Re: [MOSAIC] ELL
Donna, I reallly appreciate this thread that you started. I am a graduate student at Syracuse University. Although my degree will be for a Reading Specialist position, this is helpful as I'm not sure what kind of set up a school will have that I may work in next fall. As far as the ELL resources, they really struck up interest for me since I have a Spanish certificate as well. I think for me, incorporating strategies between the two areas is feasible and of interest. Having said that, are there people like you in your middle or high schools that may do the same thing with the Making Sense and Moving into English books? I am going to be in a middle/high school setting; although I feel these strategies carry through to all levels, I'd be interested to see if they're similar for older students. Thank you again for all of your insight. Feel free to e-mail me directly with links, resources and such at [EMAIL PROTECTED] Sarah G. Cartmill Hi All I am an ESL teacher in a school in PA. My school has approximately 40% ELL's and our students come from all over the world. Our ELL's stay in their classroom for all subjects, except language arts. I see my students during their entire language arts block. Our district uses the Harcourt Trophies program. I use the program coupled with many other things. I do teach my children reading strategies based on Mosaic of Thought, Strategies That Work etc. I scaffold a lot of my instruction, build a lot of background and go at a much slower pace than the classroom. I teach a balanced literacy program focusing on all aspects of language arts. When beginners come in the goal is to increase their vocabulary and oral language. I use Moving Into English by Harcourt and vocabulary builders. One resource that may help you a lot is Julie Kendall's book titled Making Sense. It is written specifically for ELL's. I use a lot of the selections that she recommends in the book and create anchor charts based on her book. You can access her book below from the Stenhouse publishers. My students love to hear literature read to them about their cultures. I try to find books that they can relate to. You can access Julie's book at the link below. I call her book the Strategies That Work for ELL's Feel free to email me off the list and I would be happy to even call you to talk. http://www.stenhouse.com/productcart/pc/viewPrd.asp?idcategory=60idproduct=8949 Donna ESL teacher Hatfield Elementary School Hatfield, PA _ Find what you need at prices youll love. Compare products and save at MSN® Shopping. http://shopping.msn.com/default/shp/?ptnrid=37,ptnrdata=24102tcode=T001MSN20A0701 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] appreciating reading
Ann, What it is: a student is selected to be the sharer or storyteller for the week. Depending on the class size, you can modify this to a day or a month, etc. The student will have used manipulatives like post-its to mark questions, comments, strategies use, etc. They will model a think-aloud and share with the class what the book is about while explaining how he or she used the strategies like questioning, inferring, text-to-self, and so on. It's a good way to get them to share how they think while modeling that for the scaffolding of the other students. I hope that makes sense! Sarah From: Ann [EMAIL PROTECTED] Reply-To: Mosaic: A Reading Comprehension Strategies Listservmosaic@literacyworkshop.org To: Mosaic: A Reading Comprehension Strategies Listservmosaic@literacyworkshop.org Subject: [MOSAIC] appreciating reading Date: Thu, 8 Feb 2007 6:07:06 -0500 Sarah Griffith Cartmill [EMAIL PROTECTED] wrote: I've not used them in class yet, but what we've learned in grad school is as follows: Lit circles, Reader of the week, post-its, think-alouds, etc. Sarah, I am interested in how you celebrate Reader of the Weekwould you please share more? Ann ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ FREE online classifieds from Windows Live Expo buy and sell with people you know http://clk.atdmt.com/MSN/go/msnnkwex001001msn/direct/01/?href=http://expo.live.com?s_cid=Hotmail_tagline_12/06 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] strategies for little ones-visualization/retelling/summarizing...
Lori, Very well put! I noticed, as Lindsey mentioned, that there are ways that take modeling a step further and really allow the student to understand and use the strategy at hand. I am also interested in going deeper and the how's AND why's of each strategy can vary depending on our connections with the text. I am wondering, as you mentioned the connection you have with a text really has to be shared with students. I think with children's literature it's also important to think of ways to relate the text with real-life or even worldly situations. I think it's wonderful that we can take messages from a children's book and make it hold up with life's lessons. Sharing these types of things with middle/high school students is of interest to me. I feel like sometimes it's easier on certain levels to get them to relate, but the sharing part is tougher. Any suggestions? From: [EMAIL PROTECTED] Reply-To: [EMAIL PROTECTED],Mosaic: A Reading Comprehension Strategies Listservmosaic@literacyworkshop.org To: Mosaic: A Reading Comprehension StrategiesListservmosaic@literacyworkshop.org Subject: Re: [MOSAIC] strategies for little ones-visualization/retelling/summarizing... Date: Thu, 8 Feb 2007 06:59:34 -0700 (MST) I am convinced more and more that one of the most important things we can do is to share our reading lives with children, being sincere in sharing how strategy work helps us out when we are encounter difficulties with text. As adults, how can we sincerely model that using only childrne's literature? Also, I think we need to think long and hard about how we extend this language naturally into other parts of day--into all parts of our day. These thinking strategies can be applied accross the curriculum and until they do, they are just something we do for a teacher during 'reading time'. Lori _ Talk now to your Hotmail contacts with Windows Live Messenger. http://get.live.com/messenger/overview ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] appreciating reading
Heather, I find that this is a great strategy for letting them browse for interest. I've participated in this in a grad class. My question is, would it work for older students in a larger class if I narrow it down to a particular genre as mentioned? Would there by any modifications for a high school level? From: Heather Wall [EMAIL PROTECTED] Reply-To: Mosaic: A Reading Comprehension Strategies Listservmosaic@literacyworkshop.org To: Mosaic: A Reading Comprehension Strategies Listservmosaic@literacyworkshop.org Subject: Re: [MOSAIC] appreciating reading Date: Tue, 6 Feb 2007 18:54:25 -0800 (PST) In Still Learning to Read Sibberson and Szymusiak suggest a Check It Out! Circle where the teacher gathers a number of books (one per student) of a particular genre (say biographies, or informational) and passes them out to the kids sitting in a circle. Kids have a short period of time to peruse them, read the back, flip through, before she rings a bell and they pass the book to the person on their right and get a new book to peruse. They have their reading notebooks with them so as they peruse if they find a book they like they jot down the title. By the end of the cirlce they'll hopefully have a list of books they're interested in. Heather Wall/ 3rd grade/ Georgia NBCT 2005 Literacy: Reading - Language Arts - Original Message From: ed alford [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Listserv mosaic@literacyworkshop.org Sent: Tuesday, January 30, 2007 9:33:31 PM Subject: Re: [MOSAIC] appreciating reading Have you tried 60 second book talks? You could model one each day for a week, and then let other students volunteer. Even 30 seconds can be effective. I would be firm about the time limit. It forces kids to summarize. I would keep it in volunteer form, no points attached, so the kids would be more likely to be sincere. I also recommend limiting the written responses required of students. As adult readers, we like to read for pleasure and not be held accountable for each thing we read. 7th graders need to be able to make choices whenever possible in regard to genre and with type of response they choose. Have you considered a matrix or Bingo type format of reading responses where they would have a menu of reading and response options? You could draw upon the different types of intelligences as well as the varying reading levels of the group in this way. Writing is intimidating to some kids and speaking in front of the group can be also. With a menu or a contract, students could choose to complete X number of activities or books for an A, X number for a B, etc. -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Ann Sent: Tuesday, January 30, 2007 5:17 AM To: Mosaic: A Reading Comprehension Strategies Listserv; [EMAIL PROTECTED] Subject: [MOSAIC] appreciating reading My 7th graders are reading at home (self-selected books) for 15 mins/daily and doing a quick summary or reflection. I only check for completion of these logs, but I do require a parent's signature which certifies that they observed their child reading over each two week period. Once a month, students need to do an oral book talk 3-5 mins. in length. My requirements are to make a brief summary and a connection, do a short oral reading from the book, and why they would recommend this book to others. I have also required they read a variety of genres. In February, I am planning to add a longer reading response to their reading. They will be doing a two paragraph response. The first is a brief summary of what is currently happening in their book, and the second choosing a specific prompt to respond. Examples and/or details from the book must be used to back up this response. Each student will need to turn in two a month. I will be starting literature circles in February, so that will provide students with additional reading with more in-depth conversations about their reading with their peers on a biweekly basis. I'm oral reading to one of my classes because we have 15 mins extra built into our schedule for the entire building for that purpose. The other class periods are only 50 mins. long, so that really defines how much can be accomplished in one class period. I am still accountable for teaching many writing skills too. I'm doing all of this and I still have students who hate reading! Even though their books are self selected, students don't want to be accountable for any assignments and don't want to take time to read. There are too many other things to docomputer, video games, extracurricular activities, etcaway from school. Does anyone have any suggestions on how to move students to an appreciation for reading? Ann ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to
[MOSAIC] newbie
Hi all~ I'm new to the board. I'm a Literacy student at Syracuse University and in reading these posts, some things that we've learned/practiced came to mind. I haven't done these in the classroom yet, but many in my program have and found they are wonderful tools. One thing we love is modeling the think alouds while reading or even when introducing a book. I find that this helped me to think about how I read/think. Furthermore, when doing this, students can slow down and really question, make comments and inferences while doing this. Another great method to pair with this is post-its; we use them, too, while reading, to add Questions, A-ha moments, or comments about the text. Just some food for thought regarding innovative classroom practices~ I think this helps them to listen to each other, too. I'm not familiar with ducks at night but another thing we find successful is Reader of the Week where the student can share his/her post=its and thoughts with the class. Can you tell me more about Ducks at Night? Does anyone know anything like this for the high school level to get students to share? From: Bonita [EMAIL PROTECTED] Reply-To: Mosaic: A Reading Comprehension Strategies Listservmosaic@literacyworkshop.org To: Mosaic: A Reading Comprehension Strategies Listservmosaic@literacyworkshop.org CC:[EMAIL PROTECTED] Subject: Re: [MOSAIC] appreciating reading/book talks Date: Sat, 3 Feb 2007 16:24:40 -0800 Please tell me more about Deb Miller's Ducks at Night. I'm not familiar with it:) Thanks, Bonita California [EMAIL PROTECTED] wrote: Just a ghost from the past... but in reading all of your posts A better activity of turn and talk is in Debbie Miller's Ducks at Night activity for mental images. This activity keeps the kids focused on their partner's response because they are looking for something to add to their personal t-chart picture after the book talk is over. I think the structure has to be built in to the activity for kids to really get the subtle message: Your thinking expands, modifies or is confirmed when shared with others. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. FREE online classifieds from Windows Live Expo buy and sell with people you know _ Invite your Hotmail contacts to join your friends list with Windows Live Spaces http://clk.atdmt.com/MSN/go/msnnkwsp007001msn/direct/01/?href=http://spaces.live.com/spacesapi.aspx?wx_action=createwx_url=/friends.aspxmkt=en-us ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
