Re: [MOSAIC] Wonders
We are having the EXACT same issues with our new Journeys program! wow! Same story...different program. Terry On Tue, Sep 24, 2013 at 4:57 PM, Krista Sadlers wrote: > I'd love to hear how other districts are using this curriculum. This is our > first time using it and our teachers are having a very hard time fitting it > all in. What do your LA schedules look like? > > > > -Original Message- > From: Mosaic [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of > Michelle Gips > Sent: Tuesday, September 24, 2013 3:15 PM > To: mosaic@literacyworkshop.org > Subject: [MOSAIC] Wonders > > I would agree that it is inclusive and teaches lots of skills that kids > need > and do not otherwise receive. My concern is vast amount of materials and > how difficult it is to locate everything and know that everyone is using it > correctly. We have had reading series in the past, but I am not sure that > the teachers had to do this much hands on teaching with it. WE did not > have > a very good Wonders training and would love to know how people find the > organization and what "suggestions" they have for locating everything since > some is in our hands and the rest is accessible on line. > MIchelle Gips > Reading Specialist > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe 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 > > -- *...The Genius of "AND" versus the Tyranny of "OR"...* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Help Designing Writing Curriculum
Have you read any of Jeff Anderson's books? Everyday Editing and Mechanically Inclined. Excellent resources for writing and grammar. have fun. Sounds like a great opportunity to really put together some good stuff! ;) Terry On Sun, Sep 15, 2013 at 6:29 PM, wrote: > > > Hello Fellow Lovers of Literacy! > I have been given a wonderful opportunity to design a K-12 Writing > Curriculum (aligned with CCSS/PARCC) for a small, rural school district in > AZ. Our > goal is to design a curriculum that truly allows students to graduate high > school with the skills to be successful in both college and the work place. > We want to create a backwards design…with college and career skills > driving the instruction down to kindergarten. There is really nothing in > this > district and little to no money. I’m very excited about this > opportunity. > I know I can’t do this alone and I’m hoping you’ll be willing to give me > any advice, suggestions, ideas, etc. you may have. Here are a few of my > initial questions: > 1. Do you have suggestions on how to put together a successful cadre of > teachers? > 2. What does a cadre “design” look like that is productive and inclusive? > 3. What types of “PD” do you feel are engaging designs? (For example: > meeting with teachers once a month with follow ups and continual training > throughout the year). > 4. Curriculum design itself: Essential skills? Scaffolded > ideas/curriculum? Resources? > I’m sure I will have many more questions as I engrain myself in this > project. Thank you in advance for all of your suggestions and ideas!! > Ali Conant, Ed.D > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > > -- *...The Genius of "AND" versus the Tyranny of "OR"...* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] rigorous texts for teaching unit
Chris VanAllsburg's Two Bad Ants is great kinder fare for picture inference. Sent from my iPad On Jul 4, 2013, at 7:21 AM, Renee Goularte wrote: > Yes, Jennifer, I was thinking the same. And I am concerned that fabulous > picture books will be left behind in favor of more "novels" and > "informational text" (due to misconceptions in the whole common core > brouhaha). As an artist, I know that certain children's books have > illustrations that greately enhance the content and context of the book. > > For example, for Kindergartners, I would say start with Elmer by David McKee > and REALLY LOOK at the illustrations. There's some real potential there for > critical thinking, inferencing, and discussions about empathy. > > Renee > > > On Jul 4, 2013, at 7:05 AM, Palmer, Jennifer wrote: > >> I was going to ask about rigor too--- it means different things to different >> people. I'm concerned that some folks think rigor means harder reading >> levels... When really rigor is more about the instruction requiring kids to >> think!! I worry that too many kids won't get practice at their instructional >> reading levels--- a huge problem and a potential pitfall of Common Core >> >> Sent from my iPhone >> >> On Jul 4, 2013, at 9:48 AM, "Renee Goularte" wrote: >> >>> The Other Side is an excellent book. >>> >>> I am wondering, though, what you mean by "rigorous text"? What is it >>> exactly that you are looking for? >>> >>> Renee >>> >>> >>> On Jul 4, 2013, at 4:00 AM, Ginny Osewalt wrote: >>> The Other Side by J. Woodson Clover's mom says it isn't safe to cross the fence that segregates their African-American side of town from the white side where Anna lives. But the two girls strike up a friendship, and get around the grown-ups' rules by sitting on top of the fence together. On Jul 4, 2013, at 6:13 AM, Jeanne Canon wrote: > Greetings All, > I am looking for some rigorous texts for the theme "Unlikely > Friendships." I teach ESL grades 2 through 5. So far I have been just > targeting second and third grade, but any books on this topic for up to > grade 5 (fiction or expository texts, poetry too) would be greatly > appreciated. I value your input. Thanks! >>> >>> "A public education system is based on the principle that you care whether >>> the kid down the street gets an education." ~ Noam Chomsky >>> >>> >>> >>> ___ >>> Mosaic mailing list >>> Mosaic@literacyworkshop.org >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org >>> >>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >> >> ___ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Informal Reading Inventories
We use the QRI5 because it's inexpensive and has a good variety of passages for each level. Some of our district schools favor DRA2 or Fount as Pin ell for more gradients within levels. I do find it necessary to use the CORE Reading Assessments for specific skkill diagnosis, but that's not usually nèeded for group placement. It just depends upon the reason for testing for choosing a test. Nicole Power wrote: >I have the CRI 2 and the QRI 4. I like the passages and the questions in the >CRI much better than the QRI; however, I found the scoring instructions vague, >unclear, and generally difficult to follow. I would like to see the scoring >all in one section with clear guidelines. The CD that came with it was an >example of administration. I wish they would have put the PDF versions of the >teacher copy on the CD so I wouldn't have to copy them from the spiral. If >they could revise the CRI to make the scoring easier to follow with a PDF on >CD, I would choose this every time. > >Nicole > >Sent from my iPad > >On Jul 11, 2012, at 1:25 PM, "Meredith Glasser" >wrote: > >> Cara, >> Look at the Critical Reading Inventory (CRI). Dr. Harris had us administer >> it to student for reading diagnosis. I found that I liked the CRI better >> then other reading inventories. >> >> Meredith >> On Jul 11, 2012 10:56 AM, "Cara Acosta" wrote: >> >>> Hi everyone, I know there has been some discussion about this in the past, >>> but what do you think is the best informal reading inventory out there? I >>> have used QRI in the past and find it pretty effective at leveling >>> students. However, if I want more skill specific data, are there any >>> options? >>> >>> Someone mentioned Burns and Roe? Can anyone here attest to the efficacy of >>> that inventory? >>> >>> Please discuss! >>> >>> Thanks for your input! >>> ___ >>> Mosaic mailing list >>> Mosaic@literacyworkshop.org >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org >>> >>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >>> >>> >> ___ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >> > >___ >Mosaic mailing list >Mosaic@literacyworkshop.org >To unsubscribe or modify your membership please go to >http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > >Search the MOSAIC archives at http://snipurl.com/MosaicArchive > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Reading Comp and ADHD
I can't help but wonder if the problem might also be the ability to visualize, which exacerbates the ADHD. You can check by handing her a simple picture (or choice of a few) a common noun, then have her verbalize to you exactly what she sees so you can "see" it too. Make sure, by your asking questions if need be, to get the what, where, mood, perspective, , color, size,...everything until you can get the idea of what she knows. It's amazing! I have worked with some children this last year who couldn't describe a hammock within 5 minutes or describe a picture--but they could decode fine. Needless to say, their comprehension was abysmal. I attended a Lindamood Bell training on Visualizing and Verbalizing, which REALLY helps! Good luck! Terry --- On Mon, 7/2/12, mrsjro...@aol.com wrote: From: mrsjro...@aol.com Subject: Re: [MOSAIC] Reading Comp and ADHD To: mosaic@literacyworkshop.org Date: Monday, July 2, 2012, 2:57 PM Does she like to draw? You can really get a good grasp of her comprehension if she draws her answers for questions relating to setting, plot, characters, making predictions and connections. I have used drawing frequently for even the most severe ADHD students. June In a message dated 7/2/2012 2:48:58 P.M. Eastern Daylight Time, meghan.for...@gmail.com writes: Hi Mena, I'll ask her to tell me what she's good at - she's not shy about that! I hadn't thought about kinesthetic, but that's probably better than my favorite reading on the comfy couch method. As we read, I was stopping and talking about what was going on in the book, asking questions designed to get her to make t-t or t-s connections, asking questions. Interestingly, she told me about her cousin who is dyslexic like Percy Jackson, but made no mention of ADHD or herself. Thanks! Meghan On Sun, Jul 1, 2012 at 3:11 PM, Mena wrote: > Hi Meghan, I would use as many kinesthetic (VAKT...hmm maybe even use realia) and aesthetic activities (reader response, t-t, t-s,t-w connections) as possible to provide context and activate or create prior knowledge as possible to motivate the reader. Many students who struggle with reading excellent in other areas like artistic skills...try to find what the student is good at:) If it is art have the student use sketch -to-stretch. I think that like ELL learners student with ADHD need as much context as possible. 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: Meghan Formel > To: mosaic > Sent: Sun, Jul 1, 2012 10:22 am > Subject: [MOSAIC] Reading Comp and ADHD > > > Good Morning! I'm tutoring an incoming 4th grader this summer, with a > primary focus on teaching reading comprehension skills (Mosaic). We're > reading Book 1 of The Lightning Thief (an option for her school's > summer reading.) The student has been diagnosed with ADHD and seems to > be predominantly inattentive. I'm using techniques like keep > information down to essentials, taking frequent breaks and > comprehension checks while reading, asking her to repeat back > instructions, positive reinforcement, redirection, and visual aids. > > I'm a new teacher, and I'm very interested in hearing what other > teachers' experiences have been in reading comprehension with this > population of learners. What worked? What didn't work? > > Thanks! > Meghan Formel > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworksho
Re: [MOSAIC] question for Terry Decker/supervising ed techs
Linda, I don't get to use much volunteer help in my Title 1 setting--time frames are sticky. I did use them much as you suggest when I taught a regular classroom. We do train "educated" volunteers to work in our after-school reading intervention program. There is always good reason for caring adults to be involved with kids--hence the rationale for SMART reading. It certainly doesn't replace explicit instruction, but it does help. Our after-school volunteers are trained to work with children as you've outlined, plus we taught them a system for working with vocabulary and questioning for comprehension. Thanks for the volunteer angle, which does really help students who come from homes where parents don't read with them. Terry --- On Thu, 6/14/12, Linda Rightmire wrote: From: Linda Rightmire Subject: Re: [MOSAIC] question for Terry Decker/supervising ed techs To: "Mosaic: A Reading Comprehension Strategies Email Group" Date: Thursday, June 14, 2012, 5:44 PM Terry, I leave in your full comments on EAs. Great suggestions especially with the amount of back and forth interaction you have detailed. Interesting comment re Allington -- also a longtime favorite of mine -- that he disagrees with EAs for assisting weaker students. I know one of his major points is expert help for those kids. However, I feel a "live, warm body" is better than a computer (that responds with whatever ding or boink when you're right or wrong ;/ ). I speak of using volunteers. I recruited volunteers very selectively -- not from the general parent population per se, but often from my educated friends (including retirees). (My husband will regularly find me at a gathering chatting up a friend -- turns out we're discussing whether I can rope them in to help one half hour a week.) No they are not trained specifically at length -- but I did train them and give them ongoing feedback. I have had this argument with other university personnel, and I think those kids need *both* (obviously, I'd say). They need my expertise, but they also need a lot of oral reading practice at a suitable level (in self-chosen material, another Allington 'pillar' of reading instruction) -- practise reading with a friendly adult who has a bit of training. You can train as to 'pause-prompt-praise' (just one simple approach people can remember, not my invention). For example, it is common for adults to think they must instantly say, "no", and interrupt "that second". Reading Recovery taught us to use -- *after* the paragraph or whatever -- "Let's look at that, there's a tricky bit here," and "You said -- what would we expect it to look like [or sound like] if it was ?" In more substantial material (or with very struggling students) I would also encourage the adult to "take a turn" -- read for a page or two, just to improve comprehension, establish some of the vocabulary, share enjoyment, etc. And so on. Great stuff, thanks, Terry. Linda Rightmire SD #73 Kamloops, BC On Thu, Jun 14, 2012 at 9:51 AM, Terry Decker wrote: > Hi Cathy, I'm sorry I'm so slow getting a response to you. Life's been > very hectic, as you know from the teaching at the end of the year > perspective. > As for supervising EAs, I've found it to be one of the most rewarding > parts of my job as our school's Title 1 teacher/Literacy Specialist & > supervisor. There are a few things that I think have helped our team to be > successful, and I hope this is what you're wanting. If not, maybe this > will trigger specific questions I can answer. 1) Hire the right EA. If > you have input on personnel, I'd opt for experience as much as possible. I > have 3 retired teachers on my team, and they're wonderful. They have the > background, the "teacher work ethic," and the love of children. I also > have 2 EAs who have worked in Title for many years and one certified > teacher (secondary math--but still a teacher) who just wanted part-time > because of family...It helps when your EAs don't have to learn the ropes > from the ground up. 2) Take time to train your EAs on exactly which > programs, progress monitoring tools, and routines you want to use. Make > sure he/she > can use materials with fidelity. 3) Find a way (and this is a hard one > for me, but I found it helps a lot ) to do regular mini-observations on > your EA to support her/him and for your peace of mind that the students are > getting what they need. This will also help support the EA and give you > the opportunity to answer specific questions about practice. This is > particularly important if your EA has no prior teaching background. 4) > Meet weekly to go over the data he/she has collected on students. You > sh
Re: [MOSAIC] question for Terry Decker/supervising ed techs
Hi Cathy, The thing that made doing observations easy and non-threatening for both my EAs and me was using the basic lesson plan I'd taught them to use as the format for observation. I also made sure to find several things to praise first, and then would ask questions about anything that I felt deviated from the lesson outline. For example, if the the EA didn't model a skill that students were practicing, I might ask how she/he'd modeled it previously, or asked how she'd know when her students understood that concept. Another way I handle it is to arrange for her to observe me or another EA/teacher with a similar group, then debrief with the same formal we use for observation. I try to couch it as a conversation about the children among "teachers." I guess having a lesson format in place that has been taught as part of the training/professional development gives the EA a security blanket and the basis for good conversation about best practice that can be used in a non-threatening way. I hope that helps. For me, it's finding the time and making arrangements to take the time to observe that is hard, as all observations need to have a follow-up with plenty of praise and practical suggestions. :) Terry --- On Thu, 6/14/12, CAG wrote: From: CAG Subject: Re: [MOSAIC] question for Terry Decker/supervising ed techs To: "Mosaic: A Reading Comprehension Strategies Email Group" Date: Thursday, June 14, 2012, 6:39 PM Thanks, Terry and Linda. I agree 100% with both of you and everything you say. Linda - I like the phrase 'pause-prompt-praise' - I needed something easy to put in volunteers'/EA's brains. Terry - your third point of mini-observations is my biggest discomfort. Can you speak more to that? Thanks. Cathy - Original Message - From: "Linda Rightmire" To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Thursday, June 14, 2012 7:44 PM Subject: Re: [MOSAIC] question for Terry Decker/supervising ed techs > Terry, > > I leave in your full comments on EAs. Great suggestions especially with the > amount of back and forth interaction you have detailed. Interesting comment > re Allington -- also a longtime favorite of mine -- that he disagrees with > EAs for assisting weaker students. I know one of his major points is expert > help for those kids. > > However, I feel a "live, warm body" is better than a computer (that > responds with whatever ding or boink when you're right or wrong ;/ ). I > speak of using volunteers. I recruited volunteers very selectively -- not > from the general parent population per se, but often from my educated > friends (including retirees). (My husband will regularly find me at a > gathering chatting up a friend -- turns out we're discussing whether I can > rope them in to help one half hour a week.) No they are not trained > specifically at length -- but I did train them and give them ongoing > feedback. > > I have had this argument with other university personnel, and I think those > kids need *both* (obviously, I'd say). They need my expertise, but they > also need a lot of oral reading practice at a suitable level (in > self-chosen material, another Allington 'pillar' of reading instruction) > -- practise reading with a friendly adult who has a bit of training. You > can train as to 'pause-prompt-praise' (just one simple approach people can > remember, not my invention). For example, it is common for adults to think > they must instantly say, "no", and interrupt "that second". Reading > Recovery taught us to use -- *after* the paragraph or whatever -- "Let's > look at that, there's a tricky bit here," and "You said > -- what would we expect it to look like [or sound like] if it was > ?" > > In more substantial material (or with very struggling students) I would > also encourage the adult to "take a turn" -- read for a page or two, just > to improve comprehension, establish some of the vocabulary, share > enjoyment, etc. > > And so on. Great stuff, thanks, Terry. > > Linda Rightmire > SD #73 Kamloops, BC > > > > On Thu, Jun 14, 2012 at 9:51 AM, Terry Decker wrote: > >> Hi Cathy, I'm sorry I'm so slow getting a response to you. Life's been >> very hectic, as you know from the teaching at the end of the year >> perspective. >> As for supervising EAs, I've found it to be one of the most rewarding >> parts of my job as our school's Title 1 teacher/Literacy Specialist & >> supervisor. There are a few things that I think have helped our team to be >> successful, and I hope this is what you're wanting. If not
Re: [MOSAIC] question for Terry Decker/supervising ed techs
Hi Cathy, I'm sorry I'm so slow getting a response to you. Life's been very hectic, as you know from the teaching at the end of the year perspective. As for supervising EAs, I've found it to be one of the most rewarding parts of my job as our school's Title 1 teacher/Literacy Specialist & supervisor. There are a few things that I think have helped our team to be successful, and I hope this is what you're wanting. If not, maybe this will trigger specific questions I can answer. 1) Hire the right EA. If you have input on personnel, I'd opt for experience as much as possible. I have 3 retired teachers on my team, and they're wonderful. They have the background, the "teacher work ethic," and the love of children. I also have 2 EAs who have worked in Title for many years and one certified teacher (secondary math--but still a teacher) who just wanted part-time because of family...It helps when your EAs don't have to learn the ropes from the ground up. 2) Take time to train your EAs on exactly which programs, progress monitoring tools, and routines you want to use. Make sure he/she can use materials with fidelity. 3) Find a way (and this is a hard one for me, but I found it helps a lot ) to do regular mini-observations on your EA to support her/him and for your peace of mind that the students are getting what they need. This will also help support the EA and give you the opportunity to answer specific questions about practice. This is particularly important if your EA has no prior teaching background. 4) Meet weekly to go over the data he/she has collected on students. You should be the one to enter that data into whatever record-keeping system you use, so you know exactly where each student is working. 5) Build a professional and friendly rapport with the EA. Those weekly meetings give you the opportunity to listen to the EAs insights and feelings about the chilodren he/she teaches, and are usually insightful. 6) If you learn something new/know of available professional development opportunities that would be beneficial, help to facilitate the EA's professional growth. For example, I scheduled a training from our district ELL department on SIOP techniques, which was very beneficial and appreciated. You don't have to do all the training yourself. I hope this helps. One of my favorite reading gurus, Richard Allington, is very against the use of EAs, saying that the least trained people are working with the neediest children. He is undoubtedly correct most of the time. But if you can hire experience, train carefully, and monitor effectively, I think you'll get a lot of bang for your district's buck. :) Terry --- On Mon, 5/28/12, CAG wrote: From: CAG Subject: [MOSAIC] question for Terry Decker/supervising ed techs To: "Mosaic: A Reading Comprehension Strategies Email Group" Date: Monday, May 28, 2012, 6:06 PM Hi, Terry. I couldn't quite tell what your address was so am emailing you here. You can email me off-list at cag...@myfairpoint.net. I would like to talk about supervising ed techs/EA's/other staff, as I'm supervising 1 ed tech for RTI, and I'm not sure I'm doing it the best it can be done. I'm open to anyone else being in on the conversation as well. Thanks. Cathy <http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Walk to Read?
The way we do Walk to Read is that for part of the literacy Instructional Blcok, all the children at a certain grade level go to a smaller, focused instructional group. Some are in groups for phonics instruction at or below grade level; some go for comprehension work at or below grade level; others are accelerated with work on inferences or higher order thinking skills in above level materials. Unlike traditional tracking, our Walk to Read is a flexible grouping, where students are often moved to more, less difficult materials, or in groups having a different instructional focus. It does not replace a teacher's meeting with small groups during reading workshop or Daily 5 time, not does it eliminate whole-group instruction; but it does allow every student an opportunity to be taught at his instructional level every day. --- On Mon, 5/21/12, Foltermann, Marsha wrote: From: Foltermann, Marsha Subject: Re: [MOSAIC] Walk to Read? To: "Mosaic: A Reading Comprehension Strategies Email Group" Date: Monday, May 21, 2012, 7:19 AM What is "Walk to Read"? 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 Terry Decker Sent: Friday, May 18, 2012 10:06 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Walk to Read? We have done Walk to Read for 3 years now, and it has made a positive difference in the reading success of the students at my school. Classroom teachers are still using the reading series for whole class instruction and are using literacy workshop too. We have a mandated 90 minutes of reading instruction, and the Walk to Read is 30-35 minutes of that. Our district funded 4 "literacy assistants, who, along with the Title 1 staff, help us to place every child in appropriate materials for their rate and level of instruction. As the Title 1 reading specialist, I supervise the lit EAs and Title staff. Additionally, I pull Tier 3 students for another "dose" of focused instruction in the afternoon. \ We are moving to an RtI-like process next year, which I eagerly anticipate. Terry --- On Wed, 5/16/12, norma baker wrote: From: norma baker Subject: [MOSAIC] Walk to Read? To: mosaic@literacyworkshop.org Date: Wednesday, May 16, 2012, 3:49 AM How is "Walk to Read" different from the tracking we have all worked so hard to get rid of in favor of Reading Workshop? We have a new administrator who "talks" about RW, but also wants us to buy an anthology, (funny to be thankful for a lack of funds!!! lol), implement centers and Walk to Read. Also "talks" about RTI, but has gotten rid of TIer II that had been scheduled as additional instruction for struggling students. Now Tier II will be during the literacy block which to me is supplanting rather than providing the supplemental support that would be beneficial! I am a Reading Workshop enthusiastic for sure and think far too many things are competing for the time students spend truly reading and teachers conferring with them. Am I being short-sighted??? Please enlighten me if so! 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." 53 Year Old Mom Looks 33 The Stunning Results of Her Wrinkle Trick Has Botox Doctors Worried http://thirdpartyoffers.juno.com/TGL3131/4fb37869366ef1601c92st06duc ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.
Re: [MOSAIC] Walk to Read?
We have done Walk to Read for 3 years now, and it has made a positive difference in the reading success of the students at my school. Classroom teachers are still using the reading series for whole class instruction and are using literacy workshop too. We have a mandated 90 minutes of reading instruction, and the Walk to Read is 30-35 minutes of that. Our district funded 4 "literacy assistants, who, along with the Title 1 staff, help us to place every child in appropriate materials for their rate and level of instruction. As the Title 1 reading specialist, I supervise the lit EAs and Title staff. Additionally, I pull Tier 3 students for another "dose" of focused instruction in the afternoon. \ We are moving to an RtI-like process next year, which I eagerly anticipate. Terry --- On Wed, 5/16/12, norma baker wrote: From: norma baker Subject: [MOSAIC] Walk to Read? To: mosaic@literacyworkshop.org Date: Wednesday, May 16, 2012, 3:49 AM How is "Walk to Read" different from the tracking we have all worked so hard to get rid of in favor of Reading Workshop? We have a new administrator who "talks" about RW, but also wants us to buy an anthology, (funny to be thankful for a lack of funds!!! lol), implement centers and Walk to Read. Also "talks" about RTI, but has gotten rid of TIer II that had been scheduled as additional instruction for struggling students. Now Tier II will be during the literacy block which to me is supplanting rather than providing the supplemental support that would be beneficial! I am a Reading Workshop enthusiastic for sure and think far too many things are competing for the time students spend truly reading and teachers conferring with them. Am I being short-sighted??? Please enlighten me if so! 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." 53 Year Old Mom Looks 33 The Stunning Results of Her Wrinkle Trick Has Botox Doctors Worried http://thirdpartyoffers.juno.com/TGL3131/4fb37869366ef1601c92st06duc ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Walk to Read?
Perhaps it looks like "tracking," but the fact that every child moves to his/her reading at the same time has been less "tracking" than pulling children for Special Education or other interventions, with their attached stigmas. We;ve never talked about which is "the high group", and because the Title 1 and SpEd pull reading groups at the same time, it minimizes those students' missing other instruction. It's worked for us. Terry --- On Wed, 5/16/12, Beverlee Paul wrote: From: Beverlee Paul Subject: Re: [MOSAIC] Walk to Read? To: "Mosaic: A Reading Comprehension Strategies Email Group" Date: Wednesday, May 16, 2012, 11:40 AM Totally correct, Norma. We're now down the rabbit hole, Alice. On Wed, May 16, 2012 at 3:49 AM, norma baker wrote: > How is "Walk to Read" different from the tracking we have all worked so > hard to get rid of in favor of Reading Workshop? We have a new > administrator who "talks" about RW, but also wants us to buy an anthology, > (funny to be thankful for a lack of funds!!! lol), implement centers and > Walk to Read. Also "talks" about RTI, but has gotten rid of TIer II that > had been scheduled as additional instruction for struggling students. Now > Tier II will be during the literacy block which to me is supplanting rather > than providing the supplemental support that would be beneficial! I am a > Reading Workshop enthusiastic for sure and think far too many things are > competing for the time students spend truly reading and teachers conferring > with them. Am I being short-sighted??? Please enlighten me if so! 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." > > 53 Year Old Mom Looks 33 > The Stunning Results of Her Wrinkle Trick Has Botox Doctors Worried > http://thirdpartyoffers.juno.com/TGL3131/4fb37869366ef1601c92st06duc > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > > -- "Many men go fishing all of their lives without knowing that it is not fish they are after." Henry David Thoreau ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Parental Involvement: Off Topic
Did you see this article??? http://www.edutopia.org/blog/parent-teacher-collaboration-richard-curwin?utm_source=facebook&utm_medium=post&utm_content=blog&utm_campaign=parentteacherdreamteam Terry On Fri, Apr 27, 2012 at 5:46 PM, Kathy wrote: > If you shouldplease share. > > Sent from my iPhone > > On Apr 27, 2012, at 9:51 AM, rascal...@aol.com wrote: > > > > > HI Everyone, > > > > At my school, we are taking some time to discuss future ways to better > our > > school's curriculum, etc. One area we'd like to improve in is with > Parent > > and Community Involvement. I was wondering if anyone has come across > > successful programs, activities, strategies, etc to increase Parental and > > Community involvement. > > > > Any suggestions would be greatly appreciated. > > > > You can email me off list at: _rascal570@aol.com_ > > (mailto:rascal...@aol.com) > > > > Thank you in advance for your help with this. > > > > Ali/FL > > > > > > > > > > ___ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe 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 > > -- *Stress (substitue "worry") is a form of atheism; it infers that you do not believe God is in control.* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] readers workshop & test taking
Linda, What is the QAR strategy? Terry On Sat, Feb 25, 2012 at 5:32 AM, Linda DeGreen wrote: > I second Pauline's thoughts. I would also add that I teach the QAR > strategy at the beginning of the year and then we use this and other test > taking strategies to answer questions in a test format throughout the year. > We teach test taking as a separate genre. Kids need to know how the > elements or characteristics of tests work , the same way they understand > the elements of reading a mystery or any other genre . > Linda > > On Feb 24, 2012, at 8:19 PM, Pauline K Nagle wrote: > > I would suggest teaching test taking as a genre, a type of reading that >> has >> a specific structure and way to comprehend it. Lucy Calkins has a good >> book about this, but I can't recall the name. I will find the title and >> send it to you. I think students need to learn how to tackle the text and >> how to handle the type of questions, and this must be taught as a skill >> set >> and practiced. But it does not need to take over your reader's workshop >> or >> reading instruction. You just need to teach how the comprehension skills >> they use in their independent reading texts can be applied on an excerpt >> and how the questions are asked. >> >> On Fri, Feb 24, 2012 at 6:58 PM, evelia cadet ** >> wrote: >> >> >>> >>> >>> >>> As I have said before, this is the first year I am following the Reader's >>> Workshop model. My district does not follow/support reader's workshop. >>> I >>> am lucky to have the freedom in my school to use any teaching structure I >>> want. Out of almost 70 teachers, only 2 teachers in my school are doing >>> reader's workshop. We are trying to convert the other teachers in our >>> campus. They are noticing how our students are engaged in reading and >>> are >>> forming a reading community that is extending outside the classroom. >>> However, people in my school are data driven (specifically standardized >>> testing data), and they will not consider any instructional method, >>> unless >>> there is tangible evidence they drive results (standardized state >>> testing). >>> Ok, this was just the introduction, here is my concern. My students >>> seemed to be enjoying reading and they are showing evidence of >>> understanding/applying the comprehension strategies/skills we are working >>> on in class. Nevertheless, when they take one of those practice test we >>> are required to give, everything seems to go downhills. It is like they >>> are unable to transfer what we are learning with authentic literature to >>> the context of the test. I honestly don't know what to do. I know there >>> are people in my school, including some in the administration, waiting to >>> see what impact reader's workshop has on test results. Any ideas or >>> advices. HELP!! Thank you. >>> >>> __**_ >>> Mosaic mailing list >>> Mosaic@literacyworkshop.org >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/**mailman/options/mosaic_** >>> literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org> >>> >>> Search the MOSAIC archives at >>> http://snipurl.com/**MosaicArchive<http://snipurl.com/MosaicArchive> >>> >>> >>> __**_ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/**mailman/options/mosaic_** >> literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org> >> >> Search the MOSAIC archives at >> http://snipurl.com/**MosaicArchive<http://snipurl.com/MosaicArchive> >> >> > > __**_ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/**mailman/options/mosaic_** > literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org> > > Search the MOSAIC archives at > http://snipurl.com/**MosaicArchive<http://snipurl.com/MosaicArchive> > > -- *Stress (substitue "worry") is a form of atheism; it infers that you do not believe God is in control.* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Reader Writer Workshop Resources
Will you post the link to the school website you are referring to? I would love to check it out. Terry On Sun, Feb 19, 2012 at 1:15 PM, Sandy Stevens wrote: > Charlene, > > I love your school's website. I got lost in for over an hour. > Unfortunately, I was unable to acces your link to the videos.:( > > I am working on my Reading Specialist license and hopt to be a literacy > coach someday. I have you rwebsite bookmarked as a great resource. > > Sandy > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > > -- *Stress (substitue "worry") is a form of atheism; it infers that you do not believe God is in control.* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Confering
I think Patrick Allen's book "Conferring" is an excellent resource for conferring. Terry Wrenn On Mon, Oct 10, 2011 at 7:20 PM, evelia cadet wrote: > > > > > This is my first year launching reader's workshop and I believe is going > very well. My district does not follow reader's workshop. So, I have been > preaching about readers' workshop in my school. Two other teachers started > reader's workshop, after seeing the enthusiasm my students are showing about > their reading. I wanted to share this with you all because this group has > made a big impact in my teaching. Now I need some help with individual > conferences. How essential are they? Do they need to happen everyday? Does > anyone know about a great website or book about individual conferences? > Anything else I should know about conferences? Thanks a lot. Evelia Cadet > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > > -- *Stress (substitue "worry") is a form of atheism; it infers that you do not believe God is in control.* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Reading Requirement
Excellent! thanks, Sherry! I love that idea! Terry On Tue, Oct 4, 2011 at 8:48 PM, Sherry Elmore wrote: > In addition to writing literacy letters, written responses, and reviews, my > students have learned to love doing their own book talks for the class. > They sign up on a sheet when they are ready to "talk" and I require each > student do at least one talk a quarter. Periodic mini lessons focus on book > talk techniques and we designed a rubric together for scoring their talks. > We conclude book talks with a question/answer time. I have been so > impressed to see my students take ownership of the classroom. I take the > role of another learner in the classroom. This is a great extension to the > literacy component but also supports the speaking strand or LA. Students > listening to the book talks keep notebooks open and record titles on their > Future Reading Lists when they hear something that interests them. > > Sherry > > > From: > mosaic-bounces+scourie=chatham.k12.nc...@literacyworkshop.org[mosaic-bounces+scourie= > chatham.k12.nc...@literacyworkshop.org] on behalf of Sue and Paul Therrien > [sptherr...@sbcglobal.net] > Sent: Tuesday, October 04, 2011 7:37 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] Reading Requirement > > Sally, I really like your approach. I am part way there telling them to > read 20 minutes or more a night and having no parent initials. Some do it, > some pretend. But I am going to have them set their goals like you do. Plus, > I like the letter dialog, if I can find the time! Thanks for sharing. > Sue > > --- On Tue, 10/4/11, Sally Thomas wrote: > > > From: Sally Thomas > Subject: Re: [MOSAIC] Reading Requirement > To: "mosaic listserve" > Date: Tuesday, October 4, 2011, 3:44 PM > > > My students set their own goals. We had great discussions about whether or > not they wanted to use # pages, # books. We had great discussions about > the > value of rereading if one wanted to. And on and on. I have evidence of > them raising and lowering their goals for different reasons (e.g. > Afterschool commitments etc. for awhile). Of course at first it took them > some getting used to. Did I really mean it? I shared the "research" about > the importance of extensive reading but that it needed to be engaged > reading. There was literally no way that I could ever really measure that > - > it meant that they had to want to read. Thus their own choices, their own > goals. So this was their own goal for a reason. I did "push" sometimes, > like in about the third month asking them to graph categories of books ( > categories elicited in a class brainstorm) and they had to plot their own. > In addition to amount, they had to try a text from one new category that > month. > > Part of the secret is creating a reading culture where it is an activity > that most (and eventually alll) kids treasure. Another part is using our > teacher knowledge to help kids find the books they will love. They also > learn to help each other find those books. > > Kids took this super seriously. Think if you are building in this kind of > thinking (I also did reading dialogue letters once a week - authentic talk > in writing about a book in the form of real letters back and forth) that > the > worry about assessment and the worry about not really reading just > disappears. At least that was my experience. I LOVED this time and the > letters and the talk. > > Sally > > > On 10/4/11 11:06 AM, "Terry" wrote: > > > Hello All, > > Would you share your thoughts about requiring a certain number of books > to > > be read per quarter? > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > > > This Message was sent through the Chatham County Schools E-Mail > Server All e-mail correspondence to and from this address is subject to > the North Carolina Public Records Law, which may result in monitoring and > disclosure to third parties, including law enforcement. > > > _
Re: [MOSAIC] Reading Requirement
Thanks to all of you for your responses. I love the idea of individually set goals. That makes more sense. Terry On Tue, Oct 4, 2011 at 6:37 PM, Sue and Paul Therrien < sptherr...@sbcglobal.net> wrote: > Sally, I really like your approach. I am part way there telling them to > read 20 minutes or more a night and having no parent initials. Some do it, > some pretend. But I am going to have them set their goals like you do. Plus, > I like the letter dialog, if I can find the time! Thanks for sharing. > Sue > > --- On Tue, 10/4/11, Sally Thomas wrote: > > > From: Sally Thomas > Subject: Re: [MOSAIC] Reading Requirement > To: "mosaic listserve" > Date: Tuesday, October 4, 2011, 3:44 PM > > > My students set their own goals. We had great discussions about whether or > not they wanted to use # pages, # books. We had great discussions about > the > value of rereading if one wanted to. And on and on. I have evidence of > them raising and lowering their goals for different reasons (e.g. > Afterschool commitments etc. for awhile). Of course at first it took them > some getting used to. Did I really mean it? I shared the "research" about > the importance of extensive reading but that it needed to be engaged > reading. There was literally no way that I could ever really measure that > - > it meant that they had to want to read. Thus their own choices, their own > goals. So this was their own goal for a reason. I did "push" sometimes, > like in about the third month asking them to graph categories of books ( > categories elicited in a class brainstorm) and they had to plot their own. > In addition to amount, they had to try a text from one new category that > month. > > Part of the secret is creating a reading culture where it is an activity > that most (and eventually alll) kids treasure. Another part is using our > teacher knowledge to help kids find the books they will love. They also > learn to help each other find those books. > > Kids took this super seriously. Think if you are building in this kind of > thinking (I also did reading dialogue letters once a week - authentic talk > in writing about a book in the form of real letters back and forth) that > the > worry about assessment and the worry about not really reading just > disappears. At least that was my experience. I LOVED this time and the > letters and the talk. > > Sally > > > On 10/4/11 11:06 AM, "Terry" wrote: > > > Hello All, > > Would you share your thoughts about requiring a certain number of books > to > > be read per quarter? > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe 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 > > -- *Stress (substitue "worry") is a form of atheism; it infers that you do not believe God is in control.* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Reading Requirement
Hello All, Would you share your thoughts about requiring a certain number of books to be read per quarter? I use and teach the thinking strategies and we do much work honing those skills. Although I use mentor texts for lessons, the bulk of reading is student choice. Prior to this "thinking culture", I used AR tests and had point goals for each student. I read (and loved) The Book Whisperer and felt like I needed some type of "requirement" to keep reluctant readers focused on that goal - thus the 6 book per quarter goal. What I am seeing, however, is that students who haven't met their goal yet are choosing short, easy books to just finish the goal rather than digging into a book they would truly love or want to read. I think that defeats the purpose of developing a passion for reading...it becomes more of a chore. Any suggestion or advice would be welcome. Should I continue with a number requirement per quarter? How do I keep those reluctant or lazy readers reading of there is no requirement??? Thanks...in advance. Terry -- *Stress (substitue "worry") is a form of atheism; it infers that you do not believe God is in control.* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] how do you teach phonics in grades 3-5?
You might want to check out Jeff Anderson's books, Mechanically Inclined and Everyday Editing. I love them...Jeff gives great insight to teaching grammar in the context of writer's workshop. Terry On Mon, Sep 19, 2011 at 8:44 PM, Saundra McDonald wrote: > > We have recently implemented a Reading/Writing Workshop approach for grades > 3-5 at our small independent school. One of the teachers is quite concerned > that phonics is not being explicitly taught. We do use Words Their Way. In > addition, teachers include word attack skills during some of the > mini-lessons. How do other schools address this issue? > > Thank you, > Saundra > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > > -- *Stress (substitue "worry") is a form of atheism; it infers that you do not believe God is in control.* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Young Adult Book Selections
Maggie, Love you passion! You are a great inspiration! Any chance you'd have time to send a booklist with some of your favorite books - the ones that catch the "non-reader?" I teach 5th grade - a younger group - but maybe there'd be some that would be equally as enticing to a 5th grader. Thanks for sharing your story! Terry On Sun, Aug 7, 2011 at 4:08 PM, Mnayer, Maggie wrote: > Jean, > > I teach 9th and 10th grade English and Reading for 9-12 graders in an urban > school and share your struggle. There are several conclusions I have come > to. First of all, school is an academic environment and I argue my students > can read the more objectionable books at home or on their own time. I have > over 1100 books in my personal classroom library and most of them are > considered high interest for adolescents, especially young men. My job is > to introduce them to the various genres of books (I read little snippets of > the different books available to them) and set them loose. I also provide > 5-15 minutes at the beginning of each class to read their self-selected > books. This allows me to opportunities to share with them other works by > either same author or authors with similar writing styles. Second, they > need to learn, much like the language they use, there is a time and place > for everything. How I speak to my family is not the same as how I speak at > school or at the university where I am teaching classes. There is a casual > conversation and a formal conversation. I only allow formal conversation in > the classroom. Keeping that in mind, makes it easy to translate that > argument into the rationale that there are school appropriate books and > those that are not school appropriate. Furthermore, many of my students > would be very uncomfortable with explicit sex, violence, and language, all > of which are what I consider objectionable. There many high interest > nonfiction books that have hooked the most apathetic of students when their > interests have been tapped. Third, if they argue the only books they are > interested are the ones that have objectionable material in them, they are > grasping at straws and aren't going to read anyway. In my experience, those > who want to read books that are "keeping it real" for them are those that > want validation that the self-destructive choices they are making (choosing > to become part of the culture of drugs and violence that surrounds them) are > "normal" and then they won't have to feel guilt or question those choices. > That life may be normal for a small segment of our society, but it will not > help our students make less risky choices by giving them the idea it is > normal for the rest of our society. Every year, several of my students tell > me that EVERYONE is in a gang, EVERYONE is involved in violence, and so on. > Well, everyone isn't, just many of the people they know and by including > those lifestyles in literature selections for them to read, you are telling > them it is acceptable and normal. I have big issues with any teacher sending > those messages. I believe a large part of my job is exposing my students to > the world outside of their limited exposure. There is an entire world > outside of our town and I want my students to assertively choose where and > how they will fit into it and not just do what they see around them. They > may still choose that in the end, but it won't be because they did not know > there was something out there that was a better fit for their personalities > and strengths. Somewhere between objectionable and Shakespeare, there is a > wonderfully wide range of amazing books that students can explore, read, > and enjoy. > > I am sorry this is so long, but I am really passionate about this topic and > truly believe this is an inroad we can use to help our students break out of > negative cycles and can be one of the tools they can use to reshape the way > they see themselves and their futures. I know this from personal > experience. My 11th grade English teacher was the first person EVER to tell > me I was smart and should go to college. No one in my family even > graduated from high school and I was told that I was NOT going to college. > I was not smart enough and they weren't spending the money on something as > foolish as school. I now have my MA and not only teach in high school, but > also teach adjunct courses at the local university. So, I know from > personal experience that a teacher planting seeds of change CAN, in fact, > completely alter a child's lifetime course. Oh, she also took me to my > first opera and told me there was a whole world outside my home and that I > should be part of that too. I would hav
Re: [MOSAIC] reading logs
Love this On Tue, Jul 19, 2011 at 10:07 AM, Jan Sanders wrote: > I had my students read every night. The first 15 minutes of the school day > they met with a partner (their choice -could stay the same or change daily) > and told them about their book, why they liked it (or didn't) something > about the setting or character... I had a list of conversation starters, > but once they understood this was to meet with someone and talk about > reading or what they read last night, the starters were rarely used. Maybe > once a week I had 1 or 2 students not read. They were allowed to read > whatever they wanted -just be ready to talk about it. The students got > very > excited about reading and loved that they didn't have to write about it for > homework, or bug mom or dad, or auntie, or grandma to sign a log. > During those 15 minutes I would walk around to listen in to partner talk. > We would meet as a class afterwards at the open space on the carpet (close > together) and I would have a few students share what their partner had said > while they met that day (this kept them listening to their partner as they > never knew who would be called on to share that day). The partner was > allowed to interject if they wanted to clarify something. > Jan > > I had parents tell me they loved the homework and students became > motivated, > excited readers. I even had students decide to read the same book so they > could talk about it together. > > Jan > You do not really understand something unless you can explain it to your > grandmother. > -Albert Einstein > "*If people are good only because they fear punishment, and hope for > reward, > then we are a sorry lot indeed.*" Albert Einstein > > > > On Sun, Jul 17, 2011 at 9:21 PM, wrote: > > > > > Hello, > > > > I would greatly appreciate your thoughts about the use of reading logs > in > > my sixth grade reading/writing workshop. My homework policy is that > students > > read 30 minutes 5 nights a week or 150 minutes a week. They are free to > read > > any book they choose. I give students a reading log, due every Monday, > that > > asks them to document the minutes they read nightly, I ask them to write > > about their independent reading weekly, based on the strategies and or > > elements of literature we were studying. I maintain a classroom library > and > > students have access to the school library every 2 weeks. My problem is > that > > my homework completion rate is TERRIBLE. Rather , I should say that fewer > > than 50% of my students regularly turn in their homework. Atwell, Miller, > > and many, many other language arts teachers consider reading at home an > > important part of their reading program. I am tempted to drop the the > > reading log requiremnent, but I don't want to "dumb down" my expectations > > for my students who are predominantly blue collar and poor. I want > students > > to have some accountability, but at the same time I don't want to make > the > > homework process so cumbersome that it turns my students off to reading > > independently. What are your experiences and insights that can help? > Thank > > you. > > > > Darlene Kellum > > > > > > > > > > ___ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe 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 > > -- *Stress (substitue "worry") is a form of atheism; it infers that you do not believe God is in control.* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] reading logs
Love the letter idea! :) On Mon, Jul 18, 2011 at 11:11 AM, Sherry R Elmore wrote: > I, too, used the friendly letter format. My students alternated weeks > between writing to me and writing to a student in a class in a neighboring > county. I was in grad school with the teacher at the other school and we > matched up our kids as literacy buddies. The letters were called literacy > letters. The day my students would get a letter in return (either from me > or from their buddies) was wonderful. They could not wait to read them. > > I also had the same experience, mostly getting summaries at first or simple > comments like "I liked this book", "It was a good book", "I would recommend > this book". However, by the end of the year, I was getting comments like "I > wonder why Rowling is killing off all of Harry's father figures" and " I > have realized I like books written in 1st person because I find I connect > with them more." > > The REALLY tough part to sell teachers on is the time commitment it takes > to respond to the letters. However, once I got started and realized the > benefits, it became something I looked forward to doing. The students > really need to see you as a reader as well. They need to see you constantly > modeling what good readers do. I am a curriculum coach. In that position, I > used an actual letter from one of my former students as text for a paideia > seminar with my teachers to show where we wanted the letters to lead, how > much learning could take place by writing them, and the relationship that > can be developed between the teacher and the student. This approach proved > an easy sell for teachers! > > Sherry Elmore > > _ > > From: Sally Thomas [mailto:sally.thom...@verizon.net] > To: mosaic listserve [mailto:mosaic@literacyworkshop.org] > Sent: Mon, 18 Jul 2011 09:05:39 -0400 > Subject: Re: [MOSAIC] reading logs > > My students kept a list of books read. Then we wrote informal letters, > back and forth, about their reading once a week. They were more like > conversations. Took awhile for some to "get it." "What do you mean write > a > letter?" I said make it like a chatty letter to a friend. Two of my kids > started labeling their letters "chatty letter #1." Had to model examples > of > course. And every week, my letters back were models of how people write > about their reading. Sometimes I would ask some if I could share their > letters so others could see the kinds of things we were writing. At first > they would tend to write summaries. But that wasn't what I wanted. > Rather: > Here's what I'm reading. I'm thinking. I'm wondering. I'm discovering > this about myself as a reader. I'd like to read . next. With > patience > and time the letters got interesting. They were funny, serious, sometimes > profound. I learned a lot about them as readers. I know Atwell wrote > about these at one time, Cora Lee Five I think did too, I did too in > Language Arts years ago. > > It had a different "feel" than an assignment to my students. They loved > these letters and got upset if I missed a week. Only strategy I used that > NEVER got complaints. Think it felt like writing personal notes with your > teacher! > > Sally > > > On 7/17/11 9:21 PM, "da...@aol.com" wrote: > > > > > Hello, > > > > I would greatly appreciate your thoughts about the use of reading logs > in my > > sixth grade reading/writing workshop. My homework policy is that > students read > > 30 minutes 5 nights a week or 150 minutes a week. They are free to read > any > > book they choose. I give students a reading log, due every Monday, that > asks > > them to document the minutes they read nightly, I ask them to write > about > > their independent reading weekly, based on the strategies and or > elements of > > literature we were studying. I maintain a classroom library and > students have > > access to the school library every 2 weeks. My problem is that my > homework > > completion rate is TERRIBLE. Rather , I should say that fewer than 50% > of my > > students regularly turn in their homework. Atwell, Miller, and many, > many > > other language arts teachers consider reading at home an important part > of > > their reading program. I am tempted to drop the the reading log > requiremnent, > > but I don't want to "dumb down" my expectations for my students who are > > predominantly blue collar and poor. I want students to have some > > accountability, but at the same time I don't want to make the homework > process > > so cumbersome that it turns my students off to reading independently. > What are > > your experiences and insights that can help? Thank you. > > > > Darlene Kellum > > > > > > > > > > ___ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/mosaic_li
Re: [MOSAIC] reading logs
Just a thought...here's is a link to Patrick Allen's (Conferring) blog...he has a great post on reading logs...you may have to dig a little but it's sure worth reading to address your questions. http://all-en-a-days-work.blogspot.com/ Terry Wrenn On Mon, Jul 18, 2011 at 8:05 AM, Sally Thomas wrote: > My students kept a list of books read. Then we wrote informal letters, > back and forth, about their reading once a week. They were more like > conversations. Took awhile for some to "get it." "What do you mean write > a > letter?" I said make it like a chatty letter to a friend. Two of my kids > started labeling their letters "chatty letter #1." Had to model examples > of > course. And every week, my letters back were models of how people write > about their reading. Sometimes I would ask some if I could share their > letters so others could see the kinds of things we were writing. At first > they would tend to write summaries. But that wasn't what I wanted. > Rather: > Here's what I'm reading. I'm thinking. I'm wondering. I'm discovering > this about myself as a reader. I'd like to read . next. With patience > and time the letters got interesting. They were funny, serious, sometimes > profound. I learned a lot about them as readers. I know Atwell wrote > about these at one time, Cora Lee Five I think did too, I did too in > Language Arts years ago. > > It had a different "feel" than an assignment to my students. They loved > these letters and got upset if I missed a week. Only strategy I used that > NEVER got complaints. Think it felt like writing personal notes with your > teacher! > > Sally > > > On 7/17/11 9:21 PM, "da...@aol.com" wrote: > > > > > Hello, > > > > I would greatly appreciate your thoughts about the use of reading logs > in my > > sixth grade reading/writing workshop. My homework policy is that students > read > > 30 minutes 5 nights a week or 150 minutes a week. They are free to read > any > > book they choose. I give students a reading log, due every Monday, that > asks > > them to document the minutes they read nightly, I ask them to write about > > their independent reading weekly, based on the strategies and or elements > of > > literature we were studying. I maintain a classroom library and students > have > > access to the school library every 2 weeks. My problem is that my > homework > > completion rate is TERRIBLE. Rather , I should say that fewer than 50% of > my > > students regularly turn in their homework. Atwell, Miller, and many, many > > other language arts teachers consider reading at home an important part > of > > their reading program. I am tempted to drop the the reading log > requiremnent, > > but I don't want to "dumb down" my expectations for my students who are > > predominantly blue collar and poor. I want students to have some > > accountability, but at the same time I don't want to make the homework > process > > so cumbersome that it turns my students off to reading independently. > What are > > your experiences and insights that can help? Thank you. > > > > Darlene Kellum > > > > > > > > > > ___ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe 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 > > -- *Stress (substitue "worry") is a form of atheism; it infers that you do not believe God is in control.* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] OH NO! OH NO! OH NO!
I am interested in this. Terry Wrenn 5th Grade McDonald Elementary On Tue, May 10, 2011 at 11:41 AM, Flemming, Melanie E. wrote: > I'm up for a lesson study! > > Melanie Flemming > Third Grade > Franklin Elementary School > > > ~Developing 21st Century Learners~ > > -Original Message- > From: mosaic-bounces+mflemming=bcps@literacyworkshop.org [mailto: > mosaic-bounces+mflemming=bcps@literacyworkshop.org] On Behalf Of > Beverlee Paul > Sent: Tuesday, May 10, 2011 11:43 AM > To: Mosaic@literacyworkshop.org > Subject: [MOSAIC] OH NO! OH NO! OH NO! > > JUST WHEN I THOUGHT I WAS IN THE CLEAR - I promised myself NO NEW BOOKS but > then...came...Lesson Study Step by Step - How Teacher Learning Communities > Improve Instruction by Catherine C. Lewis and Jacqueline Hurd published by > Heinemann ANYONE FOR A BOOK STUDY? (then I'd HAVE to buy the book!) > > -- > "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 > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe 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. > > -- *Stress (substitue "worry") is a form of atheism; it infers that you do not believe God is in control.* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] reading videos, including the Black Eyed Peas
Our school filters also block YouTube. However, I think I "googled" for it last year and found it a couple of different ways that got around our filter. We sent it out to all of our teachers, learned the words, and performed it (adapted somewhat) at our K-2 Reading Celebration in May. Our principal still plays it over the intercom occasionally this year. If you still can't find it that you can watch, email me and I can probably send you links to it. Glynda Terry Reading Specialist W. G. Rhea Elementary School Paris, TN 38242 731-641-0962 >>> "Dluhos Sara (31R024)" 3/14/2011 11:14 AM >>> 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.' >>> ___ >>> Mosaic mailing list >>> Mosaic@literacyworkshop.org >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >>> >>> 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. >> ___ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe 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 > > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. This email and any attachments are confidential. If you are not the intended recipient, do not save it, forward it, or use it in any way. Please alert the sender, then delete any copy from your system. Thank you for your cooperation. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] conferring
We did a lesson on "Conferring Protocol" and made a poster of what was expected of EVERYONE while I am conferring with a student. Occasionally I review it and if a student does interrupt or gets off task I refer them back to the poster. It has helped a lot. My poster has things like when it's okay to interrupt (hardly ever!); what they should be doing (reading, writing about reading, or talking - minimally - about reading) stuff like that. I teach 5th grade so that's a bit younger but so far things are working pretty good. Best of luck... Terry On Fri, Dec 31, 2010 at 9:59 PM, wrote: > Before school starts on Monday, I need to have a better plan for how to > handle conferring in my classroom. > I teach middle school. My students are fine during mini lessons or when > they are working independently. > When I have a conference with an individual or a small group, everything > seems to fall apart. The rest of the class seems to think conferring means > it's their opportunity to get off task. > I've asked my colleagues for help, but all I've gotten is that I have to > let the class know I expect them to keep working. That advice has not > helped me. > If you have a specific suggestion that has worked for you, please let me > know. Thanks! > Jan > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- *Stress (substitue "worry") is a form of atheism; it infers that you do not believe God is in control.* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] 5th grade up Interactive comprehension sites needed
Would this one work? www.easycbm.com Terry On Thu, Nov 4, 2010 at 11:29 AM, Ann Jernigan < ajerni...@mail.wccards.k12.mo.us> wrote: > We are needing some interactive computer sites where students can read > stories and answer questions. We have students asking for these so they > can practice at home. We are needing these for upper elementary/junior > high levels. You guys are always great resources. Can anyone out there > help?Here's a website that some of you might like for the JH/HS > students: > http://literacyworks.org/learningresources/4_networked_indiv/lr_networked_indiv_home.html > > > Ann Jernigan > Literacy Coach > Webb City R-7 Schools > ajerni...@mail.wccards.k12.mo.us > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- *Stress (substitue "worry") is a form of atheism; it infers that you do not believe God is in control.* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] sitting on the floor
I have several folding outdoor chairs (the collapsible type) in my room. Would those work? They are compact enough to tuck away when we aren't using them. Terry On Wed, Oct 6, 2010 at 5:45 PM, Stacey McDonald wrote: > I teach 6th grade at a LARGE (almost 10,000 students) district in upstate > New York. Here's my dilemma - I would love to have the kids on the floor > but > the custodian has firmly planted his foot stating no rugs (hygienic > reasons), no sofas (won't pass fire inspection). I saw that you have futons > - those would NEVER be permitted in my district. > > Does anyone have ideas as to how to bring the kids up close/cozy to > engender > the feeling of sharing something - in this case a book - when there are so > many regulations in place? > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- *Stress (substitue "worry") is a form of atheism; it infers that you do not believe God is in control.* * * `´*:-.,_,.-:*´`´*:-,_,.-:*´`´*:-.,_,.-:*´`´*: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Professional Book Discussions
I was wondering are any of your doing an online professional book discussion? If so... Teresa ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Fluency
I've just been working with our literacy EAs and my Title 1 EAs on fluency. The feature article in this month's Reading Teacher , although focused on 1-minute fluency timings, does a good job on understanding how to improve true fluency! I do use SOAR to Success for K-2, Read Naturally, and Reading Rewards in our Title program. There are strengths in all these programs. I agree that a small group of intensive intervention students benefit from them. In using Reading Rewards, we have the most success by coupling that direct-model instruction with readers' theater. Finding books that hook the upper elementary struggling reader is critical to fluency and especially making life-long readers. So, we keep working on as many ways to get kids reading as we can find and get teachers to use in the classroom, while targeting intensive readers with appropriate intervention. Terry Decker Reding Specialist, Title 1 --- On Wed, 3/10/10, Beth wrote: > From: Beth > Subject: Re: [MOSAIC] Fluency > To: mosaic@literacyworkshop.org > Date: Wednesday, March 10, 2010, 9:49 AM > > I have to agree that, for most students, wide reading of > "just-right" or even slightly easy text will work > wonders. BUT, there is always a small group of kids > who need a more explicit intervention, whether we like it or > not. I have teachers using Read Naturally and the > students do seem to benefit from it and enjoy doing > it. The teachers see the pay-off, otherwise they > wouldn't continue using it, but every one of them emphasizes > that it is only for a small group of students, carefully > selected, for whom other things (readers theater, choral > reading, etc.) has been unsuccessful. > > My school has not used this program yet, but another school > in our district has tried the Rewards Program. This is > for 5-6 grade students, I believe. While the person > who implemented the program admits it's not overly > stimulating for the students, it did make a difference in > their fluency. It is a short-term program done > daily. I found some information on the program on the > FCRR.org web site (Florida Center for Reading Research). > > Again, nothing beats tons of reading to build fluency, but > for the student who is not a fluent reader, chances are > reading has become a chore and something he or she > avoids. We have to actively work, using the tools we > have to work with, to rebuild their confidence and to > help them view themselves as productive readers. I > also agree, however, that these fluency interventions need > to be a part of a comprehensive instructional program, not > something done in isolation! > > Beth > Language Arts Resource Specialist, Title 1 Reading > > > > > > > > -Original Message- > From: Deb Butterfield > To: Mosaic: A Reading Comprehension Strategies Email Group > > Sent: Wed, Mar 10, 2010 9:44 am > Subject: Re: [MOSAIC] Fluency > > > We use the Read Naturally program. The students love > it. > >>> "Yingling" > 3/9/2010 10:10 PM >>> > oes anyone know of an intervention program proven to > improve fluency in > pper elementary grades? Right now we have Soar to > Success and Great Leaps. > ut, these programs aren't helping our 4th/5th grade > fluency. Any ideas? > hanks, > enni > > __ > osaic mailing list > os...@literacyworkshop.org > > o unsubscribe or modify your membership please go to > ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > ___ > osaic mailing list > os...@literacyworkshop.org > o unsubscribe or modify your membership please go to > ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Spelling
I use a spelling list that has 15 words in order from easy to difficult. Students take a pretest on Friday of the first 10 words. If they pass a word, they don't have it. This sound difficult but I use a sheet with all the words listed in the left column. The center column has 10 blank lines and the right column has all 15 lines. This sheet is placed in a file folder with the top lid cut into 3 leaves. For the pretest, they have the center flap up with the other two papercliped down. I give the first 10 words only. The last 5 are called enrichment words. When I correct it, I use a highlighter to highlight the words in the first column I want them to learn and the numbers of the same words in the third column. I cut off the first column and give it to them to learn. This way I can give different students different words and number of words. I have many ELL students plus high students. This seems to do the best job of meeting their needs. On Friday, I give the entire list but students know that they are only responsible for the ones that are highlighted. I teach third grade and they seem to be able to understand this method. Terry Tabat Lexington, NC On Mon, Feb 1, 2010 at 7:21 PM, Amy Tisinger wrote: > I am in my 7th year of teaching, and am trying to start up an > individualized > spelling program for my 2nd graders, starting with the 2nd semester next > week. I've done some research, but am interested in some practical thought > and advice based on experience! Also, I would be interested in any theories > or ideas behind giving spelling tests. I ditched them a few years ago > because I found my 1st graders were either struggling through the entire > thing (becoming frustrated, and not learning anything in the process), or > were acing every test because they already knew the words or were > memorizing > them and not transferring to writing. I've also recognized this could have > been due to my poor implementation; I am a writer's workshop teacher > through > and through, and wasn't devoting a lot of time to it. > > So, please offer up your thoughts and advice! > > Thank you, > Amy Tisinger > 2nd Grade Teacher > Rainbow Bridge International School > Shanghai, China > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] logging in
I'd like my password to be vptitle. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Content Area Read Alouds Requested
Leslie, I am hoping to compile a list of K-6 read alouds for our bookroom. In doing so, teachers can select those appropriate for reading alouds as well as bring in a tub of texts at multiple levels for students to use for research and further study. I appreciate you asking. Before your question I was thinking small...5th grade! Thanks for expanding my mind. =) Leslie <[EMAIL PROTECTED]> wrote: Teresa, For which grade? Leslie/1/CA Teresa Terry wrote: I am in the process in putting together an order for read alouds for the following science topics: Minerals, properties of matter & change, Sedimentary, Igneious & metamorphic rocks, solar system (Sun, Earth, Moons, Planets, & Galaxies) and Fossils records and Earth changes I would love to have any book recommendations. I am open to any genre of book/print media that pertains to these topics. Teresa - Looking for last minute shopping deals? Find them fast with Yahoo! Search. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. - Never miss a thing. Make Yahoo your homepage. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Content Area Read Alouds Requested
I am in the process in putting together an order for read alouds for the following science topics: Minerals, properties of matter & change, Sedimentary, Igneious & metamorphic rocks, solar system (Sun, Earth, Moons, Planets, & Galaxies) and Fossils records and Earth changes I would love to have any book recommendations. I am open to any genre of book/print media that pertains to these topics. Teresa - Looking for last minute shopping deals? Find them fast with Yahoo! Search. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Fountas and Pinnell Assessment Kit
Good Morning Reading Enthusiasts- Is there anyone out there with a new Assessment Kit from Fountas and Pinnell-what is your professional opinion? We are looking at movong away from the Dominie as our benchmarks and are searching for a replacement. thanks! Cathy in Green Bay- ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Ellin, when comprehension strategies become the reason for reading. . .
Yes, Heather it is on p. 87 of Teaching for Deeper Comprehension. Linda and Carla have grouped under the goal of participants internalizing language as...restating, inviting, acknowledgeing, focusing/refocusing, elaborating, providing evidence, requesting clarification, and posing questions for the group. They describe the behavior/definition and then the teacher scaffold. For providing evidence they say, "Supporting one's own or another's thinking; examples can be inside or outside the text." Teacher scaffold could be, "Can anyone else give an example of___ from the text?" and "Has anything like this ever happen to you or someon you know?" They also list making connections, predictions, recalling, inferring, and visualizing under the goal for participants to share and/or question their comprehension processes before, during, and after reading. What I love about this book is that they give the theory behind their practical application. It is amazing to have read the texts that provoked their thoughts. It really has given me a deeper understanding of what their thinking is. It is also nice to see the how their thinking has been shaped by research, the research of others, and their work with teachers and kids. Someone asked me earlier what my conversation moves, co-constructed chart, sounded/looked like. Well it is at school; but, the kids and I talked about and watched the DVD lit. group clip from TDC and recorded what/how kids connected their talk in discussions. Through that notetaking/observing we listed on one chart what kids did and then on another the language they used. We added our own language to the second chart also. So, one chart might say Agree/Disagree and the other chart might say, "I agree with ___ because" I have been reading some of the new Comprehension/Fluency Fountas and Pinnell book that Deb suggested. I was excited to see that they had used the Instructional Conversation research in their book: it seems like a list of "whats". I often wonder why some authors cut out the why and move directly into the how/what. I wonder if this causes teachers to stay at a procedural levels and unable to see abstractly and transfer this knowledge to future teaching or to really understand why the do what they do...rather than just do. But, maybe it is there...I have only flipped through the pages and read those chapters pertaining to literature discussion groups. I was happy to see that this book moved from emergent literacy to fluent levels of eight graders. Teresa T. Heather Wall <[EMAIL PROTECTED]> wrote: Teresa, The Dorn and Soffos book you mention below when discussing Text Talk - is that "Teaching for Deep Comprehension"? Is that where I need to look to find more info on Text Talk and the Conversation Moves chart? Thanks, Heather Wall/ 3rd grade/ Georgia NBCT 2005 Literacy: Reading - Language Arts - Original Message From: Teresa Terry To: [EMAIL PROTECTED]; Mosaic: A Reading Comprehension Strategies Listserv Sent: Friday, December 22, 2006 2:15:57 PM Subject: Re: [MOSAIC] Ellin, when comprehension strategies become the reason for reading. . . Lori, That is one book I do not ownyet. Could you talk about the different categories and the coding of conversations? For an action research project I did analyze the change over time in teacher/student talk in regards to Dorn and Soffos' Text Talk which included posing questions, clarifying, elaborating, supporting thinking with evidence, etc... I also looked at each chain of talk and classified it as literal, inferencial, and evaluative to determine if thinking deepened with the use of text talk/students' own language which produced the same behaviors. After each literature discussion we go over over Conversational Moves chart ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Ellin, when comprehension strategies become the reason for reading. . .
Thanks for sharing! I read this book a couple of years ago...I think we even talked about it one summer on this listserve. I think over Christmas I am going to revisit. I really like the power and insights you gain from videotaping yourself with students. It is amazing how a group changes over time and allows you to replace and reflect on your own teaching. [EMAIL PROTECTED] wrote: I am just finishing using Ardith Davis Cole's Knee to Knee which focuses on conversations on shared texts - a five-step process. I began in September going into one classroom at each level from grades 1 through 5. This is the first time I have used this text. The classrooms I went into were heterogeneous, including higher students, remedial students, and classified students. We started slowly with just observing other people having conversations and then inched ourselves into making "I wonders", asking thick and thin questions, and looking for evidence within a shared text. Most of the groundwork was done by me, through direction instruction and lots and lots of modeling and the kids were just observers. "Calling the Circle" was the highlight of this endeavor. The entire class sat in a large circle on the floor to engage in a shared text conversation - usually from read alouds. The hardest thing for me to do, as a teacher, was to become mute. I couldn't say anything or use any body language that would sway the students' comments. My job was to write down any positive comments or observations I made to share following their converstion. In every session where the circle was called, I had to interrupt the kids because we had run out of time rather than conversation. The kids learned not only the conventions of having a strong, meaningful conversation, but they also began to "police" themselves to keep attentive and focused. The comments from the students, regardless of their "standing" in the classroom, raised my eyebrows as well as my consciousness of what children can do when you provide them with engaging and relevant lessons. I can't tell you how many times I had to pick my chin up off the floor. Students who normally were introverted in the classroom became some of my most vocal conversationalists. The final step is to whittle the circle back to three students, and finally, to independent conversations on texts that are read - of course, these are in our heads. If you haven't looked at this text, I would highly recommend it. We are so impressed with the results that we are going to video tape one of the classes in a "circle" conversation with the hopes that it will air on a local educational channel or, at the very least, be available for any staff members who might consider doing this with their own class. It is not just a book to teach kids how to dialogue on literature, it also covers many strategies that are inherent with critical thinking and being socially acceptable. Linda -- Original message -- From: Teresa Terry > Lori, > > That is one book I do not ownyet. Could you talk about the different > categories and the coding of conversations? > > For an action research project I did analyze the change over time in > teacher/student talk in regards to Dorn and Soffos' Text Talk which included > posing questions, clarifying, elaborating, supporting thinking with evidence, > etc... I also looked at each chain of talk and classified it as literal, > inferencial, and evaluative to determine if thinking deepened with the use of > text talk/students' own language which produced the same behaviors. After > each > literature discussion we go over over Conversational Moves chart and reflect > on > our use of the moves in the wording on the chart or in their own words. We > add > their own words to chart. This chart has served as a scaffold in connecting > talk. As students take on the language/behaviors it will be less needed/taken > down. > > Anyway, I said all this to say...II'd love to know more about what you are > thinking. > > [EMAIL PROTECTED] wrote: > I am working with two oung teachers working in outlaying schools, nearly 40 > miles away from one another, to develop an > inquiry based unit of study that will involve 'lit cirlce discussions' that > will > be facilitated using Blackboard. Both teachers have > small classes, children who have known each other since birth (or darn near) > and > are reluctant readers. Our hope is that a > different approach, choice in reading and the opportunity to mix things up a > bit > in terms of grouping will help. I have been > reading Jeff Wilhelm's new book on inquiry, which I highly recommend, and he > discusses the skills students need to have
Re: [MOSAIC] New problem....
The DVD that comes with Teaching for Deeper Comprehension has a couple of
student discussions and a couple of adult discussions. I used the two kid ones
with my upper grade kids...I'm thinking the video had 4th or 5th graders. We
watched first for understanding. Rewatched for what kids did...rewatched for
what they sounded like.
Jan Kammert <[EMAIL PROTECTED]> wrote: I have read Bill's new problem and
some of your suggestions. I also teach
8th grade, and I'm beginning to think that my students would benefit from
a video that shows an excellent book discussion.
Can anyone suggest a video I can buy?
Thanks!
Jan
On Thu, 21 Dec 2006, William Roberts wrote:
> Hope everyone is getting rest and relaxation this holiday season, but I've
> got a problem: I'm not getting any thinking from my 8th graders.at
> least not anything I want. I know I'm not expecting too much from them
> since other years have not been sosomere words can't describe them.
> Let me show you:
>
> I gave a writing prompt to tell me about a favorite movie, TV show, book,
> video game, or CD album. Many tried, but a few MADE UP SHOWS! Once wrote
> about a movie that had "over 200 movie stars!" Others wrote about movies
> that hadn't even seen, but they had heard of them or had seen a trailer
> about them. A few told me that they had no favorite for any of the
> suggested items! I asked, "What do you do for fun?" and got the response,
> "I sleep." I continued with, "What do you do when you wake up?" Answer:
> "I eat." I knew better, but continued, "So what do you do when you aren't
> sleeping or eating?" and was told, "Sometimes I stare at my ceiling fan."
>
> I was finishing a movie unit which included using the strategies on art,
> music, movies, as well as books, and the students were supposed to select a
> movie from the top 250 movies (foreign and American), and write an essay
> about the film. One child wrote, "I didn't do the assignment. It was a
> stupid assignment. You wanted us to write about a movie we hadn't seen. If
> we hadn't seen it, how did you expect us to write about it?" and he was
> totally sincere! One wrote about ROCKY and regaled about the "bloody,
> awesome fights" but not one thing about the acting or music or direction.
> When I asked if he had actually seen it, he said "no, but I did see part of
> one of the fights."
>
> In a class discussion about music, we all made connections when I talked
> about a favorite song coming on the radio ("Everyone turns up the volume!"),
> but when I mentioned a song you didn't like, this class said, "you listen to
> it." I asked if you changed the station (which most classes admitted), but
> this one class insisted you just listen to the song whether you hate it or
> not. I asked why they wouldn't change the station, and they said "if you
> wait, a better song will come on." I asked (you'd think I'd learn to stop
> asking) why they didn't turn the station and was told, "It's too much
> trouble to change the knob back."
>
> They do not infer. They do not think for themselves or have educated
> opinions. Is this laziness? The results of too much state tests? Is this
> group a mutation? Or did they miss the cognitive boat? With state tests
> only a few months away, I'm losing my mind. Any ideas?
>
> Bill
>
>
>
>
>
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
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> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
>
___
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Re: [MOSAIC] Ellin, when comprehension strategies become the reason for reading. . .
Lori, That is one book I do not ownyet. Could you talk about the different categories and the coding of conversations? For an action research project I did analyze the change over time in teacher/student talk in regards to Dorn and Soffos' Text Talk which included posing questions, clarifying, elaborating, supporting thinking with evidence, etc... I also looked at each chain of talk and classified it as literal, inferencial, and evaluative to determine if thinking deepened with the use of text talk/students' own language which produced the same behaviors. After each literature discussion we go over over Conversational Moves chart and reflect on our use of the moves in the wording on the chart or in their own words. We add their own words to chart. This chart has served as a scaffold in connecting talk. As students take on the language/behaviors it will be less needed/taken down. Anyway, I said all this to say...II'd love to know more about what you are thinking. [EMAIL PROTECTED] wrote: I am working with two oung teachers working in outlaying schools, nearly 40 miles away from one another, to develop an inquiry based unit of study that will involve 'lit cirlce discussions' that will be facilitated using Blackboard. Both teachers have small classes, children who have known each other since birth (or darn near) and are reluctant readers. Our hope is that a different approach, choice in reading and the opportunity to mix things up a bit in terms of grouping will help. I have been reading Jeff Wilhelm's new book on inquiry, which I highly recommend, and he discusses the skills students need to have meaningful discussions, actually classifying the different types of responses. We feel that the kids do not have the skills to have meanigful conversations, so I have suggested that we try something quite different. Having found essays and short stories which also support the inquiry question, I scripted discussions which we will model for the kids--role playing--and the kids will have the scripts. We will be working to help the kids code the conversations, moving them towards independetly code the discussions. I am hoping this analysis will support higher quality discussions online. Lori On Thu, 21 Dec 2006 22:33 , Teresa Terry sent: >Ellin, > > Is there any part (chart/page) that you can release from your up and coming > book/presentations that would further our thinking??? I don't think I can wait until 2007! > > As far as...to comprehend, I'm thinking that just like there are different > levels of understanding vocabulary, there are also different levels of comprehension. That is why it is only through reading, reflection, social interactions/discourse with peers and a more knowledgeable person, reflection on social interaction/discourse, addtional rereadings/further reading on the theme/subject matter, and if approriate, application in ones life, does one really understand. > > As far and discourse prompts, I'm thinking that Linda Dorn and Carla Soffos > believe they are to be used as self destructing scaffolds. For the children that I am teaching it appears that they really lack experience with literate conversations. The transcript that follows is of a group of sixth grade, low socioeconomic, ELL students who were participating in a literature discussion group and are nearing proficency levels on our state test this is how a discussion began. > > The book for this discussion was When the Earth Shakes. > > T- So who wants to start our conversation? > E- In this book it is about earthquakes, tsunamis, and what to do when an > earthquake hits. In the first chapter it tells you about, um, what the earthquakes did in California and I forgot what it is called but it runs through California and > Ed-It said that a woman went to sleep in her bed and when she woke up she was > on the other side of her house. Thats when a man and a boy were in a car and the car just starting jumping, again, I didnt know they jumped. > D-On p. 16 it says, In 1985 a powerful earthquake knocked down buildings in > Mexico City. The epicenter was more than 200 miles away! I didnt know what that means; but, I thought it was like the earthquake was more than 200 miles. > T-um-hum > D-Like knocked down more than 200 miles. > T-So, they are quite destructive, arent they? If they are taking people and > bouncing them around like you (Ed) were talking about and now we are finding out the epicenter is more than 200 miles away and they were still feeling the affects in Mexico City. What is an epicenter? > Notice that after students seemed to be going around in the circle sharing > what the text was about rather than expanding upon anothers thoughts, the teacher synthesized the information and posed a converge
Re: [MOSAIC] Instructional Conversation Rating Scale
Great quesitons!!! As I read your email I began wondering: 1. When does being metacognitive about strategies impede the actual comprehension/fluency of text? I know we want our students to monitor their comprehension and use strategies to gain meaning; but, do we want students to be so metacognitive that they focus more on what their brains are doing than the text? How do we balance that? I stop and ask myself, before strategy use was spotlighted and my awareness of it was underground, am I a better reader today because my brain stops me in the middle of thought and says, "Hey, you just made an inference." or "Wow, I just made a movie in my mind!" I think not. I'm just more aware of what my brain is doing. But, I often find it frustrating to read a piece of adult fiction and be interrupted with my brain telling me the strategies I am using. Sometimes I wish it was unconsious so my brain could use that mental energy to think deeper. What do you think? Knowing it is important for students to know how to help themselves as readers how do we get them to eventually become unconsious of them? Or do we?! Working with teachers I have listened to many conversations about students who were unable to use certain strategies to comprehend...especially visualization. I find this interesting. I personally believe that all reader visualize...perhaps, just at different levels of details. My thinking here is exposure...and the development/refinement of those that they do use. What do you think? Interesting thoughts, Joy! Joy <[EMAIL PROTECTED]> wrote: Teresa, I actually composed a reply earlier today, but my Internet service provider had it's fiber optic cable severed and we have had limited service. Thanks for the link, I've begun reading it, and the accompanying links suggested by the author in an effort to grab hold of what you are talking about. I wonder how my class discussions would rate on this scale? One thing I've always thought I did well was have good discussions with my students. One thing I've always thought I needed improvement with was systematically presenting information to my students. I'm not always sure my students are using their metacognition to recognize the strategies they are using, although I can tell that they are inferring, visualizing, etc. through our discussions. So my question is: Is it so important for them to be able to DO the strategy, know that they are doing it, and be able to identify what they are doing? (Or be able to use a strategy on demand?) Is it ok if they can do the strategy, but not do the rest? I know if they can do all three they have a deeper understanding, but for some kids this might not be possible. For example, the kids in my class who are identified with learning disabilities in decoding seem to be better at using the strategies, but not at identifying them or being able to do it on demand; they do it automatically! I'm just posing these questions for discussion. I don't know what the answers are, but am hoping to learn more through further discussion on this list. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Ellin, when comprehension strategies become the reason for reading. . .
Ellin, Is there any part (chart/page) that you can release from your up and coming book/presentations that would further our thinking??? I don't think I can wait until 2007! As far as...to comprehend, I'm thinking that just like there are different levels of understanding vocabulary, there are also different levels of comprehension. That is why it is only through reading, reflection, social interactions/discourse with peers and a more knowledgeable person, reflection on social interaction/discourse, addtional rereadings/further reading on the theme/subject matter, and if approriate, application in ones life, does one really understand. As far and discourse prompts, I'm thinking that Linda Dorn and Carla Soffos believe they are to be used as self destructing scaffolds. For the children that I am teaching it appears that they really lack experience with literate conversations. The transcript that follows is of a group of sixth grade, low socioeconomic, ELL students who were participating in a literature discussion group and are nearing proficency levels on our state test this is how a discussion began. The book for this discussion was When the Earth Shakes. T- So who wants to start our conversation? E- In this book it is about earthquakes, tsunamis, and what to do when an earthquake hits. In the first chapter it tells you about, um, what the earthquakes did in California and I forgot what it is called but it runs through California and Ed-It said that a woman went to sleep in her bed and when she woke up she was on the other side of her house. Thats when a man and a boy were in a car and the car just starting jumping, again, I didnt know they jumped. D-On p. 16 it says, In 1985 a powerful earthquake knocked down buildings in Mexico City. The epicenter was more than 200 miles away! I didnt know what that means; but, I thought it was like the earthquake was more than 200 miles. T-um-hum D-Like knocked down more than 200 miles. T-So, they are quite destructive, arent they? If they are taking people and bouncing them around like you (Ed) were talking about and now we are finding out the epicenter is more than 200 miles away and they were still feeling the affects in Mexico City. What is an epicenter? Notice that after students seemed to be going around in the circle sharing what the text was about rather than expanding upon anothers thoughts, the teacher synthesized the information and posed a convergent question that she felt was an important vocabulary concept for the discussion. The following portion reflects the depth of thinking throughout the majority of the text. As stated before, the students seemed to share information at random and interrupted one another in the stream of speech. Students were not using a co-constructed conversational moves chart that was hung near the discussion meeting place. Instead, students supported and added to anothers thoughts with, It says On page __ and I think I know why. Although a student shared a poorly constructed inference and activated her schemata concerning earthquakes, the majority of the discussion was at a literal level. Example 2 resents a passage that reflected the literalness of the students conversation. E-I think it means where the people are. Where they have the Richter scale. I think it is that.. D- (Interrupts E) On the front cover, did the earthquake knock down half of the road or something like that? E-It looks like a freeway. T-Can it do that? All-Yes. E-When there is an earthquake the ground like D-(interrupts E) Shaken. E-And, sometimes it separates or it makes it. When there is a bunch of earthquakes the ground starts getting like (searching for a word) No, like, its not strong anymore. When there is another earthquake I think it F-They say the Native Americans, there were turtles that every time they argued they E-separate Three weeks later, the teacher was moving towards self-regulation in her use to Text Talk prompts (Dorn and Soffos, 2005). Notice that the students were also taking them on or were using their own language to produce discourse chains. Zacharys Ball T-(having recorded the students co-constructed focus questions) asks, What does Zacharys Ball have to do with dream? Or does it? If so, what? D-I thought he was dreaming. He said, he said, hold on M-Because his dad just gave him a ball. Just to give it to him and he had dreams. D-He said his ball was magic. E-Yeah. M-Yeah, it was magic. E-And then they won their game. M-Yeah, at the end when the ball disappeared supposedly he found it again. E-It was confusing. D-The part where he lost the baseball. M-Yeah. D-He says (reads) Then one day my baseball was gone finally gave up who took the ball? M-Yeah,
Re: [MOSAIC] Instructional Conversation Rating Scale
Instructional Conversations were part of a study that was concerned with providing best practices with students who were from the low socioeconomic, limited English student. As part of this study teachers and the researchers taped themselves and viewed them according to the IC scale. By using IC in classrooms students used learned in a social context, using language as a tool for applying higher order thinking skills while going deeper in text. Here are the links below where you can read at the source: www.ncela.gwu.edu/pubs/ncrcdsll/epr2.htm http://www.ncela.gwu.edu/pubs/ncrcdsll/epr4.htm Joy <[EMAIL PROTECTED]> wrote: Teresa, Is this rating scale something that an observer uses when evaluating a teacher? Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Instructional Conversation Rating Scale
Joy, A score of 0 or 2 is equal to the criteria given. A score of 1 would be "in between". Joy <[EMAIL PROTECTED]> wrote: Theresa, Thanks for sending the Instructional Conversation Rating Scale to me. I have a few questions. I noticed the scale is from 0-2, and all the level 1 responses are blank. Can you tell me why this is? Thanks Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] When do comprehension strategies become... (long)
Thanks Deb...I'll go out and buy it. Deb Green <[EMAIL PROTECTED]> wrote: I don't mean to sound like a broken record, but the new Fountas Pinnell Comprehension book with CD that has video and pdf files is absolutely the ticket to these questions. I am just now getting into it and plan to use their new guided reading form and readers notebook after Christmas. It is really a awesome resource. Deb/OH/1+RR On 12/19/06, Lisa Szyska wrote: > > Teresa, > You bring up some interesting points/questions. I > totally know what you mean about being focused > over-much on the strategy. When I first started w/the > strategies, I was so concerned about whether kids knew > how to classify their connections that I was missing > the big picture about the purpose for the connections. > I do think, however that while students are learning > to monitor their thinking it is appropriate for them > to focus on a particular strategy. This helps them > slow down to not only use the strategy, but reflect on > how it helped them grow as a reader. Later, they > understand that proficient readers grab strategies > (tools) from their mental toolbox when they need it. > (Tools are my analogy for the strategies all year.) I > know this has been discussed at length on this > list...strategies one at a time vs. together. One at > a time works for me. > > > I'm not sure what you (or was it the inservice > trainer?) mean when you say "strategies become the > reason for reading." Strategies are not the reason for > reading; comprehension is the reason for reading, and > the strategies are the mental heavy lifting you do to > get to that deeper place. > > I am assuming that you have read Daniels' Lit Circles > book since it sounds as you are very well-versed and > experienced w/lit circles. Have you heard him speak > recently? He has said that the role sheets, etc. were > never meant to be used as some teachers use them. > They were meant to scaffold discussions until students > had the skills to use thier own notes, etc. to have > the conversation. The problem isn't really w/Daniels' > approach, it is that teachers are not always as > reflective as you are and do not think about the real > purpose for lit circles. > > I agree that adult book discussions ultimately focus > on the deeper points, but often we start out w/our > basic personal reactions and thoughts which > springboard into that deeper discussion. This is a > sophisticated skill, and I have seen ADULTS who are > not that adept at doing this. And sometimes we adults > get off on tangents as well. Kids do need time to > develop their discussion skills and their thinking, so > I think it's brilliant and important that you are > helping your lit groups get to those meatier > discussions. I do this as well. I also model this > w/the whole group during read alouds. When we get off > on tangents (off topic is what we say in class) we > recognize it and discuss why and how to get back. I > think too many teachers just expect this to magically > happen as a result of lit circles, and that just isn't > so. Modeling this deeper kind of discussion and > helping kids get their thinking on the right track > will lead to them thinking/discussing that way > independently. > > Interesting thread, Teresa. Thanks for sharing your > thinking. > Lisa > 2/3 IL > > > > --- Teresa Terry wrote: > > > In the past five years I have been > > reading/implementing literature discussion in my > > classrooms. I have in the past year moved from a > > Daniel's approach to literature discussion where > > students really spoke more about their > > visualizations, connections, inferences, etc in > > their discussions and perhaps did not always lead to > > the deeper meaning of the book to literature > > discussion where kids are thinking deeply about the > > author's message and recording their > > thinking-inferences, etc...but the conversations are > > richer focusing in on a group chosen question or > > two...such as for Zachary's Ball.. Does the ball > > represent dreams? Conversations are between > > students with me leading from behind prompting the > > group to agree/disagreee, pose questions, elaborate, > > clarify, and provide evidence to support their > > thinking. It amazes me that the conversations are > > leading to more inferential and evaluative thinking. > > > > And, I keep thinking about an inservice I attended > > where the presentor asked if comprehension could be > > taught and when do comprehension strategies become > > the reason for reading...I have to say she l
Re: [MOSAIC] When do comprehension strategies become... (very long)
Lisa and others, Thank you for sharing. You brought up good questions and thoughts. Yes, I have been extremely fortunate in having access to training. I have attended 3 or 4 session with Smokey, spent 3 days with Ellin in Denver, and have attended a full day session on comprehension with the likes of Debbie, Tony, Ellin, etc... My training as a K-3 Reading Excellence coach with literature discussion groups did not use the role sheets (thank goodness!) but the discussions heavily revolved around a summary, connections, inferences, visualizations.more about the strategies we were using while trying to tie it into how did it help you understand the story better. My thoughts now are that perhaps these conversations were not where they needed to be...I'm wondering if it should have been more about the deeper meaning of the books. This maybe due to the fact that I am now working with 4th-6th grade students and that I have read Teaching for Deeper Comprehension by Linda Dorn and Carla Soffos. I am fortunate that I am in a district who subcontracts with them for monthly coach training. Linda is very focused on chains of discourse whether it is among adults or with children. They believe that a conversation is a language dance-a set of well-orchestrated moves that are regulated by the desire to c onstruct meaning...meaning is negotiated through the group interactions. In this book, literature discussions are inquiry-driven with the teacher who may use, "Does anyone want to raise any questions about ___'s thinking here?" (clarification) or "Does anyone want to say something more about that?" (elaboration). It is over time that children begin taking on the conversational moves (or use their own language) just as Vygotsky speaks of how children learn in a social context and then internalize the learning and use it as a tool for their own thinking. In Linda's and Carla's book, they say that literature discussion consist of seven components. First, of course the introduction and selection of the book with ownership and choice by students. Children have been talk how to prepare for lit. groups and understand the guidelines for engagin in them...anchor charts are used to reinfoce independent learning. The second component is silent reading of the text by individualsI can still see buddies though if one needs more support in persisting, etc... I do believe this is much better than teachers who have their groups read one page...I often wonder if they really concentrate by listening to others read/read with or if they are a few pages ahead like in round robin reading. The third component is teacher conferencing. This is a component that I unfortunately have left out due to the need to pull guided reading groups and literature groups. Here, she suggests meeting with students in short conferences before the actual lit. group. She is suggesting meeting with approximately 8 students daily...and yes I'm thinking this would take the place of a group in a schedule because I'm thinking we have to have time for math/science/social studies in upper grades. Here, the teacher might ask, "How did the story make you feel?" Has anything similar to this ever happend to you?" "What does the author mean here?" ""How does the author use words to help us see what he is describing?" and "What is the theme of the story?" "What do you think the main character learnered?" In conferences she prompts her students in three areas...response to story, questioning the author, and assessing comprehension. Kids also use reading logs to track their thinking and to make reflections of their reading. The fourth component is the actual lit dicussion. Here, the teacher provides different levels of support as children take on responsiblity for talk around books. She is sensitive to how the children are responding to one another and prompts them to build discourse chains within the group as I spoke about above. The goal here is for students to develop analytical and reflective strategies for comprehending. Conversations could sound like the examples they give with students discussing The Story of Ruby Bridges on p.88 of their book TDC: Taylor: I agree with you, Marcus. I think she opened the door for black kids to go to school with white kids so they could get a better education. Teal: Yeah, the white kids went to the best schools. David: Why do you think that, Teal? Teal: Well, on the page where they are in court the author says, " The black children were not able to receive the same education as the white children. It wasn't fair. And it was against the nation's law. alexius: But, Ruby kept going and that changed our schools. I love her for that. Matthew: I was wondering why the whites were so mean and did not want her to go to their school. The fifth component is a peer discussions where kids continue to talk w
Re: [MOSAIC] When do comprehension strategies become the reason forreading?
In the past five years I have been reading/implementing literature discussion in my classrooms. I have in the past year moved from a Daniel's approach to literature discussion where students really spoke more about their visualizations, connections, inferences, etc in their discussions and perhaps did not always lead to the deeper meaning of the book to literature discussion where kids are thinking deeply about the author's message and recording their thinking-inferences, etc...but the conversations are richer focusing in on a group chosen question or two...such as for Zachary's Ball.. Does the ball represent dreams? Conversations are between students with me leading from behind prompting the group to agree/disagreee, pose questions, elaborate, clarify, and provide evidence to support their thinking. It amazes me that the conversations are leading to more inferential and evaluative thinking. And, I keep thinking about an inservice I attended where the presentor asked if comprehension could be taught and when do comprehension strategies become the reason for reading...I have to say she left me with lots to toss over in my mind. I feel that I have finally gotten to a place where I can see that I was too focused on the strategy and neglected the real reason for book discussions...it is about understanding=going deeper. I have not ever attended a book discussion where a group of women tossed out connections and inferences in bits and pieces and did not focus on the deeper meanings/purposes that the author wanted to stir within us. I would love to hear your thoughts. Laura Klug <[EMAIL PROTECTED]> wrote: If you keep in mind what adult independent readers look like , I think it is easier to see how we can support children in getting there. The strategies are a way to help children get to the point where they can self-select based on interest and need, where they know when their comprehension breaks down ( as it does for all of us at times ) and what to do about that and when they automatically make connections and read beyond the text to take the meaning that they need and want from what they are reading. All of the strategies are aids along the way to help them construct meaning. Gradually, those supports become more integrated into their thinking. -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Joy Sent: Monday, December 18, 2006 7:34 AM To: Mosaic: A Reading Comprehension Strategies Listserv Subject: Re: [MOSAIC] When do comprehension strategies become the reason forreading? I think the strategies are meant as a way to scaffold the discussion, not the reason for the discussion. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] When do comprehension strategies become the reason for reading?
I have been studying and implementing literature discussions using the Instructional Conversation checklist and Linda Dorn's Supporting Text Talk. This has been a move for me in my understanding for literature discussion per Daniels and Reading Excellence/Reading First. It seemed that before student discussed and shared their use of comprehension strategies as oppossed to really digging deeper in the text. Having grown in my understanding of literature discussions per Linda Dorn and Carla Soffos' Teaching for Deeper Comprehension, I would like for others to talk about how their literature discussion look/sound? I really want to think deeply about the dialogue that one should hear if students were talking deeply about the text. And, I wondering when comprehension strategies become the reason for reading and discussing books? Teresa T. __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] attention span
Have you read A Mind at a Time by Mel Levine? This is another book that made me think differently. Carrie Cahill <[EMAIL PROTECTED]> wrote: Does anyone out there have any suggestions for helping 2nd graders develop longer attention spans for group work and read alouds? I feel confident that the books I'm choosing have meaty and interesting content for the students, but I still feel the attention of some is so short! I know Ellin Keene talked in MOT about engaging the students - and the fact that they need to be aware of the NEED to be engaged. Maybe that's the problem - they don't know they even need to be engaged? Carrie: K-8 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. - Access over 1 million songs - Yahoo! Music Unlimited. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] the power of modeling
Have you seen Linda Dorn's and Carla Soffos' Teaching for Deeper Comprehension? It is awesome! Chapter 7 is about literature discussions. It comes with a DVD featuring literature discussions with an upper grade classes and even adult lit. discussions. I believe it is worth the $20ish I spent...she and Carla are amazing! Arkansas is lucky to have these ladies leading our state in developing a literacy vision and a path to a conceptual depth of knowledge among teachers. If you haven't ever purchased one of their books...I'm thinking you'll want them all about you read this one! gina nunley <[EMAIL PROTECTED]> wrote: My kids are having some of the best literature circle discussions I have ever seen, and this year's kids actually struggle more than in the past. The one thing I did differently was to model one for them. Two teachers and myself used the last chapters of a book the class had just finished to conduct a lit circle. We modeled all the good stuff we wanted to see and had the kids observe and record... Good literature circles "Look like" and "Sound like" All three of us were impressed with the obvious and not so obvious behaviors the kids picked up on. Their first book club meeting was exciting to watch. Gina _ Get the latest Windows Live Messenger 8.1 Beta version. Join now. http://ideas.live.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. - Need a quick answer? Get one in minutes from people who know. Ask your question on Yahoo! Answers. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
