Re: [MOSAIC] Reading Programs

[Tamara Westmoreland]

Check out benchmark publishing! They
Have  some great materials that can be used independently or with an 
interactive whiteboard.
Sent from my iPhone

On Dec 1, 2011, at 8:19 AM, "beverleep...@gmail.com" 
wrote:

> So sad, isn't it?
> 
> Connected by DROID on Verizon Wireless
> 
> -Original message-
> From: sandra.he...@k12.sd.us
> To: mosaic@literacyworkshop.org
> Sent: Thu, Dec 1, 2011 15:37:38 GMT+00:00
> Subject: Re: [MOSAIC] Reading Programs
> 
> Journeys in our district has resulted in lots of reliance on the basal and 
> loss of balanced literacy.
> 
> - Original Message -
> From: Laura Johnsrud [mailto:ljohn...@sevastopol.k12.wi.us]
> Sent: Thursday, December 01, 2011 08:25 AM
> To: mosaic@literacyworkshop.org 
> Subject: [MOSAIC] Reading Programs
> 
> Dear Colleagues:
> 
> Our district is in the process of choosing a ³reading series² for our shared
> reading program.  We are a solidly grounded balanced literacy school and
> want to be sure to maintain the integrity of this philosophy.  What we
> really need are materials that provide a scope and sequence for our shared
> reading program, spelling, and writing.  Does anyone have any knowledge or
> experience with Houghton Mifflin¹s Journeys program or Pearson¹s Good
> Habits, Great Readers program.  We have a long history of training our
> teachers to teach the comprehension strategies, but with a lot of new staff,
> they are hungry for materials that will give them more support and
> consistency. Any feedback would be greatly appreciated.
> 
> Laura Johnsrud
> 
> Reading Specialist
> School District of Sevastopol
> 4550 Highway 57 
> Sturgeon Bay, WI  54235
> 920-743-6282, ext. 115
> ljohn...@sevastopol.k12.wi.us
> 
> 
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Re: [MOSAIC] Second grade reading research articles

[Tamara Westmoreland]

Connie Juel has studies out that show that if kids are behind in first
grade- there is very little chance of them catching up- also look at Marie
Clay's work and go to the Reading Recovery Site- I believe they have
several research studies that support early intervention.

On Thu, Dec 15, 2011 at 1:25 PM, Mena  wrote:

>
>  I have a past grad student who is now working for a Title I Migrant
> Program. She is the Reading Resource teacher for all elementary schools in
> the area.  She sees a desperate need to tutor second graders inreading.
>  SES and the schools currently tutor only tested grades.  Although research
> shows that second grade is a where students fall behind, they are not
> tutored at this time due to funding.  Does anyone know of research that
> supports tutoring for second grade.  It has already been brought to her
> attention that some of the migrant students (according to their predicted
> levels of reading due to their diagnostic tests) infirst and second grade
> are struggling with reading at this time.   The diagnostic predictions are
> very low ( 60%>).  From, Mena
>
>
> Philomena Marinaccio-Eckel, Ph.D.
> Florida Atlantic University
> Dept. of Teaching and Learning
> College of Education
> 2912 College Ave. ES 214
> Davie, FL  33314
> Phone:  954-236-1070
> Fax:  954-236-1050
>
>
>
>
> -Original Message-
> From: Diana Rea 
> To: Mosaic: A Reading Comprehension Strategies Email Group <
> mosaic@literacyworkshop.org>
> Sent: Thu, Dec 15, 2011 1:23 pm
> Subject: Re: [MOSAIC] Reading Enrichment for Middle School
>
>
> I have recently discovered the website Lit2Go. It is a free online
> collection of stories and poems in Mp3 (audiobook) format. You can:
>
>   - Download the files to your Mp3 player and listen on the go,
>   - Listen to the Mp3 files on your computer,
>   - View the text on a webpage and read along as you listen,
>   - Print out the stories and poems to make your own book.
>
> You can search by author, title, reading level and subject matter. I also
> use Florida Center for Reading Research (FCRR) with RtI groups. It has
> complete lessons for the big 5 areas, and it's also free!
>
> Diana
> Instructional Coach
> Illinois
>
>
> On Wed, Dec 14, 2011 at 3:27 PM,  wrote:
>
> >
> > Next semester, I will be doing a reading enrichment block with students
> who
> >  are fair to good readers but they need a little extra boost with
> > comprehension  to become much better readers. I will have from 5 - 10
> > students per
> > block - one  block each of sixth and seventh grade.
> >
> > I am thinking that I would like to use short stories, short non-fiction
> > passages and possibly short novels to hone their comprehension.
> >
> > I have no budget to work with so I am looking to put together my
> materials
> > and I really appreciate any and all ideas fro this particular assignment.
> >
> > Thanks,
> >
> > June
> >
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> >
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> >
> >
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Re: [MOSAIC] Teaching Poetry

[Tamara Westmoreland]

Regie Routman and Georgia Heard have some great resources for teachers to use.

Sent from my iPhone

On Dec 28, 2011, at 2:52 PM, Risa Hunter  wrote:

> Nanci Atwell has a book designed to teach a poem a day. I have used it quite 
> a bit with 8th graders.
> 
> 
> 
> On Dec 28, 2011, at 4:25 PM, "Palmer, Jennifer"  
> wrote:
> 
>> I like to use Donald Graves book of poems called Baseball Snakes and Summer 
>> Squash as mentor texts...
>> 
>> Sent from my iPhone
>> 
>> On Dec 28, 2011, at 12:36 PM, "evelia cadet"  wrote:
>> 
>>> 
>>> 
>>> 
>>> 
>>> Is anyone aware of good resources on teaching poetry (websites, books, 
>>> etc.). Evelia  
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>> 
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Re: [MOSAIC] Teaching Poetry

[Tamara Westmoreland]

Also- Bruce Lansky has a great site
http://www.gigglepoetry.com/


On Wed, Dec 28, 2011 at 8:08 AM, evelia cadet wrote:

>
>
>
>
> Is anyone aware of good resources on teaching poetry (websites, books,
> etc.). Evelia
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>
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Re: [MOSAIC] fountas & Pinnell BAS

[Tamara Westmoreland]

How long does it take your teachers to administer the assessment and because 
you have been doing it for 3 years- has administration gotten easier and 
quicker?

Sent from my iPhone

On Jan 25, 2012, at 8:14 AM, MaryJo Costello  wrote:

> Our school has been using the F/P benchmark systems for 3 years now. Each 
> classroom teacher has their own kit. We believed if it was an important 
> assessment than it was important for each teacher to have their own. Support 
> teachers (Reading, ESL and Special Ed) share kits. Training took place before 
> implementation and has continued as new teachers come on board. We have found 
> it to be a good piece.
> 
> From: mosaic-bounces+mcostello=rhnet@literacyworkshop.org 
> [mosaic-bounces+mcostello=rhnet@literacyworkshop.org] on behalf of 
> Melissa Kile [tchkg...@gmail.com]
> Sent: Wednesday, January 25, 2012 6:51 AM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: Re: [MOSAIC] fountas & Pinnell BAS
> 
> Jacki,
> Our school has the F&P Assessment Kits (older edition & the new). We
> currently have 2-3 per grade (with 5-6 teachers). We are discovering that
> isn't enough. We really need one per teacher, since we do our running
> records at pretty much the same time (beginning/middle/end of year, and as
> needed for some kids). A few weeks ago, you could see us running up and
> down the halls getting books from each other. Kind of a pain.
> 
> It is easy to use, but will take a little longer due to the comprehension
> conversation. We previously used Rigby's kit, and we just handed the
> questions to the kids to answer after they read to us. The conversation,
> which I really like, takes longer. You can count on 10 minutes for Levels
> A-H, and 15 minutes for the higher levels. We don't typically do the
> writing portion of the comprehension.
> 
> I highly recommend 2-3 people on your staff get trained on how to use this
> kit, either by really studying the CD videos and teacher's guides, or by
> going to a workshop held by Heinemann. Then, I highly recommend training
> your staff before they get their hands on the kits.
> 
> I don't use the data management component, and I don't know if anyone on
> our staff does. It looks pretty handy, tho.
> 
> I would say the kits are worth the $350 or so that they cost. As far as I
> know, most everyone at our school likes them.
> 
> Melissa/VA/2nd
> 
> On Wed, Jan 25, 2012 at 4:59 AM, Jacqueline Brick <
> jacquelinebr...@asmadrid.org> wrote:
> 
>> Hello,
>> 
>> Our school is considering purchasing the latest edition of the Fountas &
>> Pinnell Benchmark Assessment System.  We are not sure if we need to order
>> one kit per classroom, or one kit per grade level (we have 3 classes per
>> grade level)  We currently use Reading A-Z Running Records and correlate
>> them to F&P, but want to know how F&P kit works.  If you use F&P:
>> 
>> Do we need one kit per grade level or one kit per teacher?
>> Is it easy to use?
>> Do you use the data management component?
>> Any information would be appreciated, as it is a huge expense and I want
>> to make sure it is worth it.
>> 
>> Thanks,
>> Jacki
>> American School of Madrid
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>> 
>> 
> 
> 
> --
> *Melissa Kile*
> Second Grade Teacher, Auburn ES
> Tasting Room Mgr., Foggy Ridge Cider
> www.foggyridgecider.com
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Re: [MOSAIC] phonics program

[Tamara Westmoreland]

The 3 that I know of are :
Words Their Way
Fountas & Pinnell
Benchmark educational publishing

Sent from my iPad

On Feb 16, 2012, at 2:03 PM, Renee  wrote:

> I cannot help but wonder what Ellin Keene thinks of a scripted phonics 
> program.
> 
> Renee
> 
> 
> On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:
> 
>> Our district uses Saxon Phonics K-2 and the teachers really like it.  It is 
>> scripted and very easy to follow.  Our students for the most part do very 
>> well with phonics.
>> 
>> Nicole Lapenas
>> Literacy Coach
>> Oakwood Grade School
>> "Reading is a basic tool in the living of a good life."
>> -Mortimer Adler
>> 
>> -Original Message-
>> From: mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org 
>> [mailto:mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org] On 
>> Behalf Of Suzanne Goebert
>> Sent: Thursday, February 16, 2012 9:51 AM
>> To: Mosaic: A Reading Comprehension Strategies Email Group
>> Subject: [MOSAIC] phonics program
>> 
>> I was just wondering if anyone is using Fountas & Pinnell's Phonics and Word 
>> Study program in grade 2?  Or is there a phonics program that someone is 
>> using that works for them.  I am not a of fan of programs or teaching in 
>> isolation, but teachers in our district are seeing low phonics scores and 
>> are looking for something sequential/developmental to use to fill in the 
>> gaps.
>> Thanks,
>> Suganne
>> sgoeb...@waupun.k12.wi.us
>> 
>>> ___
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>> 
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>> 
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> 
> "And in the end, the love you take is equal to the love you make."
> ~ John Lennon / Paul McCartney ~ Carry That Weight
> 
> 
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Re: [MOSAIC] phonics program

[Tamara Westmoreland]

While I am totally aware that comprehension is the focus of the listerve- I DO 
appreciate hearing about what other literacy programs people are using and 
finding successful. I appreciate the  depth of professional knowledge of this 
group and have absolutely NO problem if someone enquires about a program. After 
all- if I have no interest in the program/ request- my delete button works 
quite well!

Sent from my iPad

On Feb 17, 2012, at 11:54 AM, Suzanne Goebert  wrote:

> Sorry...didn't know I was off topic because I feel being able to decode words 
> (phonics) does enhance comprehension.
> Maybe people hesitate to comment in fear of being off topic...just a thought
> 
> -Original Message-
> From: mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org 
> [mailto:mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org] On 
> Behalf Of Sally Thomas
> Sent: Friday, February 17, 2012 12:54 PM
> To: mosaic listserve
> Subject: Re: [MOSAIC] phonics program
> 
> Thank you Carrie.  And thank you Rene.  Could we please get back to the
> original heart and purpose  of this list serve?  I guess what I am wondering
> is how many people are on this list that joined to talk about comprehension,
> making meaning, supporting thinking, and how we might use the strategies to
> support children in reading for real reasons.
> 
> Am wondering why the list is so silent on these topics.  Have people with
> those interests left the list? Have we all been beaten down by what is
> happening out there in schools that is so detrimental to children???  Makes
> me really really sad.
> 
> Sally  
> 
> 
> On 2/17/12 10:07 AM, "Carrie Cahill"  wrote:
> 
>> I am going to make a bold move here and say that Ellin Keene does not believe
>> in scripted programs for phonics or any other aspect of reading!!  I seem
>> to be in the minority at this point, but I am so disheartened by the
>> conversation on this listserv.  The word "Mosaic" really should be taken out
>> of the title of the listserv.  We used to talk about how teachers were 
>> putting
>> together their own lessons for comprehension.  Now, we're talking about
>> scripted phonics programs?   Thank you Renee for bringing back the
>> researcher/practitioner - Ellin Keene - into this conversation!
>> Carrie
>> K-8 - Illinois
>> 
>> 
>> 
>> 
>> I cannot help but wonder what Ellin Keene thinks of a scripted phonics
>> program.
>> 
>> Renee
>> 
>> 
>> On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:
>> 
>>> Our district uses Saxon Phonics K-2 and the teachers really like it.
>>> It is scripted and very easy to follow.  Our students for the most
>>> part do very well with phonics.
>>> 
>> 
>> ___
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>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
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>> 
> 
> 
> 
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Re: [MOSAIC] common core ELA

[Tamara Westmoreland]

I would love to hear people's thinking on the complexity of text issue as
well...  A good resource is Timothy Shanahan's website and he is on UTube
discussing this issue of "close" reading and ALL students reading complex
text- even the struggling/below grade readers.  Also Freddy Hiebert has
some great resources as well..

On Tue, Mar 20, 2012 at 8:54 AM, ws...@mindspring.com
wrote:

> Would love to hear thoughts and discussions on strategies as related to
> the ELA common core and also what different ones are doing to implement the
> standards- What will it look like in the classroom? Lesson plan for a
> standard, unit plans, themes-etc.Complexity of text - I see explicit
> strategy instruction as a key piece to enable students to deal with more
> complex text.
>
>
> Sue Johnson
> ws...@mindspring.com
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Re: [MOSAIC] Looking for research on using iPads to improve reading accuracy

[Tamara Westmoreland]

There are also many IPAD apps for teachers such as Confer, Fountas &
Pinnell have their prompting cards in app form and also- I have seen- but
not put together a "digital Penseive"

On Mon, Apr 16, 2012 at 9:22 PM, Pamela Soderquist wrote:

> Our school district is offering technology grants this year and my first
> grade team has decided to apply.  After watching one of our 2nd grade
> teachers embrace technology, doing an action research project on improving
> student engagement, we became inspired.  She also uses iPads to have
> students record their math proofs and explain science concepts.  So we
> thought, wouldn't it be great to use iPads in reading.  We could have
> students read ebooks in Daily 5.  We could have them record themselves
> reading and listen to and critique themselves, teaching them to listen for
> mistakes and make it sound like they talk.  We could also have them keep
> vocabulary dictionaries with definitions, example sentences and pictures.
>  We're just starting to do research for free and not-so-expensive, but very
> effective apps for practicing sounds, spellings, vocab, etc.  We also are
> looking for ebook resources that are leveled readers to help us select
> "good fit" books for independent reading.
>
> We're looking for studies that have already been conducted on the
> effectiveness of using iPads to improve accuracy.  Plus additional
> resources for apps and ebooks.  Other comments and advice are also welcome.
>
>
> Best regards,
> Pam Soderquist
>
>
>
>
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Re: [MOSAIC] Workshop

[Tamara Westmoreland]

What book?


On Wed, May 9, 2012 at 6:34 PM, Deborah Hopp  wrote:

>
> HI,
> I'm doing a presentation on the book for a graduate course.  I have to
> produce a handout and present information to my classmates to buy the book.
>  Any suggestions would be great.
> Debbie
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Re: [MOSAIC] Fwd:

[Tamara Westmoreland]

This is an ad.  I thought we were not supposed to "advertise" on our list
serve...

On Sun, May 27, 2012 at 10:23 PM, leslie marks wrote:

>
> this is pretty awesome you should look into this
> http://www.news15jo.net/biz/?news=9629599
>
>
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Re: [MOSAIC] guided reading level question

[Tamara Westmoreland]

You can find the chart at Heinemann- in their Fountas & Pinnell Section.
 They also have a new white paper with their rationale for increasing the
reading levels.
http://www.heinemann.com/fountasandpinnell/handouts/InstructionalLevelExpectationsForReading.pdf

On Thu, Oct 4, 2012 at 4:11 PM, norma baker  wrote:

>  Hi all! I believe someone posted a chart or a link to a chart that broke
> down F&P's reading levels by month(s) for each grade level.  If someone has
> that info it'd be FANtastic! Thanks for your time!  Have a great evening!
> norma  An old man once said, "There comes a time in your life, when you
> walk away from all the drama and people who create it. You surround
> yourself with people who make you laugh. Forget the bad, and focus on the
> good. Love the people who treat you right, pray for the ones who don't.
> Life is too short to be anything but happy. Falling down is a part of life,
> getting back up is living."
> 
> Woman is 53 But Looks 25
> Mom reveals 1 simple wrinkle trick that has angered doctors...
> http://thirdpartyoffers.juno.com/TGL3131/506e181cc00a8181c5a02st03duc
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>
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Re: [MOSAIC] Non-fiction guided reading books

[Tamara Westmoreland]

Benchmark Publishing has great books.

On Dec 16, 2012, at 6:53 AM, "Jill Giesler"  wrote:

> Hi,
> 
> Our elementary school was just given some money to purchase books for our
> guided reading library.  I would like to get non-fiction guided reading
> books to add to our collections.  Does anyone have some good sites to order
> from.
> 
> Thanks,
> 
> Jill
> 
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Re: [MOSAIC] CC book suggestions

[Tamara Westmoreland]

Calkins book- Pathways to The Common Core

On Dec 21, 2012, at 3:54 PM, "Erynn O'Mahen"  wrote:

> Pathways to the common core by Lucy Calkins
> On Dec 21, 2012 5:51 PM, "norma baker"  wrote:
> 
>> Hi all! I'd like to read a couple of books on the Common Core.  I'm a
>> reading specialist in a grades 2-5 building.  What would be your best
>> suggestions that would be beneficial to me in my situation? Thanks!  Enjoy
>> your vacation!!!   An old man once said, "There comes a time in your life,
>> when you walk away from all the drama and people who create it. You
>> surround yourself with people who make you laugh. Forget the bad, and focus
>> on the good. Love the people who treat you right, pray for the ones who
>> don't. Life is too short to be anything but happy. Falling down is a part
>> of life, getting back up is living."
>> 
>> Woman is 53 But Looks 25
>> Mom reveals 1 simple wrinkle trick that has angered doctors...
>> http://thirdpartyoffers.juno.com/TGL3131/50d4eaed358af6aed2b59st04duc
>> ___
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>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>> 
>> 
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Re: [MOSAIC] Common core and reading

[Tamara Westmoreland]

Hi All,
As we move into the Common Core State Standards- I was wondering if/how
people were incorporating DOK (depth of knowledge) into their planning of
into the teaching of comprehension.
Thanks,
Tami


On Wed, Oct 16, 2013 at 5:56 PM, jayhawkrtroy fredde  wrote:

> What is literary Nonfiction? I was asked this questions today by my third
> grade team. It is nonfiction writing written with the elements of a story,
> with intentional flow, and is intended for a wider audience than nonfiction
> that is written for a specific audience. It is written as much to entertain
> as to inform. Am I off here?
>
>
> Troy Fredde
>
>
>
> On Wed, Oct 16, 2013 at 6:17 AM, Patricia Kimathi  >wrote:
>
> > I am also interested in what this looks like.  How does reading look
> > different today from 3 years ago.  I notice how intricate reading
> > assessment is, what do you do differently to prepare students for
> > assessment. I want to cont
> > Pat Kimathi
> > On Oct 15, 2013, at 5:59 AM, MaryJo Costello 
> wrote:
> >
> > > We are using a balanced literacy format.  Been implementing the CCSS
> for
> > 3 years now. There is time set aside for guided, shared, read aloud and
> > independent reading. Scheduling is tricky but can be done!
> > > 
> > > From: Mosaic [mosaic-boun...@literacyworkshop.org] on behalf of Brenda
> > Keller [brenda...@sbcglobal.net]
> > > Sent: Sunday, October 13, 2013 12:10 PM
> > > To: mosaic@literacyworkshop.org
> > > Subject: [MOSAIC] Common core and reading
> > >
> > > We are starting the transition to CC standards.  For those of you who
> > are total CC, what does reading look like in your classroom? Are you
> using
> > more whole group, small group, lit circles...thanks for your input.
> > > Brenda
> > > 4th grade CA
> > >
> > > Sent from my iPad
> > > ___
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> > > Mosaic@literacyworkshop.org
> > > To unsubscribe 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
> > >
> >
> > PatK
> >
> >
> >
> >
> >
> > ___
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> > To unsubscribe or modify your membership please go to
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> >
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> >
> >
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Re: [MOSAIC] Thematic Units or Reading Across the Curriculum

[Tamara Westmoreland]

What Year do you you teach?  Also what is your position?

From: mosaic-boun...@literacyworkshop.org [mosaic-boun...@literacyworkshop.org] 
On Behalf Of Andrea Jenkins [jenki...@oakhillschool.org]
Sent: Monday, April 27, 2009 6:02 AM
To: Mosaic@literacyworkshop.org
Subject: [MOSAIC] Thematic Units or Reading Across the Curriculum

Hello friends. I am leading a Mosaic book study with teachers at my school.
Many, if not all, of the teachers say they "integrate reading and writing
and teach it across the curriculum". I believe this is code for not
specifically teaching reading and writing, but rather assigning reading and
writing assignments/activities, and calling that their instruction of
reading/writing. What they are actually teaching is social studies or
science, with throwing in reading and writing assignments with no
instruction on how to read or write strategically.

Personally, I believe in the workshop framework for both reading and
writing, and believe in directly teaching reading and writing strategies
through mini-lessons. They believe, wholeheartedly, that their thematic,
integrated approach to teaching is working and best practice. I believe
differently.

How do I combat this response of "integrated" instruction?
Am I missing a crucial piece? Perhaps I am wrong here and many of you also
use thematic units and content areas to teach strategies. How do other
teachers of workshop model classrooms handle the balance between reading and
social studies?

Many thanks!

Andrea Jenkins



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Re: [MOSAIC] First Steps

[Tamara Westmoreland]

They also have books for each strand in Mathematics.

From: mosaic-boun...@literacyworkshop.org [mosaic-boun...@literacyworkshop.org] 
On Behalf Of Robyn Kouw [kou...@hotmail.com]
Sent: Thursday, April 30, 2009 6:09 AM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] First Steps

Hi Lynnette,



First Steps produce the following books at elementary level:

Writing Map of Development second edition

Writing Resource Book second edition

Reading Map of Development second edition

Reading Resource Book second edition

Speaking and Listening Map of Development second edition

Speaking and Listening Resource Book second edition

Viewing Map of Development second edition

Viewing Resource Book second edition

and a book that fits with all of these called: Linking Assessment Teaching and 
Learning



The only books that I am not familiar with are the Viewing books.

Each strand comes with a CD Rom.



There are also books aimed at secondary school (high school), but I am not 
familiar with them.



I hope that this helps.



Robyn




> Date: Wed, 29 Apr 2009 11:35:18 -0400
> From: vandy...@michigan.gov
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] First Steps
>
> Would you happen to have the names of the texts that can be purchased
> that you are suggesting below?
>
> Lynnette
>
> Lynnette Van Dyke
> MDE English Language Arts Consultant
> MRA & MCTE Liaison
> NWP Consultant
> vandy...@michigan.gov
> 517-241-3508
> www.michigan.gov/ela
> www.michigan.gov/glce
> www.michigan.gov/hsce
>
> Literacy unlocks the door to learning throughout life, is essential to
> development and health, and opens the way for democratic participation
> and active citizenship." ~ Kofi Annan
>
> -Original Message-
> From: mosaic-boun...@literacyworkshop.org
> [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Robyn Kouw
> Sent: Tuesday, April 28, 2009 3:28 AM
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] First Steps
>
>
> Hi everyone,
>
> I see that there has been a lot of discussion about how to effectively
> teach the rest of the class while taking a reading or writing focus
> group such as guided reading or guided writing. I am wondering if
> anyone has come across the First Steps resources (2nd edition). They
> were written in Australia after many years of research and trial and are
> now used internationally. The resources provide develpmental maps in
> reading, writing, speaking and listening; and a multitude of wonderful
> assessment tools, teaching strategies and activities aimed at students.
> Linked to assessment it makes it easy to target the needs of students
> and differentiate teaching to support student learning. It is not a
> curriculum and is not prescriptive, it is purely a proven resource that
> can fit alongside any curriculum.
>
> The American site for the resources and Professional Development is:
>
>
>
> https://ssl22.chi.us.securedata.net/stepspd.org/merchantmanager/index.ph
> p?cPath=2
>
>
>
> For anyone committed to teaching to the needs of the students, this is
> well worth a look. I am a huge fan!
>
>
>
> Robyn
>
>
>
>
>
>
>
> > From: lesp...@aol.com
> > Date: Mon, 27 Apr 2009 21:20:08 -0400
> > To: mosaic@literacyworkshop.org
> > Subject: Re: [MOSAIC] Daily Five in Upper Elementary
> >
> > Angela,
> >
> > In my school, there is no switching of classes. Each teacher spends
> the
> > whole literacy block with his class. So could you see Daily Five, with
> the
> > options as outlined in the book, working on a daily basis with a 4th
> grade
> > class?
> >
> > If one child is doing Reading with Partner, then I guess that child's
> > partner is doing the Listen to Reading portion. How does that always
> work out
> > and does it take too much time for kids to arrange?
> >
> > And BTW, what is EOG and do you substitute that for writing since you
> are
> > not the one who teaches writing?
> >
> > Thanks,
> > Leslie
> >
> >
> > In a message dated 4/27/2009 4:39:48 P.M. Eastern Daylight Time,
> > angela_alm...@scs.k12.nc.us writes:
> >
> > I use Daily Five in my fourth grade class. I don't do it completely as
> > the book suggests but I do use all parts of it. This is my first year
> > using it and I have found lots of things I am going to change and
> tweek
> > next year.
> >
> > We switch classes. I teach Reading and there is another teacher that
> > teaches Writing. I teach and we do small group activities for 45
> minutes
> > and then spend 30 minutes doing Daily Five each day. It actually turns
> > into a Weekly Five. Their choices are: Read To Self, Listen To
> Reading,
> > Read With a Partner, Word Work, and EOG Practice (in the place of the
> > writing piece). This EOG Practice choice is my answer to test prep
> taking
> > up so much class time.
> >
> > Daily Five is my saving grace! SSR was not working for me and we are
> > required to do 30 minutes of SSR each day. Every teacher in my school
> > will tell you that SSR is a time

[MOSAIC] On-line Writing Classes

[Tamara Westmoreland]

Can anyone recommend any good on-line writing classes for teachers- about how 
to teach Writing to First Graders?
Thanks!


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Re: [MOSAIC] Cunningham & Debbie Miller

[Tamara Westmoreland]

I too, refer back to my professional books all the time- they are covered with 
sticky notes and I also share them with my collegues. May sound silly- but they 
are my treasures!

From: mosaic-boun...@literacyworkshop.org [mosaic-boun...@literacyworkshop.org] 
On Behalf Of Jan Sanders [jgou...@hotmail.com]
Sent: Thursday, June 25, 2009 1:31 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Cunningham & Debbie Miller

I refer back to them all the time.  My books are full of sticky notes and
lots of highlighting.
Jan


On 6/24/09 6:25 PM, "gradeagross"  wrote:

> Hi all! I am a student taking a literacy course and have taught 5th grade.
> We have just finished Cunningham & Debbie Miller's book. While it seems
> practical, how many of you actually refer back to these texts in your
> career? Thx. Jen
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>

Jan
We must view young people not as empty bottles to be filled, but as candles
to be lit.
-Robert Shaffer




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Re: [MOSAIC] (MOSAIC) Another Great Resource

[Tamara Westmoreland]

How do you contact her?

From: mosaic-bounces+twestmoreland=redlands.nsw.edu...@literacyworkshop.org 
[mosaic-bounces+twestmoreland=redlands.nsw.edu...@literacyworkshop.org] On 
Behalf Of lbu...@stny.rr.com [lbu...@stny.rr.com]
Sent: Monday, July 13, 2009 7:56 AM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] (MOSAIC)  Another Great Resource

Debbie,

I just wanted to tell you - Adrienne does sell a poster that goes with her 
book.  It has pieces that have the strategies on them that can be put on the 
head.  I use it in my room and it is also two sided with a girl on one side and 
a boy on the other.  She a uses transform instead of synthesize.  She explained 
it to me - saying it is easier for young children to understand than the word 
synthesize.  You can contact her for the poster - it is not expensive.

Linda Buice




Debbie wrote:


I bought Adrienne Gear's books last winter, Reading Power and Nonfiction Reading
Power. They are fabulous. She marries all the other good reading comprehension
books together into lessons with visuals and literature that are easy to follow
and understandable for children.? I loved her "brain" visual of how all the
reading strategies work together and also had a drawing of it in my room.? I'm
hoping she'll put out a poster with it, my drawings aren't very good!




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Re: [MOSAIC] Anyone do Taberski's version of Reading Workshop?

[Tamara Westmoreland]

Which book are you referring to? On Solid Ground?  or her comprehension videos? 
 Has anyone seen her comprehension videos?  Are they good?


From: mosaic-bounces+twestmoreland=redlands.nsw.edu...@literacyworkshop.org 
[mosaic-bounces+twestmoreland=redlands.nsw.edu...@literacyworkshop.org] On 
Behalf Of Heather Green [heath...@gmail.com]
Sent: Tuesday, August 04, 2009 8:12 AM
To: Mosaic@literacyworkshop.org
Subject: [MOSAIC] Anyone do Taberski's version of Reading Workshop?

If so, what do you do with the reading logs and/or strategy sheets at the
end of the week? She discussing every minute detail in her book, except
that, I think!  Thanks!
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Re: [MOSAIC] Anyone do Taberski's version of Reading Workshop?

[Tamara Westmoreland]

Her original videos (A Close-Up Look at Teaching Reading DVD) are very, very 
good- I find that after I watch them- my instructional language improves so 
much. I would love to see her comprehension videos- but like you- they are way 
out of my price range

From: mosaic-bounces+twestmoreland=redlands.nsw.edu...@literacyworkshop.org 
[mosaic-bounces+twestmoreland=redlands.nsw.edu...@literacyworkshop.org] On 
Behalf Of Heather Green [heath...@gmail.com]
Sent: Wednesday, August 05, 2009 2:35 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Anyone do Taberski's version of Reading Workshop?

Yep, I"m referring to On  Solid Ground. I'd LOVE to see the videos, but of
course I can't afford $800 to buy them myself!

On Tue, Aug 4, 2009 at 9:13 AM, Tamara Westmoreland <
twestmorel...@redlands.nsw.edu.au> wrote:

> Which book are you referring to? On Solid Ground?  or her comprehension
> videos?  Has anyone seen her comprehension videos?  Are they good?
>
> 
> From: mosaic-bounces+twestmoreland=redlands.nsw.edu.au@
> literacyworkshop.org [mosaic-bounces+twestmoreland=redlands.nsw.edu.au@
> literacyworkshop.org] On Behalf Of Heather Green [heath...@gmail.com]
> Sent: Tuesday, August 04, 2009 8:12 AM
> To: Mosaic@literacyworkshop.org
> Subject: [MOSAIC] Anyone do Taberski's version of Reading Workshop?
>
> If so, what do you do with the reading logs and/or strategy sheets at the
> end of the week? She discussing every minute detail in her book, except
> that, I think!  Thanks!
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this message may not represent the official position o

[MOSAIC] Jan Richardson

[Tamara Westmoreland]

Has anyone read Jan Richardson's new book re: Guided Reading?  If so- would you 
recommend it?
Thanks, Tami


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this message may not represent the official position or opinions of SCECGS 
Redlands Limited and should not be relied upon. Whilst this email has been 
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Re: [MOSAIC] leveled literacy intervention

[Tamara Westmoreland]

The reference is Reading Recovery.  The cueing systems- are sources of
information that a reader draws on when reading.  Drawing on these
sources of information is just one strategy a reader uses- as promoted
by Reading Recovery.

On Mon, Feb 22, 2010 at 3:30 PM, Levy, Lenore  wrote:
> I think the reference to RR is Reading Recovery. The RR strategies are
> the cueing systems.
> Lenore
>
>
> Lenore Levy, Educational Consultant, Instructional Services
> Pearson Curriculum Group
> Cell: 856-278-5798
> Home Office: 856-354-1251
> lenore.l...@pearson.com
>
> -Original Message-
> From: mosaic-bounces+lenore.levy=pearson@literacyworkshop.org
> [mailto:mosaic-bounces+lenore.levy=pearson@literacyworkshop.org] On
> Behalf Of wanda bush
> Sent: Monday, February 22, 2010 12:17 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: Re: [MOSAIC] leveled literacy intervention
>
> For RR do you mean Reading Reflex?  Reading Reflex is with McGuinness
> and McGuinness from Orlando, Fl Reading Reflex really helped my kids
> learn early to read without all the normal mumbo jumbo that gets in the
> way. I found it in my local library.  I have used it on students in K
> and 1st that are lost.  Even made a difference in a ESE Kindergarten
> student who was in the K for the second year with no knowledge of his
> alphabet nor their sounds.  He learned half of the alphabet and their
> sounds and how to push three to four letters together before the end of
> the school year (4months). this was in addition to the fact that he
> would learn it today and remember nothing the next.  Still, he improved.
> Totally awesome.
> Wanda
>
> On Fri, Feb 19, 2010 at 7:31 PM, Jeana Wise
> wrote:
>
>> I am wondering if there is anyone who has used leveled literacy
>> instruction (LLI)? I am training for Reading Recovery this year and my
>
>> school will not be continuing this program next year in order to meet
>> the needs of more students. Instead they are hoping to use the RR
>> strategies with more students. LLI seems to be very similar in parts.
>> Has anyone used this? Is it effective?
>>
>>
>>  <
>> http://images.google.com/imgres?imgurl=http://homepage.ntlworld.com/al
>> an.pipes/pix/owl_t.jpg&imgrefurl=http://homepage.ntlworld.com/alan.pip
>> es/vector.html&h=150&w=150&sz=11&hl=en&sig2=ThfRUpfK9fHyhMx4U3qM7Q&sta
>> rt=19&tbnid=vG7bH0vq0lf9zM:&tbnh=96&tbnw=96&ei=ta4uReiZOqHIaMypzcoM&pr
>> ev=/images%3Fq%3Dowl%2Bmascot%26svnum%3D10%26hl%3Den%26lr%3D
>> >
>> Jeana Wise
>> First Grade
>> Benton Elementary
>> jw...@marshallschools.com
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Re: [MOSAIC] TOSA

[Tamara Westmoreland]

Teacher On Special Assignment

On Mon, Feb 22, 2010 at 8:25 PM,   wrote:
> I can figure out most alphabet soups, but what is TOSA?  I'm blank!
> Sent from my BlackBerry Smartphone provided by Alltel
>
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Re: [MOSAIC] cognitive coaching

[Tamara Westmoreland]

Yes- I have- what do you want to know?

On Thu, Mar 11, 2010 at 4:37 PM, Jeana Wise  wrote:
> Has anyone heard of or gone through Cognitive Coaching?
>
>
>  
> Jeana Wise
> First Grade
> Benton Elementary
> jw...@marshallschools.com
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Re: [MOSAIC] Need Some Suggestions for Mystery Unit

[Tamara Westmoreland]

Beth Newingham has great resources for a mystery unit-

http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/

On Thu, Apr 8, 2010 at 4:03 AM,   wrote:
> Hello,
> I need some suggestions. I work with special needs students in language
> arts in the resource room setting. We have 3 weeks until state testing begins.
> I  want to do a mini unit to review basic concepts that we have covered
> this year.  My students are very low readers with the greatest weakness in
> vocabulary. So I  am developing a mystery solving unit that will require them 
> to
> describe,  compare, contrast, analyze, predict, infer, evaluate etc to
> determine the who,  what, when, where and so forth of the mystery.Can anyone
> direct me to some good  resources for this project either print based or
> Internet. I want as much hands  on involvement as possible.
>
> Thanks in advance,
>
> June
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Re: [MOSAIC] Early reader assessments

[Tamara Westmoreland]

I would love to see it as well!
Tami

On Wed, Jun 16, 2010 at 7:29 AM, Liagre, Pamela
 wrote:
> Would you be willing to share the literacy sheet that you use?
>
> Pam Liagre
> Monteith Elementary 2nd Grade
> Elementary Curriculum Specialist
> ext. 3044
>
> -Original Message-
> From: mosaic-bounces+pamela.liagre=gpschools@literacyworkshop.org 
> [mailto:mosaic-bounces+pamela.liagre=gpschools@literacyworkshop.org] On 
> Behalf Of Gena Schuck
> Sent: Wednesday, June 16, 2010 9:05 AM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Cc: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Early reader assessments
>
> We have a literacy sheet that stays with each child from k-5th grade. It has 
> all of those skills on them. When they master each one we date it and they 
> are done with it. This passes up with them so the next teacher can see where 
> the student left off.
> It shows the phonics continum, fluency levels, and words their way level.
>
>
> On Jun 15, 2010, at 1:02 PM, kinderj...@aol.com wrote:
>
>
> I just stop with each child when he/she has mastered the skill. As soon as
> they name all of the letters consistently, I never assess them on that
> again.  For  phonemic awareness skills, I worked on those in my guided reading
> groups and most children in the group needed pretty much the same thing.  When
> they had mastered matching beginning sounds, I moved on with that group to
> isolating beginning sounds, etc.  Once they mastered, unless I noticed a
> problem, I just kept moving forward and did not assess previous skills.
> Kinderjane/SC  :-)
>
>
> In a message dated 6/15/2010 1:40:41 PM Eastern Daylight Time,
> rlichtenwal...@tufsd.org writes:
>
> At what point (reading level) do you stop assessing Early Literacy
> Behaviors, rhyming, letter names/letter sounds, phonemic awareness, sight 
> words,
> etc.?  We don't have a set guideline -- when teachers feel that students are
> reading, they simply stop
> using these sub-tests and only use the benchmark reading assessment program
> (running record).  I'm looking for some guidelines that say something like
> "Once a child is reading at a level C (GRL), then you can stop __."
> Anybody have district or
> published parameters?
>
> thanks,
>
> Andy
>
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Re: [MOSAIC] Reading Workshop vs. Daily 5 / CAFE

[Tamara Westmoreland]

The Daily 5 is really more of a classroom management program- "What do
the other kids do while you are working with groups?".  The CAFE book
is more of an assessment structure.

On Thu, Sep 30, 2010 at 11:31 AM, Andrea Jenkins
 wrote:
> Hi all. Sorry if this is a revisited question. I will be leading my language 
> arts team through an evaluation process between the Daily 5 / CAFE and TC 
> Reading Workshop Units of Study. Right now we have teachers trying both, and 
> to establish a common language, assessments and routines, we need to select 
> one. Already, one teacher has asked the differences are between the two. I 
> can name some, but since I've never taught Daily 5 / CAFE, I cannot speak to 
> it from a teaching perspective.
>
> Can anyone articulate the differences between the two?
> Has anyone made a switch from one to the other?
> Has your school gone through this process?
>
> I'd love some feedback and direction here.
>
> Thanks,
> Andrea Jenkins
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[MOSAIC] Monitoring for Meaning

[Tamara Westmoreland]

I have two questions and would like to tap into the expertise of this group-

1. I am teaching a class on comprehension and I have 4 1 hour sessions
over the course of the year with a 30 minute follow-up session after
each hour.  So I have to select 4 different strategies to cover.  I
have already briefly covered making connections at a previous session.
 So the four comprehension strategies I selected to cover are:
monitoring connections, main idea (determining importance),
summarizing and making inferences.  What do you think?

2. In her book Ellen talks about "monitoring as the umbrella under
which the other comprehension strategies fall.  Each of the strategies
is a type of monitoring".  I need some clarity on this- what exactly
does she mean?

Any suggestions you can give me would be great!
Thanks,
Tami

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[MOSAIC] testing

[Tamara Westmoreland]

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Re: [MOSAIC] reading videos, including the Black Eyed Peas

[Tamara Westmoreland]

Can't you download u-tube videos and put them on a DVD? My colleague did
this when we were using a movie off of u-tube for staff development- but I
am not sure how she did it. Does anyone know?

On Mon, Mar 14, 2011 at 9:14 AM, Dluhos Sara (31R024) <
sdlu...@schools.nyc.gov> wrote:

> I was so excited to watch this (and possibly show it to my next class)
> until I saw that it was on YouTube, which is blocked on our computers here
> at school.  :(
>
> Mrs. Sara Dluhos
> English Language Arts
> Barnes Intermediate School 24
> (718) 356-4200
>
> 
>
> From: mosaic-bounces+sdluhos=schools.nyc@literacyworkshop.org on
> behalf of Hillary Marchel
> Sent: Sat 3/12/2011 7:26 AM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: Re: [MOSAIC] reading videos, including the Black Eyed Peas
>
>
>
> Here you go .
> https://www.ocps.net/lc/west/moo/Documents/Gotta%20Keep%20Reading%20Lyrics.pdf
>
> Hillary Marchel Reading Specialist
> Hawthorn Elementary North
> march...@hawthorn73.org
> 847-990-4546
> Because deep down we know that what matters in this life is much more than
> winning for ourselves. What really matters is helping others win, too, even
> if it means slowing down and changing our course now and then.
> --Fred Rogers
>
> On Mar 12, 2011, at 12:30 AM, Patricia Kimathi wrote:
>
> > thanks.  I need the words to The CST song using the black eyed peas song.
> Does any one else still have them.
> > PatK
> > On Mar 9, 2011, at 6:38 PM, judy fiene wrote:
> >
> >> Here you go!
> >> http://www.youtube.com/watch?v=GNpNfhpqDk4
> >> This will get your kids jumping up with a good book!
> >> Enjoy
> >> Judy
> >>
> >> On Wed, Mar 9, 2011 at 6:56 PM, Cheryl Consonni <
> >> cherylconso...@sbcglobal.net> wrote:
> >>
> >>> Was this the listserve that sent a link with great reading videos,
> >>> including
> >>> librarians and the Florida school that sang the Black Eyed Peas song
> with
> >>> changed lyrics on reading?  If so, would someone please send me that
> link
> >>> again?  Thanks.
> >>> Cheryl
> >>> 'Teaching is a work of heart.'
> >>> ___
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> >>>
> >>
> >>
> >> --
> >> Judy
> >>
> >> Education would be so much more effective if its purpose were to ensure
> that
> >> by the time they leave school every boy and girl should know how much
> they
> >> don't know, and be imbued with a lifelong desire to know it."
> >> --Sir William Haley,
> >> British newspaper editor and broadcasting administrator
> >>
> >> Please consider the environment before printing this message.
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> >>
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> >>
> >
> > PatK
> >
> >
> >
> >
> >
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Re: [MOSAIC] Advice needed

[Tamara Westmoreland]

Sharon Taberski's On Solid Ground

Sent from my iPhone

On May 5, 2011, at 5:05 PM, tdan...@aol.com wrote:

> 
> 
> 
> Also try   Growing Readers by Kathy Collins   and any of the Patricia 
> Cunningham books.
> 
> 
> 
> 
> 
> 
> -Original Message-
> From: judy fiene 
> To: Mosaic: A Reading Comprehension Strategies Email Group 
> 
> Sent: Thu, May 5, 2011 4:57 pm
> Subject: [MOSAIC] Advice needed
> 
> 
> Hello All-
> 
> What would you recommend as a "must read" for a first-year teacher who will
> 
> be teaching first grade for the first time? I'm looking for a professional
> 
> development book. She purchased Harry Yong's book, but is looking for more
> 
> help. Any ideas?
> 
> Thanks!
> 
> Judy
> 
> 
> 
> 
> 
>> 
> 
>> summer reading program offered by Portland State University, Continuing
> 
>> Education and taught by the Institute of Reading
> 
>> Development
> 
>> 
> 
>> --
> 
>> "If you want to build a ship, don't herd people together to collect wood
> 
>> and
> 
>> don't assign them tasks and work, but rather teach them to long for the
> 
>> endless immensity of the sea."  Antoine de Saint-Exupery
> 
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>> 
> 
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 
>> 
> 
>> 
> 
> 
> 
> 
> 
> -- 
> 
> Judy
> 
> 
> 
> Education would be so much more effective if its purpose were to ensure that
> 
> by the time they leave school every boy and girl should know how much they
> 
> don't know, and be imbued with a lifelong desire to know it."
> 
> --Sir William Haley,
> 
> British newspaper editor and broadcasting administrator
> 
> 
> 
> Please consider the environment before printing this message.
> 
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> 
> 
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Re: [MOSAIC] Reading and Writing Continuums

[Tamara Westmoreland]

The other one that is really good is First Steps.

On Sat, May 21, 2011 at 7:15 PM, Conner-Righter, Mary <
mrigh...@pennsvalley.org> wrote:

> Hi,
> I'd like to know if anyone can recommend a resource that has a reading
> development continuum and/or a writing development continuum.  These would
> be continuums that define stages of reading/writing development and provide
> specifc descriptors of what a child can do at these stages.
>
> Thank you,
>
> Mary
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Re: [MOSAIC] adding instruction for remedial...

[Tamara Westmoreland]

I was a Title 1 Teacher for many years.  Each year I had approximately 80
students in my program (1st-5th grade).  Our school had 4-5 classes per
grade level and I had two instructional assistants who each worked 4 days a
week and I worked 3 days a week.
I always had a pull out model.
Now- I read the research and have always followed Dick Allington- but I
could never figure out how to effectively operate a push in model-
because...
A- I did not have the man power to push in to 22 classrooms a day
and B- and most classrooms deliver reading instruction in the mornings- so
technically- there were only about 4- 30 minute timeslots in the morning.
So when you say that you are using a push in model how do you manage to go
into all classrooms and support all the students?

On Sun, Jul 17, 2011 at 12:43 PM,  wrote:

> I 100% agree with ALL students having equal access to ALL of the
> curriculum.  I have been very privileged to work with students that do not
>  perform
> well on standardized tests and for years had been "pulled out" of the
> classroom for "remedial" instruction.  I fought hard for a push in model
>  and it
> works really well. I am completely dumbfounded by "theories" that state
>  the
> students which need the most STABILITY in their daily routines are the ones
> continually disrupted!
> I am also a HUGE supporter of the arts in every sense of the word!  I  have
> brilliant artists in my classroom yearly. I see the depth of knowledge  and
> confidence my students feel when they are in art , music, or  PE!
> Knowledge is not confined to a "text" book.  There is so much  evidence now
> that
> supports background knowledge as the number one  component of good reading
> comprehension.  Doesn't that mean we need to  EXPAND the students
> curriculum as
> oppose to narrow it?
> Just my thoughts
>
> Ali/4th grade/FL
>
>
>  In a message dated 7/17/2011 2:59:13 P.M. Eastern Daylight Time,
> phoenix...@sbcglobal.net writes:
>
> Sally,
>
> When I was teaching art, students came to me for one  hour
> approximately once every three weeks or so. I wish, wish, wish  I
> could have had them more often. With a few exceptions, most  teachers
> just brought the students to me, dropped them off, and  returned in an
> hour to pick them up. For the most part this worked  fine for me
> because *some* of the teachers who stayed would  sometimes interject
> their own strategies and thoughts and opinions  and directions into my
> lesson, which drove me nuts. But overall, I  really wish that the
> teachers had stayed to listen to the  introductions, participate in
> the activities themselves, listened  more closely to the questions I
> asked during discussions, and gave  more thought to what was actually
> happening in my classroom, because  there was tons of problem-solving,
> small motor development, eye-hand  coordination, development of
> observation skills, juxtapositioning of  overall composition and
> internal details, talking about great art  works (you'd be surprised
> what a 1st grader can find in and  extrapolate from closely observing
> the Mona Lisa!), writing about  their art work, critiquing other's art
> work, comparing student  works, etc etc etc. There is a ton of
> language arts and math work in  there. Tons.
>
> Off my soapbox now
> Renee
>
>
> On Jul 17,  2011, at 9:57 AM, Sally Thomas wrote:
>
> > You have me thinking as I am  going to bring the two emails to my
> > class on
> > Thursday  for discussion.
> >
> > Maybe there should be a "push in" with  knowledgeable support teachers
> > co-planning with the regular teacher to  help create better reading
> > workshop
> > type  classrooms.  And two informed teachers have to be better than
> > one in
> > terms of giving differentiated support to  children
> >
> > Sally
> >
> >
> > On 7/17/11 7:54 AM,  "Renee"  wrote:
> >
> >> Oh my.  I SO disagree with this!  No child should be excluded
> >>  from equal access to the curriculum, and that includes Art, Music,
> >>  P.E., or whatever else, no matter where they are performing. In
> >> fact, I
> >> would say that low-performing children might  need these parts of
> >> curriculum most of all to help them see  and experience the grand
> >> intertwining of all parts of learning.  Children who are
> >> "underperforming" according to some standardized  assessment shouldn't
> >> be punished and have their curriculum  narrowed down. Children don't
> >> need *more* reading instruction,  they need *better* reading
> >> instruction
> >> (and in  my opinion, that means more actual reading and less actual
> >>  drilling).
> >>
> >> I understand too well the frustration of  having students pulled
> >> out of
> >> class for small  group instruction and in fact I am not particularly
> >> supportive of  trading students around among teachers that people
> >> do  so
> >> much of these days. But narrow the curriculum because a child  is
> >> reading below grade level? Sorry. can't support that  on

Re: [MOSAIC] reading instruction...sigh...

[Tamara Westmoreland]

I took Linda Dorn's early literacy class years ago and she made the point
that whatever puts students at risk for learning to read - does not
necessarily go away just because they were taught/learned to read. They
often need *continued support* throughout their schooling.

The other thing I think we need to consider is that we often have children
who come to us and they are *natural learners *(not your gifted students).
They would learn to read- no matter which method was used- learning is easy
for them- they can fill in the gaps. The difficult part is- you can work
with a struggling reader and bring him/her up to "grade level"- but we
forget- the kids who find learning easy- generally continue to learn at a
faster pace and are still well ahead of the struggling reader- and the
struggling reader continues to *look like* a low reader- even though s/he
may be at grade level and still be at risk

So I agree with Kathy- there are many factors to be taken into account when
looking at these students...


On Sat, Jul 23, 2011 at 6:11 PM,  wrote:

> Jan,
> . I took the following of your email  to imply that you felt these kids
> were just passed  along  by teachers at the previous levels.  I was
> disturbed by that because it is way too simplistic an assumption and unfair
> to those who work so hard with these kids.
> I am glad to know that wasnt what you meant. I do think these kiddos need
> more support at every level and perhaps they should have reading support in
> the content areas .  Possibly using time to provide push inssupport  in the
> science and social studies classes would be of more use than pulling them
> during up electives. Just a thought
>
> Kathy
>
>
>
>
>  I believe that if schools would take the initiative and
> > make sure
> > that a child receive all the help necessary for the child to be able
> > to read on
> > grade level before they are move on to the next grade or take drastic
> > action to
> > make sure that the child catch up to their reading grade level then
> > we will have
> > less student in the 8th grade reading on a 4th grade level.  It is not
> easy,
> > trust me I have the real deal, the 8th graders who do read on a very
> > low level
> > but was just pass on through the system; but, it is possible if the
> > school work
> > as a team.
>
>
>
>
>
>
>
>
>
>
> -Original Message-
> From: write 
> To: Mosaic: A Reading Comprehension Strategies Email Group <
> mosaic@literacyworkshop.org>
> Sent: Fri, Jul 22, 2011 8:29 pm
> Subject: [MOSAIC] reading instruction...sigh...
>
>
>
>
> Hi Kathy,
> I think we're all in agreement that elementary teachers work hard to
> make sure that all students can (and do) read.
>
> It is, however, true that I have students reading well below grade
> level.  When I see them, the reason is no longer important.  I need to
> figure out the best way I can to help those students.
>
> I'm glad to see that at least some people think that middle school
> students need to give up electives in order to get more time on
> reading.  I'm going to see if that is an idea my building is willing to
> embrace.
> Jan
>
>
> Quoting kea...@aol.com:
> > When a  middle schooler or high school student is reading on an
> elementary
> > level, It's easy to assume that somebody below didnt do it "right"  .
> >  But as an
> > elementary teacher, I just need to say that we  bust our butts on
> > those students
> > who are below grade level.  We meet with them daily in small group
> > and and are
> > always hovering by their desks to help them with added support.   We
> provide
> > them with as much intensive support as availalbe from reading
> > teachers,we  work
> > with parents, set up before and after school buddy pals, and nightly
> > send home
> > books at their level for them to practice and now with RTI. probably
> spend
> > triple the amount of time planning lessons and assessing these
> > students as we do
> > our grade level or advanced student.
> >
> > We take so much abuse from the "political public" about how all we
> > need is good
> > teaching and all will be right with the students.
> > I have to caution you not to buy into this. Students who struggle
> learning to
> > read have many and varied causes, and we have yet to find the cause
> > or  "cure"
> > for all of them. Please, dont play the bashing game and blame the
> > other guy. Chances are, your own success with these kiddos will be as
> > limited.
> >
> > Kathy
> >
> >
> >
> >
> > -Original Message-
> > From: Denise Diana Saddler 
> > To: Mosaic: A Reading Comprehension Strategies Email Group
> > ; write 
> > Sent: Thu, Jul 21, 2011 7:15 pm
> > Subject: Re: [MOSAIC] "Better" reading instruction...sigh...
> >
> >
> > Hi Jan
> > I am glad you ask that question about the hypothetical 8th grader who
> > currently
> > read on a 4th grade level what can we do.  Well just to inform you I
> > currently
> > teach intensive reading for middle school students 6-8th grade and
> > many of them
> > d

Re: [MOSAIC] at risk students

[Tamara Westmoreland]

I am assuming Dorn meant- things like- difficulty focusing, ADHD, lack of
home support, a passive learning style-  - I'm sure others could come up
with issues as well...

We (my Title 1 Program) would work and work with these students and get them
up to grade level (as assessed by the Woodcock-Johnson, Benchmark texts
etc,).  Then we would send them home for the summer- and often for these
kids- the summer loss was huge.

I am also a Reading Recovery Teacher- so perhaps- while they assessed at
grade level- they had not truly developed a self extending system- it's
almost as if you have to go beyond just teaching them to read- and you
really have to look at ways to assist students to become self regulated
learners.



On Sun, Jul 24, 2011 at 4:28 PM,  wrote:

>
>
> Now I'm wondering what else is going on for these students?  If it looks as
> if students have learned to read, but they still need support, something
> else is happening.  What is happening?  And what support do they need?
> Jan
>
>
> Quoting Tamara Westmoreland :
>
>> I took Linda Dorn's early literacy class years ago and she made the point
>> that whatever puts students at risk for learning to read - does not
>> necessarily go away just because they were taught/learned to read. They
>> often need *continued support* throughout their schooling.
>>
>
>
>
> __**_
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>
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>
>
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Re: [MOSAIC] Reading Workshop and/or Cafe model

[Tamara Westmoreland]

Hi Norma, I am a literacy coach in WA state and we are moving to a "balanced 
literacy model" which includes readers workshop and daily five/CAFE. I am going 
to a class this AM- but can email more info later. Tami

Sent from my iPhone

On Aug 16, 2011, at 11:40 AM, "norma baker"  wrote:

> Our district was slowing inching towards implementing a Reading Workshop 
> model (ala Calkins) and have now shifted gears towards the Cafe model.  I 
> have questions for anyone who's familiar with both.  How do you see them 
> meshing?  What are the advantages of the Cafe over the RW model?  Are there 
> any?  Do you have any advice for us?
> 
> I guess my concerns are that the Cafe model looks great in helping with the 
> management piece but is what I would consider to be step 2 in this whole 
> process.  We need to implement the model (students reading on their own level 
> rather than drag the class thru one novel) before teachers have something  to 
> manage.
> 
> Please share any insight you all have into this!
> 
> Thanks!
> 
> norma
> 
> 
> An old man once said, "There comes a time in your life, when you walk away 
> from all the drama and people who create it. You surround yourself with 
> people who make you laugh. Forget the bad, and focus on the good. Love the 
> people who treat you right, pray for the ones who don't. Life is too short to 
> be anything but happy. Falling down is a part of life, getting back up is 
> living."
> 
> 
> 
> Penny Stock Jumping 3000%
> Sign up to the #1 voted penny stock newsletter for free today!
> http://thirdpartyoffers.juno.com/TGL3131/4e4a575ff2756742867st04duc
> 
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> 

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Re: [MOSAIC] Comprehension strategies assessment

[Tamara Westmoreland]

Ellin Oliver Keene has written a book that assesses the comp strategies-
published by Shell.
Also Benchmark Educational Publishing has developed grade level assessments
of comprehension strategies.

On Wed, Nov 2, 2011 at 6:36 PM, evelia cadet wrote:

> Do you give your students a summative assessment to test their knowledge
> and application of the comprehension strategies? I have been working with
> my students on metacognition, making connection, visualizing and asking
> questions.  I have been asked by the administrators to create a test that
> would evaluate what students have been learning in my class.  Does anyone
> has experience making this kind of assessment? Thank you so much. I really
> need help.
>
> Evelia
>
> Sent from my Windows Phone
>
> -Original Message-
> From: Cheryl Consonni
> Sent: Tuesday, October 11, 2011 10:09 PM
> To: mosaic@literacyworkshop.org
> Subject: [MOSAIC] please help
>
> whoever gave a list of good books that are high interest lo readability,
> could
> you please send again, i went back a while and can't find the link, thanks
> so
> much
>  Cheryl
> 'Teaching is a work of heart.'
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>
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>
>
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Re: [MOSAIC] Common Core and F & P

[Tamara Westmoreland]

Ok Could we just post this on the Mosaic listserve tool page?

On Thu, Nov 17, 2011 at 8:06 AM, Villarrubia, Susan L wrote:

> May I have a copy as well?
>
>
>
> -Original Message-
> From: mosaic-bounces+villars=gcsnc@literacyworkshop.org [mailto:
> mosaic-bounces+villars=gcsnc@literacyworkshop.org] On Behalf Of
> Foltermann, Marsha
> Sent: Thursday, November 17, 2011 9:39 AM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: Re: [MOSAIC] Common Core and F & P
>
> May I also have a copy?
>
> Mrs. Marsha Foltermann
> 6th grade, ELAR
> 903-462-7307
> For a conference, please call the office:  903-462-7200
>
> mfolterm...@denisonisd.net
>
> -Original Message-
> From: mosaic-bounces+mfoltermann=denisonisd@literacyworkshop.org[mailto:
> mosaic-bounces+mfoltermann=denisonisd@literacyworkshop.org] On Behalf
> Of Freeman, Felicia
> Sent: Thursday, November 17, 2011 5:44 AM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: Re: [MOSAIC] Common Core and F & P
>
> May I have a copy as well.
> Thanks
>
> 
> From: 
> mosaic-bounces+freemaf=gcsnc@literacyworkshop.org[mosaic-bounces+freemaf=
> gcsnc@literacyworkshop.org] on behalf of dizzz...@aol.com [
> dizzz...@aol.com]
> Sent: Wednesday, November 16, 2011 11:46 PM
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Common Core and F & P
>
> I would like a copy, also.
> Thanks,
> Cathy
>
>
> In a message dated 11/16/2011 10:04:59 P.M. Central Standard Time,
> ds...@aol.com writes:
>
>
> If  possible could I also get a copy. We have just  starting using F & P.
>
> Thank you
> Diane  Weiss
> ds...@aol.com
>
>
>
> -Original Message-
> From: Mary  Ann Walker 
> To: Mosaic: A Reading Comprehension  Strategies Email Group <
> mosaic@literacyworkshop.org>
> Sent: Sun, Nov  6, 2011 3:45 pm
> Subject: Re: [MOSAIC] Common Core and F &  P
>
>
> I would like a copy as  well.
> mary.wal...@cfisd.net
> Thanks,
> Mary Ann
> -Original  Message-
> rom: VanDyke, Lynnette (MDE)
> ent: Tuesday, November 01,  2011 8:46 AM
> o: 'Mosaic: A Reading Comprehension Strategies Email  Group'
> ubject: Re: [MOSAIC] Common Core and F & P Yes, please send a  copy.
>  Thanks!
> -Original Message-
> rom:  mosaic-bounces+vandykel=michigan@literacyworkshop.org
> mailto:mosaic-bounces+vandykel=michigan@literacyworkshop.org] On
> Behalf f Patrice Dimare
> ent: Monday, October 31, 2011 10:47 PM
> o:  Mosaic: A Reading Comprehension Strategies Email Group
> ubject: Re: [MOSAIC]  Common Core and F & P I would like a copy of those
> as well, thank  you.
> n Oct 31, 2011, at 8:33 PM, Kelly Alexander wrote:
> > I would  really like to see those month to month levels as well.  We
> have a  range that we use for each quarter, but I would be very interested
> in the  monthly levels.
> Thank you in advance.
>
>
> --- On Mon, 10/31/11,  tdan...@aol.com  wrote:
>
> From: tdan...@aol.com  
> Subject: Re: [MOSAIC] Common Core and F &  P
> To: mosaic@literacyworkshop.org
> Date: Monday, October 31, 2011, 10:37  PM
>
> May I see your month to month F and P levels ?
> We use them in our  school but we don't have month to month.
> Thanks
> C  Daniels
> Irvington
>
>
>
> -Original Message-
> From:  Willard, April D 
> To: 'Mosaic: A Reading  Comprehension Strategies Email Group'
>  >
> Sent: Mon, Oct 31, 2011 11:42  am
> Subject: Re: [MOSAIC] Common Core and F & P
>
>
> We have set  month by month targets for F & P levels. If you send me an
> email,  I will be glad to send you what we do.  Your end of year
>  benchmarks are much higher then what we have established and I think our
>  goals are a little lofty as well.
>
> April Willard
> Literacy  Curriculum Specialist
> Liberty Drive Elementary
> 401 Liberty  Drive
> Thomasville, NC  27360
> 336.870.8918
> willa...@tcs.k12.nc.us
>
>
> -Original  Message-
> From:  mosaic-bounces+willarda=tcs.k12.nc...@literacyworkshop.org
> [mailto:mosaic-bounces+willarda=tcs.k12.nc...@literacyworkshop.org]
> On  Behalf Of
> jayhawkrtroy fredde
> Sent: Sunday, October 30, 2011 10:13  PM
> To: mosaic@literacyworkshop.org
> Subject: [MOSAIC] Common Core and F  & P
>
> I am on my district's literacy Taskforce. We are starting the  task of
> creating descriptors for each grade level for the implementation  of Common
> Core next year. This will include sight words students should  know, (which
> I am not keen on), what Fountas & Pinnell Benchmark  level students should
> be at, and exactly what a student should be able  to do and use as far as
> reading strategies. It must meet all Common Core  Standards. We are a
> district really pushing everything Fountas &  Pinnell also, so we have
> their LLI program and are starting to implement  the Benchmark Assessment.
> We are
> going to use the Fountas and Pinnell  Continuum Of Literacy to help us do
> this. I was wondering anyone out has  put together this type of document in

Re: [MOSAIC] To Understand book discussion to begin again!

[Tamara Westmoreland]

where are the archived posts?

From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of Angie Kelley [EMAIL 
PROTECTED]
Sent: Tuesday, July 29, 2008 12:52 PM
To: 'Mosaic: A Reading Comprehension Strategies Email Group'
Subject: Re: [MOSAIC] To Understand book discussion to begin again!

YES! I started reading this book about a month ago and it's almost
overwhelming. It had really made me think-hard! I can't wait to join in on
the discussion. I've been reading the archived posts from the first group
and it's amazing to read all of their great insights.

Angie Kelley
[EMAIL PROTECTED]
Anniston, AL


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Re: [MOSAIC] Sneak Preview of Debbie Miller's New Book

[Tamara Westmoreland]

I have been able to use the Mac to read the book.
Tami

From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of Kendra Carroll [EMAIL 
PROTECTED]
Sent: Thursday, August 07, 2008 11:19 AM
To: [EMAIL PROTECTED]; Mosaic: A Reading Comprehension Strategies Email Group; 
Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Sneak Preview of Debbie Miller's New Book

Has anyone been able to access it using a mac?  I can't get it to pull up.  
I've been trying on and off throughout the day.

Thanks,
Kendra



"The link seems to be working fine this morning. I might be possible that
they had some server downtime when you tried to access."



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Re: [MOSAIC] Sneak Preview of Debbie Miller's New Book

[Tamara Westmoreland]

Hi Dacia- did you get my e-mail- I tried to e-mail you off-line..
Tami

From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of Dacia Myhre [EMAIL 
PROTECTED]
Sent: Sunday, August 10, 2008 2:31 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Sneak Preview of Debbie Miller's New Book

Tammy is that you??
I'm Dacia Schoengarth- So you remember me?
On Aug 6, 2008, at 6:26 PM, Tamara Westmoreland wrote:

> I have been able to use the Mac to read the book.
> Tami
> 
> From: [EMAIL PROTECTED] [EMAIL PROTECTED]
> ] On Behalf Of Kendra Carroll [EMAIL PROTECTED]
> Sent: Thursday, August 07, 2008 11:19 AM
> To: [EMAIL PROTECTED]; Mosaic: A Reading Comprehension
> Strategies Email Group; Mosaic: A Reading Comprehension Strategies
> Email Group
> Subject: Re: [MOSAIC] Sneak Preview of Debbie Miller's New Book
>
> Has anyone been able to access it using a mac?  I can't get it to
> pull up.  I've been trying on and off throughout the day.
>
> Thanks,
> Kendra
>
>
>
> "The link seems to be working fine this morning. I might be possible
> that
> they had some server downtime when you tried to access."
>
>
>
> ___
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Re: [MOSAIC] Lending Library

[Tamara Westmoreland]

Angela,
Do you have to be in a certain program to scan your books?  What application 
does the book pop up in?
Thanks,
Tami

From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of Jennifer Olimpieri 
[EMAIL PROTECTED]
Sent: Wednesday, August 13, 2008 9:31 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Lending Library

Thanks for the great idea! However I have a Pc. I wonder if it would work on 
that. Good luck with this!
  Jen

Angela Almond <[EMAIL PROTECTED]> wrote:
  I have also tried lots of different ways to organize and run my classroom
library. This year I am going to use a program designed for use in the
home to organize and manage your music. It is called Delicious Library.
It only works on Macs. I have entered in my books (very easy using the
built in Isight cameras, you just scan the barcode and it magically
appears.). I have over 800 books. When school starts, I will enter in
all of the fourth graders names as borrowers. When they find a book they
want to check out, they just type in the name of the book and the book
pops up on the screen. They then drag the book to their name and it is
checked out to that student. Then when they want to check it in, they
click on their name and choose "Check Book In" from a drop down menu.

I don't know how it is going to work. It seems like it will be one of the
easier methods I've tried. I am planning on letting the kids check the
books back in at the end of the school year. You can print off a list of
all of the books sorted by genre (which I customized to match the basket
that they are supposed to go in in my library). That way, I can give a
student a basket and the list of books supposed to be in there and they
can tell me what is missing. I plan on doing this to take up some of that
dreaded last week down time I have every year.

I know I've went on and on but I'm really excited about using the program
this year. You can google it if you want to know more. It's $40 for the
newest version but I found a link for the old version and it works great
and only cost $20.

Good Luck!

Angela Hatley Almond
Fourth Grade
East Albemarle Elementary School




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Re: [MOSAIC] Lending Library- PC Version

[Tamara Westmoreland]

When using Delicious Library- do you have any pro

From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of Yingling [EMAIL 
PROTECTED]
Sent: Thursday, August 14, 2008 11:58 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Lending Library- PC Version

I also googled "personal library database" and found something called
readerware.  Did you see it?  What did you think?
Jenni


> After searching for awhile using other terms, I googled Angela's "personal
> library database" and lo and behold I found one that looks good and is
> reasonably priced. It is called Book Collector and you can buy the scanner
> as well. I am looking at the CD and Scanner for $99. (You need the Pro
> version in order to be able to have the "loan" feature. Here is the link:
>
> http://www.collectorz.com/book/features.php
>


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Re: [MOSAIC] Lending Library- PC Version

[Tamara Westmoreland]

Sorry about that last e-mail- when using Delicious Library- do you have any 
problems using the camera on the Mac to scan books? I'm trying to decide if I 
need the scanner...
Thanks,
Tami

From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of Yingling [EMAIL 
PROTECTED]
Sent: Thursday, August 14, 2008 11:58 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Lending Library- PC Version

I also googled "personal library database" and found something called
readerware.  Did you see it?  What did you think?
Jenni


> After searching for awhile using other terms, I googled Angela's "personal
> library database" and lo and behold I found one that looks good and is
> reasonably priced. It is called Book Collector and you can buy the scanner
> as well. I am looking at the CD and Scanner for $99. (You need the Pro
> version in order to be able to have the "loan" feature. Here is the link:
>
> http://www.collectorz.com/book/features.php
>


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Re: [MOSAIC] question about PALS/DIBELS/DRA Correlation

[Tamara Westmoreland]

who is the author of PALS?


From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of Marcia Carrick [EMAIL 
PROTECTED]
Sent: Thursday, September 18, 2008 3:12 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] question about PALS/DIBELS/DRA Correlation

PALS means Phonological Awareness Literacy Screening, Sorry.  Thanks



On Sep 17, 2008, at 10:30 AM, Beverlee Paul wrote:

> First, what are you referring to with PALS?
>
> Second, in my opinion, trying to do what you're thinking of with
> DIBELS and
> guided reading levels would be like attempting to classify broccoli or
> carrots into types of fruit.  DIBELS doesn't test reading.
>
> On Wed, Sep 17, 2008 at 9:59 AM, Marcia Carrick <[EMAIL PROTECTED]>
> wrote:
>
>> Hi everyone,
>> I went to a CORE RTI Institute training the last two days and I am
>> excited about the opportunities we have a chance to make happen with
>> our students that are falling through the cracks now.  This is our
>> school's first year using RTI, so we are now using DIDELS in all the
>> grades.  We previously used DRA (and CBMs) with every child to chart
>> progress and to get information for placement in the flexible guided
>> reading groups.  Over the summer the Literacy committee, which I am
>> on, decided that K-2 grade need to be assessed using the PALS because
>> it assesses the 5 big components of the National  Reading Panel more
>> throughly and would give us more useful results to see what our
>> intervention tiers (groups) should work on.  Over the years, our
>> district has really struggled with the areas of phonemic awareness
>> and
>> phonics.  Our district  has many other assessments, too (as do many
>> districts), so we decided to only administer the DRA to those
>> students
>> that reached benchmark in PALS and not require the DRA to be given to
>> the ones that are below benchmark. Our thinking was that the PALs can
>> give us more information on what those "struggling" students are
>> struggling with instead of only realizing that a student is not at
>> grade level or needs more comprehension lessons which are pretty
>> subjective when scored, anyway.
>> However now since we are finally beginning  to see the end of the
>> tunnel with the assessing, we are now wanting to create our reading
>> groups with all the students in our class including the students
>> below
>> benchmark and do not have a the nice chart that tells us what guided
>> reading level to begin with like we did when we used DRAs for
>> everyone.  Does anyone have something that converts scores or a chart
>> that compares the scores from PALS and/or DIBELS to the appropriate/
>> approximate guided reading level?  We had planned to incorporate more
>> mini-lessons in the areas PALs show are the weakest with the students
>> that will be in TIERS 2 and 3  during the guided reading group time
>> (regular instruction). I think our intentions are good. Yet, we need
>> to make the best use of our students time and not just guess.  We
>> really don't want to test everyone using the DRA, either.  Some
>> teachers are trying the " just guess method" with the students'
>> personal book baskets already while we are testing and finding it
>> very
>> hard to do.  If anyone knows of a school district or an individual
>> teacher that has any ideas or charts that they are willing to share
>> with us, it would be very much appreciated.
>>
>> Marcia
>>
>> ___
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>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>> .
>>
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>>
>>
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> .
>
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>


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Re: [MOSAIC] Magnetic Letter Trays

[Tamara Westmoreland]

I used small (8x 10) cookie sheets for my groups- I think I got them at 
Wal-mart.  In my RR lessons I used a small white board/magnetic tray with a 
plastic red lip.  I might have the company name at work.  I will check today.


From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of ljackson [EMAIL 
PROTECTED]
Sent: Wednesday, September 24, 2008 10:51 PM
To: Teachers Applying Whole Language; Mosaic: A Reading Comprehension 
Strategies Email Group
Subject: [MOSAIC] Magnetic Letter Trays

I have been trying to locate a source for the approximately 8 x 8 white
metal trays with a lip used in reading recovery for magnetic letter work and
word building.  Although we have checked several catalog sources, including
one commonly used by R.R., I have been unable to locate them.  If any one
has a source, please share.

Thanks!

Lori
--
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




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waived if you have received this email in error or without permission. If you 
have received this email in error, please let the sender know by reply email, 
delete it from your system, destroy all copies and do not disclose, use or 
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this message may not represent the official position or opinions of SCECGS 
Redlands Limited and should not be relied upon. Whilst this email has been 
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Re: [MOSAIC] Magnetic Letter Trays

[Tamara Westmoreland]

I used the magnetic board found at this store for RR lessons-

http://shop.trcabc.com/search.htm?keyword=magnetic+boards&firstRow=24&count=12

From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of ljackson [EMAIL 
PROTECTED]
Sent: Wednesday, September 24, 2008 10:51 PM
To: Teachers Applying Whole Language; Mosaic: A Reading Comprehension 
Strategies Email Group
Subject: [MOSAIC] Magnetic Letter Trays

I have been trying to locate a source for the approximately 8 x 8 white
metal trays with a lip used in reading recovery for magnetic letter work and
word building.  Although we have checked several catalog sources, including
one commonly used by R.R., I have been unable to locate them.  If any one
has a source, please share.

Thanks!

Lori
--
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




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Re: [MOSAIC] Help with Making Connections

[Tamara Westmoreland]

Could this be put on the tools page?  If not- could I get a copy as well?
Thanks!
Tami

From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] [EMAIL 
PROTECTED]
Sent: Thursday, October 02, 2008 6:03 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Help with Making Connections

Can I have a copy too?

[EMAIL PROTECTED]

Thanks
Sent from my Verizon Wireless BlackBerry

-Original Message-
From: "Storti, Donna" <[EMAIL PROTECTED]>

Date: Wed, 01 Oct 2008 15:46:49
To: Mosaic: A Reading Comprehension Strategies Email 
Group
Subject: Re: [MOSAIC] Help with Making Connections


I would love a copy too!
[EMAIL PROTECTED]

Donna

-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Gaynor,
Yvonnee R.
Sent: Wednesday, October 01, 2008 3:12 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Help with Making Connections

I would love a copy too.
Thanks
[EMAIL PROTECTED]

~ Yvonnee Gaynor~
Lynbrook Lead Mentor/Literacy Specialist

-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Diane Baker
Sent: Tuesday, September 30, 2008 11:34 PM
To: [EMAIL PROTECTED]; Mosaic: A Reading Comprehension Strategies
Email Group
Subject: Re: [MOSAIC] Help with Making Connections

Hi Stacy -

I would love to see the unit you put together...can you e-mail it to me
off list - [EMAIL PROTECTED] Thanks
Diane



From: [EMAIL PROTECTED] on behalf of stacy hall
Sent: Tue 9/30/2008 8:27 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Help with Making Connections



Hi All,
In regards to making connections, here is what I do. First I spend some
time introducing schema and how readers activate, grow and revise their
schema when reading non-fiction. We I do turn it over to fiction
reading, we talk about how we all of life stories.  Our life stories
would take up way to many pages to write them all down, so we keep them
in our schema.  (That's why it is important for students to understand
what schema is first.)  I tell them that sometimes authors tell stories
that turn on or trigger my own life stories.  I then model reading aloud
and showing how  I stop and recognize what life story was turned on.  I
model stopping and telling that life story.  I believe that my calling
it a life story instead of terming it connection at this point helps to
avoid the standard "I have a connection, I've had a birthday part
before; or I have a dog too."
The following lesson I invite the children to listen to see if there
life stories are turned on when we read (I try to purposely find a book
they can connect to.)  After we have had practice recognzing when a life
story has been turned on, I demonstrate linking the "author's story'
with my "life story" using puzzle pieces to represent each. I show them
that when we connect the pieces, we have a better understanding of the
whole picture or idea in the story.  We call this making a connection,
because we are connecting the two stories.
Many of my ideas mentioned above have been altered from the book
"REading Power."  I have learned from my own failures and successes that
expecting them to understand the concept of making a connection without
the scaffolding of instruction was unfair. I had so many kids that could
spit out the definition of "text to text" "text to self" and "text to
world" but really didn't have an understanding about why, how or when
good readers do that.
I created a 3 week scaffolded unit on Schema/Connections based on a
compilation of resources (strategies that work, Mosaic of Thought,
Comprehension Connections, etc.) If you are interested in seeing it it,
let me know and I will email it to you.
Stacy Cervone
http://www.teacherweb.com/FL/McDonaldElementary/MrsCervone




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Search th

Re: [MOSAIC] OFF TOPIC - math

[Tamara Westmoreland]

Does anyone know if there is a math listserve?


From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] [EMAIL 
PROTECTED]
Sent: Wednesday, October 15, 2008 7:00 AM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] OFF TOPIC - math

Please do email Beverly personally. Not on the list.
I really do not want to get all the complaints in my personal inbox about 
another off topic discussion on Math.
Bev is right. There is loads of expertise on this list. Be sure you email her 
directly with your thoughts.
Jennifer


-Original Message-
From: Beverlee Paul <[EMAIL PROTECTED]>
To: Mosaic@literacyworkshop.org
Sent: Tue, 14 Oct 2008 11:17 am
Subject: [MOSAIC] OFF TOPIC - math



I'm sorry to post off-topic, but I need a way to start some considerations
and this group is the best go-to source I know, so forgive me and I'll try
not to take up too much of the group's space.  I have heard some discussion
about Everyday Math, Investigations, and Expressions, but haven't paid
adequate attention.  Would some of you who know something about these
programs (or others) please take a second to briefly describe their opinions
of these or other current math programs?  I know it's a simplistic model,
but if a person put Saxon at one end of a spectrum, and the constructivist
model of math education at the other end, where would these or other math
programs currently being used fit?  Please feel free to reply to my personal
mail if you'd like.  [EMAIL PROTECTED]  Thanks so much!!
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Re: [MOSAIC] overwhelmed gen. ed

[Tamara Westmoreland]

Hi Susan- I would love to know what the title of the book is- as I grew up in 
Kennewick, Washington!
Thanks,
Tami

From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] [EMAIL 
PROTECTED]
Sent: Friday, October 17, 2008 9:19 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] overwhelmed gen. ed

Thank you for all of these posts so far.

I agree that communication with the classroom teacher is essential and that was 
always a difficulty even with Reading Recovery.  We invented/created different 
forms yet never seemed to hit on the one that worked, and I admit I wasn't 
consistent.

We have PLC's (Professional Learning Communities) once a week, yet I am not 
always in the building where I do interventions nor is that always the topic of 
discussion.  At this point, we need to spend more time on it.  We are a Flint, 
Michigan district and all but one of our buildings are Title 1.  The one that 
isn't is now "Targeted Assistance", but will become full Title1 this year. 
Intervention and professional development are priorities!

I also agree that the "Merry-go-Round" effect is kooky.  We are making it a 
priority to be in the classroom during Reading Workshop, and make our pull-out 
time "in addition to" regular classroom reading instruction.  This in itself is 
extremely difficult as you well know...important teaching and learning is 
always occurring and children cannot miss writing or math either.

We have just read an interesting book (of course it is at school and the 
"correct" name is escaping me).  It is about "Catch-up Growth" and documents 
the Kennewick, Washington School District progress toward the goal of 90% of 
3rd graders reading at grade level.  It was actually published by the district. 
 I am not making a hard sell for the book, although it has some very 
interesting perspectives.  One of the most interesting in the protected 120 
minutes for literacy in which everyone in the school participates!  Even the PE 
teacher is teaching reading.  Their paraprofessionals are well trained and 
indispensable.  There are definitely approaches in the book that I do not agree 
with, BUT it is thought-provoking and they did make their goal.

We are very familiar with the Linda Dorn model and have used her web site 
extensively.  Being a district formerly using Reading Recovery ): the small 
group, strategy based approach is wonderful.  All work is done in the context 
of reading/writing...something I would have a hard time living without.

I guess one of the major things we are grappling with is being able to address 
the needs of the teachers and children without purchasing a program.  Our 
research base would be Marie Clay, Linda Dorn, etc.  Is this possible, legal?

A number of years ago our Title 1 facilitators created...Ok I will say it (a 
program) that they call ELI (Early Literacy Intervention).  It is based 
completely on Reading Recovery and is used by our paraprofessionals.  It is 
somewhat scripted, yet allows for tutor adaptation depending on the needs of 
the child. It is also strategy-based.  Our Research and Assessment 
Administrator does not like it!  He claims it is not research-based.  So we 
have this dilemma.

I have been rambling after the morning coffee.  I love this LISTSERV and learn 
so much.  Thanks for listening and sharing so freely.  Susan

--
Susan Nugent

"We cannot discover new oceans unless we have the courage to lose sight of the 
shore." - unknown

 "Waingort Jimenez wrote:
> Hi Kare,
> There is such a document!  I got it from the Choice Literacy Site.  I cannot 
> remember the name of the document but if you do a search on the site itself 
> you may be able to find it.  If I can track mine down in the next day or two 
> I'll send more information.  The idea is that the communication between 
> classroom teacher and specialist that often happens in the hallway on the way 
> somewhere else take place on paper instead.
> Elisa
>
> Elisa Waingort
> Grade 2 Spanish Bilingual
> Dalhousie Elementary
> Calgary, Canada
>
>  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
>
>
>

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Re: [MOSAIC] questions, questions

[Tamara Westmoreland]

Briana,
I teach 2nd grade as well and I was wondering what order you introduce the 
strategies in.
Thanks,
Tami

From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] [EMAIL 
PROTECTED]
Sent: Monday, November 24, 2008 4:27 AM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] questions, questions

First, I would highly recommend reading Growing Readers (Collins) and Reading 
With Meaning (Miller). They will help you immensely with your lesson planning. 
Secondly, I completely understand your frustrations- I am actually doing my 
Master's research on comprehension strategies and have found the reader's 
workshop format the best for my group (a flexible, high-ability reading group 
in 2nd grade that I have for 45 min. 5 days a week). What I am currently doing 
is choosing a strategy a month (last month was making connections) and I 
usually read a picture book and we discuss connections that we make. We might 
take a few days on one book or refine our connections with different quality 
books but I usually do a mini-lesson that is 10-15 minutes. I then have them 
think about applying that strategy to the book they have chosen (a "Good Fit" 
book from Daily 5). We have 10-15 minutes of sharing time at the end where the 
kids are able to share their connections with the group. It has been working 
marvelously for my 2nd graders. We are on visualization and my students are 
loving it! I hope this helps you!
-Briana
MN, Grade 2
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Re: [MOSAIC] Literature Circles

[Tamara Westmoreland]

Nancy Johnson out of Western Washington University has a great web-site-
http://www.litcircles.org/
Tami

From: mosaic-boun...@literacyworkshop.org [mosaic-boun...@literacyworkshop.org] 
On Behalf Of Susanne Lee [susannelee...@yahoo.com]
Sent: Friday, February 13, 2009 9:33 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Literature Circles

For another member site you can access for comprehension, check out 
www.abcteach.com.  THey have a LOT of books - vocab, comp, etc.
I will have to check my lit circle resources.  I know I have 2 good resources, 
just can't put my fingers on them right now..

--- On Thu, 2/12/09, Jennifer Olimpieri  wrote:

From: Jennifer Olimpieri 
Subject: Re: [MOSAIC] Literature Circles
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Date: Thursday, February 12, 2009, 8:09 AM

Do you have lit circle guidelines that you would be willing to share? Also, is
there a website other than edhelper where you can get comprehension questions
for books? I am doing a book club in fifth grade and one of the groups is
reading Boy at War. I can't seem to find anything to help lead discussion,
I would appreciate any resources you would be able to share.
Jen O

--- On Thu, 2/12/09, Kipp Moyer  wrote:

From: Kipp Moyer 
Subject: Re: [MOSAIC] Literature Circles
To: "Mosaic: A Reading Comprehension Strategies Email Group"

Date: Thursday, February 12, 2009, 7:04 AM

We are now reading Superfudge as our book where we learn the procedures and
etiquette of book club discussions.  Last year we began specifically teaching
the "art of discussion."  It was/is a lot of work in the beginning,
but once we got to our second book they were flying with it.  We teach them how
to and what you might say to begin a discussion, change the subject, agree or
disagree with a peer, etc..
- Original Message - From: "elisa kifer"

To: "Mosaic: A Reading Comprehension Strategies Email Group"

Sent: Wednesday, February 11, 2009 8:13 PM
Subject: [MOSAIC] Literature Circles


> I am wanting to let my 3rd graders conduct their own literature circles.
I
> have tried this in past years, but it doesn't ever seem to take.  I
teach
> the expectations and model, model, model.  Any suggestions?
>
> -- Elisa M. Kifer
> Third Grade Literacy Teacher
> Fox Meadow Elementary
>
>
> "Love of reading and writing is not taught, it is created.
> Love of reading and writing is not required, it is inspired.
> Love of reading and writing is not demanded, it is exemplified.
> Love of reading and writing, is not exacted, it is quickened.
> Love of reading and writing is not solicited, it is activated."
> -Russell Stauffer, 1980
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>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>



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Re: [MOSAIC] professional readings

[Tamara Westmoreland]

Jan Richardson is really good- does she have a website or anything?  I have 
searched the web recently to see where she is presenting and could not seem to 
find any informaton on her.


From: mosaic-boun...@literacyworkshop.org [mosaic-boun...@literacyworkshop.org] 
On Behalf Of rogers...@comcast.net [rogers...@comcast.net]
Sent: Sunday, March 22, 2009 2:55 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] professional readings

Jan Richardson has a new book coming out in May or June that is wonderful. Our 
school uses her structure for our reading/literacy instruction. The title is 
The Next Step in Guided Reading . Scholastic is publishing it. OUr reading 
scores have greatly improved and every child is making progress special ed to 
gifted and everyone in between.

Susan

- Original Message -
From: "Felicia Barra" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Sent: Sunday, January 25, 2009 7:45:42 PM GMT -05:00 US/Canada Eastern
Subject: [MOSAIC] professional readings

Hi everyone,



My district is looking towards reading workshop and I was wondering what
books you would suggest for staff professional development. It is a K-5
school that up till now has used a scripted basal program with a workbook.

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to legal or other privilege. None of these rights, or any other rights, are 
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have received this email in error, please let the sender know by reply email, 
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this message may not represent the official position or opinions of SCECGS 
Redlands Limited and should not be relied upon. Whilst this email has been 
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Re: [MOSAIC] Daily Five

[Tamara Westmoreland]

I agree- I think that struggling readers in Year 2 often OVER-RELY on the 
pictures and they must start using visual- or phonics in a balanced manner.  It 
doesn't hurt to introduce one-self to a book by scanning the pictures before 
one reads- but I too have a problem with "reading the pictures" beyond a level 
14-15 (I am  Reading Recovery Teacher).

From: mosaic-boun...@literacyworkshop.org [mosaic-boun...@literacyworkshop.org] 
On Behalf Of Ljackson [ljack...@gwtc.net]
Sent: Wednesday, April 08, 2009 12:52 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Daily Five

As a coach and former mentor, I think you are right to be concerned. In terms 
of picture reading for kiddos of this age, I can see a place for it with 
informational text that is complex yet offers lots of visual support and for 
children for whom it makes sense in terms of reading level.  Although I never 
used daily five, I have many teachers who are implementing and my notion is 
this. They are each holding kids strictly accountable. It involved lots of, 
"Hey, we have a problem here. Meet me back at the rug..."  Not speaking from a 
daily five POV, I would say my kid talk would go something like this,

"Here's the thing guys, I think some of you have the wrong idea about reading 
pictures.  I am noticing some people think we can do that with chapter books 
and I need to let you know why that isn't going to work here. Remember how we 
have talked about how readers get better by reading? The thing is, reading 
pictures is a great way to read SOME books and a great way to read SOME of the 
time, but I am worried that we really aren't doing enough reading the words. So 
I want to try this today, I am going to set this time for X minutes and I want 
everyone to read just the words for the whole time. Before we start I want you 
to think honestly about the books in your browsing boxes. If you are reading a 
book like this (say a leveled reader L with around 500 words), then I would 
think it would take you about five or six minutes to read. Let's say five. How 
many books like this would you need to have to read for X minutes?  If you were 
reading a chapter book like this, it might take you three or four days to 
finish. So everybody, think about what you have. Give me a silent thumbs up if 
you have enough books to keep you reading for X minutes..."

Lori



Lori Jackson
 District Literacy Coach and Mentor
 Todd County School District
 Box 87
 Mission SD 5755

- Original message -
From: Patty Cook 
To: mosaic@literacyworkshop.org
Date: Tuesday, April 07, 2009  7:50 PM
Subject: [MOSAIC] Daily Five

> To all who use the Daily Five:
>
> I am a reading specialist who, over the past month, has implemented the "Read 
> to Self" part of the Daily Five in a second grade classroom while the 
> classroom teacher and myself are working with guided reading groups.  We 
> taught the Three Types of Reading in one of the initial minilessons:  Read 
> the Pictures, Read the Words, and Retell the Story.  We are noticing some 
> "abuse" of these options:  some kids who are "picture reading" chapter books 
> by flipping the pages, and basically just not doing enough "reading the 
> words".  Does anyone have any advice?  Do you think reading the pictures and 
> retelling the story should be reserved just for first-graders?  Any advice 
> would be appreciated.
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>
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>
>


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Re: [MOSAIC] Reading Comprehension

[Tamara Westmoreland]

It is published by Scholastic and is not out until June or July.

From: mosaic-boun...@literacyworkshop.org [mosaic-boun...@literacyworkshop.org] 
On Behalf Of Judy Dotson [judydotson2...@yahoo.com]
Sent: Friday, April 10, 2009 6:27 AM
To: beverleep...@gmail.com; Mosaic: A Reading Comprehension Strategies Email 
Group
Subject: Re: [MOSAIC] Reading Comprehension

Is anyone familiar with Dr. Jan Richardson's book, The Next Steps in Guided 
Reading?

--- On Tue, 4/7/09, beverleep...@gmail.com  wrote:


From: beverleep...@gmail.com 
Subject: Re: [MOSAIC] Reading Comprehension
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Date: Tuesday, April 7, 2009, 9:45 AM


And don't forget Sharon Taberski!
Sent from my BlackBerry Smartphone provided by Alltel

-Original Message-
From: "Katherine Reed" 

Date: Tue, 7 Apr 2009 12:37:08
To: Mosaic: A Reading Comprehension Strategies Email 
Group
Subject: Re: [MOSAIC] Reading Comprehension


Hi all,

I second the recommendation to read Reading with Meaning.

After that, I would read The Daily Five by Gail Boushey & Joan Moser.





-Original Message-
From: mosaic-boun...@literacyworkshop.org
[mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Stewart, Kathy
B.
Sent: Tuesday, April 07, 2009 12:26 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Reading Comprehension



Please read Reading With Meaning" by Debbie Miller.  It has everything

you need to teach the thinking skills good readers must have.  In our

reading workshop lessons in second grade, we have all found this to

provide all you need.  After 18 years in the classroom it is the best I

have ever seen.



-Original Message-

From: mosaic-boun...@literacyworkshop.org

[mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of

tedod...@aldine.k12.tx.us

Sent: Tuesday, April 07, 2009 11:03 AM

To: Mosaic: A Reading Comprehension Strategies Email Group

Subject: Re: [MOSAIC] Reading Comprehension











I am currently in the my fifth year of teaching and I have seen the same

thing.  Our districts focus the last few years has been on Reading

fluency.

This year I have had 3rd graders coming into my classroom, who are

trying

to read so fast that they don't even realize when the decoding breaks

down

and what they are saying doesn't make sense.  I encourage my students to

stop reading periodically and think about what they just read about and

visualize "the movie in their head".  If they can't, then they should go

back and reread.  Also, have students draw a picture of what they read

about helps them with this. We spend the first few weeks of school

focusing

on visualiztion. I would like to read that article, it sounds

interesting.

Where did you find it?



Have a nice day!

Tomi Dodson







-mosaic-boun...@literacyworkshop.org wrote: -





To: mosaic@literacyworkshop.org

From: Jennifer Hartkopf 

Sent by: mosaic-boun...@literacyworkshop.org

Date: 4/7/2009 02:27PM

Subject: [MOSAIC] Reading Comprehension





Hi! My name is Jennifer and I am currently a student at Wayne State

University.  I recently read an article that I found to be true in the

class that I did my pre-student teaching.  A lot of students would read

with fairly good fluency, but when confronted with comprehension and

critical thinking questions they were unable to participate.  Is this a

problem in other classes and are there strategies/activities to try to

overcome this?  I would like to have strong readers as well as strong

comprehenders in my classroom.



Thanks!



Jennifer Hartkopf









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Re: [MOSAIC] Poetry

[Tamara Westmoreland]

This is an interesting question and I am not sure what you mean-
Do you mean what teaching strategies would a teacher use to teach poetry?   or
Do you mean what types of comprehension strategies can children learn through 
poetry?

My students love poetry and read it every single day- it is usually their 
favourite choice durning DEAR time.  Their favourites are the books edited by 
Bruce Lansky (he has a great web-site- you can google his proety pages). The 
stratgies I teach with poetry are making inferences and visualising and also 
poetry is a great tool for teaching fluency as it has great rhythm.

From: mosaic-boun...@literacyworkshop.org [mosaic-boun...@literacyworkshop.org] 
On Behalf Of Intsar Ali [intsar...@yahoo.com]
Sent: Sunday, April 12, 2009 3:33 AM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Poetry

 What type of strategy would an effective teacher use when teaching poetry in 
the lower elementary grades?



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Re: [MOSAIC] genre text

[Tamara Westmoreland]

Yes- she was origianlly contracted by Washington State for provide staff 
development and training and she wrote the book.  We were all given a xeroxed 
copy of  the book.  She later published the it but I'm not sure what company 
published it.  Anyway- you can go through Washington State's OSPI and find a 
pdf copy of the book at:

http://osd.wednet.edu/media/departments/curriculum/textformsandfeatures.pdf

Cheers,
Tami

From: mosaic-boun...@literacyworkshop.org [mosaic-boun...@literacyworkshop.org] 
On Behalf Of Jane Watson [jwats...@lincolnschools.org]
Sent: Thursday, April 16, 2009 12:58 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] genre text

Does anyone know of a book by Mooney about teaching genre text?

--
Jane A. Watson
Curriculum Strategist
Ruston Elementary School
200 N. Bernard St.
Ruston, La 71270
FAX # - 318.255-4728
Work # - 1.318.255.4714
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