound it out. Does it make sense? This is not philosophy. It's the science of reading. Going right to meaning first, relying on picture cues, telling the student to look at the first letter and think about what makes sense are all ineffective strategies for at risk readers. Furthermore, The research on systematic and explicit phonics instruction is solid. It is impossible to be systematic if the teacher is only focusing on what the child is struggling with rather than following a logical sequence that promotes generalizations and empowers both decoding and comprehension. The three cueing system is broken and not supported by the science of reading. Check out Speech to Print by Louisa Moats or Overcoming Dyslexia by Sally Shaywitz if you need more proof. We know more about struggling readers than we've ever known before. I HIGHLY recommend that you look into LETRS training: Language Essentials for Teachers of Reading and Spelling. Excellent stuff...not based on any programs either. With all due respect, I'm done with philosophy Jennifer. Quite frankly, we all should be. This is not about what you or I believe. We have too many failing students to hang our hat on old strategies that don't work for the most at-risk students. Fundations works. My teachers are all balanced lit teachers and they are seeing huge gains in their students~well beyond what we ever got with Words Their Way and classic Guided Reading alone. Respectfully, Amy From: jennifer.pal...@hcps.org To: mosaic@literacyworkshop.org Date: Thu, 2 May 2013 21:50:01 + Subject: Re: [MOSAIC] DIBELS Amy...we've had this discussion before. I respect your philosophy of reading but it's different from mine. You can't teach word study separate from meaning in my philosophy of reading. Where we can meet in the middle is by saying Fundations does not stand alone. Sent from my iPhone On May 1, 2013, at 1:06 PM, "Amy McGovern" > wrote: Fundations is not intended to teach meaning cues. It is a word study program that links encoding and decoding. It is designed to supplement core instruction. It does not stand alone. I have five teachers using it this year k-2. Our core is balanced lit. All of them really like it. They are seeing growth with their lowest students for whom we need to solidify these foundational skills. Foundations is effective. Again, it is supplemental systematic and explicit word study instruction. Respectfully, Amy Reading Specialist From: jennifer.pal...@hcps.org To: mosaic@literacyworkshop.org Date: Wed, 1 May 2013 00:44:07 + Subject: Re: [MOSAIC] DIBELS Teri Briefly, I think Fundations has some good components. I love the letter-keyword-sound. It appears to work very well to help students develop letter sound relationships in Kindergarten. Tapping out sounds seems to help some kids learn to blend. HO
Re: [MOSAIC] DIBELS
I apologize for offending anyone. And, I will say that I was also offended. In my years as a 2nd and 3rd grade whole language teacher who embedded phonics into my WHOLE language instruction, I saw NO children leave my class at the end of the year who could not read at or very near to grade level (whatever that actually is). So I know that it is a false statement to say that those "making meaning strategies" are ineffective. In my classroom, they were highly effective. In all that time, I did not engage in any isolated, systematic, explicit phonics instruction. Note the word "isolated" in that sentence. That does not mean I did not address phonics, phonemic awareness, etc. But in my classroom, where all students chose their own reading material and proceeded independently, meeting with me personally at least twice a week, the phonics/phonemic awareness component was embedded in their work, with meaning leading the way. My students read, and read, and read, and read. These days, I am subbing in other peoples' classrooms. I see less and less of kids just reading and talking and writing about their reading, and more and more phonics worksheets and AR tests. When I ask kids why they are reading a certain book, they most often say "for the points." Well, in my very humble opinion, that is not a good reason to read a book. I, too, have read the research cited. And lots of other research, as well. I suggest reading Frank Smith, John Holt, Mem Fox, Regie Routman. Again, I apologize for offending. 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
Re: [MOSAIC] Dyslexia
I am very confused. If her comprehension is well above grade level, then how can she be struggling with her reading? If you are talking about decoding, well. decoding is just one element of the reading process, and apparently one that is not hindering her. Seems to me like there is no problem here. Renee From: jayhawkrtroy fredde To: Mosaic: A Reading Comprehension Strategies Email Group > Sent: Wed, May 1, 2013 11:31 am Subject: [MOSAIC] Dyslexia I need some ideas to help a student who is struggling with dyslexia. She has been diagnosed by a doctor and struggles with her reading. Her comprehension is well above grade level. Any ideas will be welcomed. Thanks Troy Fredde ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] What happened to my subscription.....
Daniel Pink's books are excellent reading. "Drive" is very good, about motivation. Also good is "A Whole New Mind" which is about right brainers. Excellent reading for any teachers, in my opinion. Renee On Jun 24, 2013, at 10:42 PM, Sue Bruns Maiers wrote: By Daniel Pink, it's on motivation. http://www.amazon.com/Drive-Surprising-Truth-About-Motivates/dp/1594484805/ref=sr_1_1?s=books&ie=UTF8&qid=1372138914&sr=1-1&keywords=Drive Sent from my iPad On Jun 24, 2013, at 10:58 PM, "Lois Sherry" wrote: What is Drive? "A public education system is based on the principle that you care whether the kid down the street gets an education." ~ Noam Chomsky ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] rigorous texts for teaching unit
The Other Side is an excellent book. I am wondering, though, what you mean by "rigorous text"? What is it exactly that you are looking for? Renee On Jul 4, 2013, at 4:00 AM, Ginny Osewalt wrote: The Other Side by J. Woodson Clover's mom says it isn't safe to cross the fence that segregates their African-American side of town from the white side where Anna lives. But the two girls strike up a friendship, and get around the grown-ups' rules by sitting on top of the fence together. On Jul 4, 2013, at 6:13 AM, Jeanne Canon wrote: Greetings All, I am looking for some rigorous texts for the theme "Unlikely Friendships." I teach ESL grades 2 through 5. So far I have been just targeting second and third grade, but any books on this topic for up to grade 5 (fiction or expository texts, poetry too) would be greatly appreciated. I value your input. Thanks! "A public education system is based on the principle that you care whether the kid down the street gets an education." ~ Noam Chomsky ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] rigorous texts for teaching unit
Yes, Jennifer, I was thinking the same. And I am concerned that fabulous picture books will be left behind in favor of more "novels" and "informational text" (due to misconceptions in the whole common core brouhaha). As an artist, I know that certain children's books have illustrations that greately enhance the content and context of the book. For example, for Kindergartners, I would say start with Elmer by David McKee and REALLY LOOK at the illustrations. There's some real potential there for critical thinking, inferencing, and discussions about empathy. Renee On Jul 4, 2013, at 7:05 AM, Palmer, Jennifer wrote: I was going to ask about rigor too--- it means different things to different people. I'm concerned that some folks think rigor means harder reading levels... When really rigor is more about the instruction requiring kids to think!! I worry that too many kids won't get practice at their instructional reading levels--- a huge problem and a potential pitfall of Common Core Sent from my iPhone On Jul 4, 2013, at 9:48 AM, "Renee Goularte" wrote: The Other Side is an excellent book. I am wondering, though, what you mean by "rigorous text"? What is it exactly that you are looking for? Renee On Jul 4, 2013, at 4:00 AM, Ginny Osewalt wrote: The Other Side by J. Woodson Clover's mom says it isn't safe to cross the fence that segregates their African-American side of town from the white side where Anna lives. But the two girls strike up a friendship, and get around the grown-ups' rules by sitting on top of the fence together. On Jul 4, 2013, at 6:13 AM, Jeanne Canon wrote: Greetings All, I am looking for some rigorous texts for the theme "Unlikely Friendships." I teach ESL grades 2 through 5. So far I have been just targeting second and third grade, but any books on this topic for up to grade 5 (fiction or expository texts, poetry too) would be greatly appreciated. I value your input. Thanks! "A public education system is based on the principle that you care whether the kid down the street gets an education." ~ Noam Chomsky ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] rigorous texts for teaching unit
Here is an interesting article, written by Kathy Short, about the suggested texts in the CCSS: http://wowlit.org/blog/2013/01/07/common-core-state-standards-misconceptions-about-text-exemplars/ Here is an excerpt: "One issue of major concern to educators is the grade-level lists of text exemplars that are included in Appendix B of the CCSS. Many schools and some states interpret these lists of stories, poems, and informational texts as core lists that all students should read and are attempting to purchase these sets and mandate them for classroom use. A close reading of the standards document indicates that the list and text excerpts are provided to help teachers explore the levels of complexity and quality of texts recommended for a particular grade level, so they can make their own informed selections. The lists are thus exemplars of text complexity, not a mandated reading list." Renee http://creatingartwithkids.blogspot.com/ On Jul 4, 2013, at 7:08 AM, Angie Harbison wrote: There are suggested texts for each grade level at corestandards.org Angie Harbison "The conductor of an orchestra doesn't make a sound... He depends for his power on his ability to make other people powerful." ~ Benjamin Zander ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Common Core
I have read in more than one place that rather than bringing more social studies and science content into language arts instruction AT THE EXPENSE OF FICTION, what the common core standards are *meant* to do is bring more language arts instruction into social studies and science. Of course, that's not how they wrote them, so I personally think that is a bit of CYA after the backlash about replacing fiction with non- fiction. I have a lot of problems with the common core standards myself, mostly centered around the developmentally-inappropriate suggested texts for upper elementary grades and beyond, but also in what they leave out, mostly in math. No patterning in Kindergarten, for example, when ALL math is essentially patterning. huh? But that's a different conversation. :-) Renee On Jul 4, 2013, at 6:54 PM, Palmer, Jennifer wrote: All at once...I believe that refers to the major instructional shifts required by Common Core. You can't take on too many changes at once. Many of the teachers in my buildings are integrating social studies and science content into language arts instruction, organizing thematic units around essential questions. The idea behind common core--going deeper--and creating connections across texts--happens more easily in thematic units. Anchor standards--- they are k-12--- and the grade specific standards are drawn from those. It's so interesting to see how different people read and interpret these standards differently. Some feel long texts are discouraged-- others short text. I think it's all texts-- but more reading across several types of texts on the same topic--and requiring student to read and integrate ideas from all of them. Texts now include visual texts like video clips--audio clips like podcasts---so you perhaps read a novel that has the Holocaust as subject matter, see video clips related to survivor stories, read an article... And then students integrate content from all--- Much nonfiction written for younger readers is literary---think Magic School Bus-- etc Sent from my iPhone "You can't stay in your corner of the forest waiting for others to come to you. You have to go to them sometimes." --Winnie the Pooh ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Curriculum Alignment
I would like to speak up for the seasoned, stand-alone teachers, since I was one for years. Teachers being required to all be teaching the same genre at the same time makes my hair stand up. If they elect to do so voluntarily, that's one thing. Being ordered to is quite another thing. Plus, teachers do not have to all be doing the same genres at the same time to be covering/teaching/addressing all the standards. Those are two different issues. If there are teachers who are not teaching everything they should be, that's an issue that should be taken up by the principal. I do understand that you are looking for a solution to a problem. But the seasoned, stand-alone teacher is sometimes the one with the better practices. :-) Renee On Jul 10, 2013, at 6:41 AM, Deborah Hopp wrote: Evelia, I am not an expert on alignment, but I have taught in a private school and now a public school. When you are trying to move seasoned teachers, it's overwhelming. Focus on finding like minds and spend your time collaborating with them. Take risks and spend you time being the BEST teacher that you can be. Don't let this frustration keep you from being just that, the BEST teacher you can be. Some will want what you have. Others won't-this is just a fact that very passionate teachers have to deal with. Good leadership is key in this area. Hopefully, the principal has a backbone. Debbie Hopp Kindergarten teacher Certified Reading Specialist Baltimore, Maryland -Original Message- From: evelia cadet To: Mosaic: A Reading Comprehension Strategies Email Group > Sent: Wed, Jul 10, 2013 3:29 am Subject: Re: [MOSAIC] Curriculum Alignment Here in Texas the standards are called TEKS. This one example of a 5th grade standard: 5.11.A Students will summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order To answer your question about teaching genres, yes, all reading teachers will be working on the same genre during the same period. At least in the first semester. We had issues with teachers not teaching all standards and genres. So, they move from grade to grade with many learning holes. Thank you for your help. Evelia "Never forget that you are one of a kind. Never forget that if there weren’t any need for you in all your uniqueness to be on this earth, you wouldn’t be here in the first place. And never forget, no matter how overwhelming life’s challenges and problems seem to be, that one person can make a difference in the world. In fact, it is always because of one person that all the changes that matter in the world come about. So be that one person." ~ R. Buckminster Fuller ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
