Re: [MOSAIC] title 1 reading - help
Norma and all, It's very, very challenging. We have 3 Reading Specialists for our K-5 building. Each of us is responsible for instruction for a daily 90 minute reading block. Our intervention time is in addition to this. It feels like we never stop moving. We have dedicated intervention blocks for each grade but have to share these with related service providers. Also, the blocks are scheduled at the same time for K-2 and at a different but also simultaneous time for grades 3-5. We do not push in because over time we have felt like we end up hovering rather than providing intervention. My goal is for my students to have exponential progress. We start the year screening all kids who received intervention in the previous year, all new students and any students who flag at risk on benchmark assessments. When we group kids, we don't get stuck on scheduling by teacher. We might have a first grade group with kids from 3 different classes in it. We try to not let groups get any larger than 5. Hopefully 3-4 students max. We aren't locked into a certain intervention product. We have a wide variety of materials to choose from-based on the student need. We don't try to be everything to everybody-if a child needs comprehension intervention, that's what they get. Same for other strategies. Our neediest readers (Tier 3) get seen with more frequency. We also work pretty closely with Special Ed. Special Ed kids are legally entitled to AIS reading, as well. I sometimes see SPED kids for intervention and sometimes a SPED teacher will include a non-IEP students in her groups. I don't mind the whole assessment thing as much as some. I'm trying to be flexible about the increasingly data driven world of education. We do use DIBELS but other things, too. I once heard the DIBELS people quoted as saying that, DIBELS is a toothpick to check a cake-not a blowtorch. I think there are a lot of people making a lot money selling assessment products and services. We use the QRI 5 big time. The QRI 5 has many stories at each level (starting Pre primer). That is our most used diagnostic and progress monitoring tool. Miscue analysis from that can be powerful. Our principal stands behind us pretty well in the scheduling mess. It is stressful. And seems to become more so as the economy struggles. On another note, I feel that this economy is being exploited to erode much of the shared decision making that had been a hallmark of the district I work in. Sorry if this is random. Please feel free to email privately to discuss more nuts and bolts. Cathy -Original Message- From: norma baker hutch1...@juno.com To: mosaic mosaic@literacyworkshop.org Sent: Mon, Oct 10, 2011 5:32 pm Subject: Re: [MOSAIC] title 1 reading - help Question Cathy, I love the way you talk about grouping kids, but my question s how do you schedule the help? We are a 3-5 building. Grades 4 5 switch or Science and Social Studies (each a 45 min block every day) and much of our pecial ed services are pull-out which creates even less scheduling flexibility n the part of teachers. We try to service the comprehension and mixed needs in n inclusion model. Last year we had a dedicated RTI slot that we used to ervice kids that were in more need for phonics or fluency, but that slot was liminated this year. Responsive classroom morning meetings supersede a need or reading instruction. Is there anything that I can suggest given all the onstraints I've mentioned. Any suggestions would be appreciated Thanks in dvance for any thoughts you might have! norma work in a Title I school as a Title I Reading Teacher. We screen students ndividually and plan their intervention based on their specific needs. Some hildren are grouped for only comprehension, some for specific decoding trategies, some for phonological issues (yes, even older kids) and some for a undle of combined skills. athy pstate NY ___ enny Stock Jumping 3000% ign up to the #1 voted penny stock newsletter for free today! ttp://thirdpartyoffers.juno.com/TGL3131/4e93572e5e976ce7cd8st02duc __ 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
Re: [MOSAIC] title 1 reading - help
I work in a Title I school as a Title I Reading Teacher. We screen students individually and plan their intervention based on their specific needs. Some children are grouped for only comprehension, some for specific decoding strategies, some for phonological issues (yes, even older kids) and some for a bundle of combined skills. Cathy upstate NY -Original Message- From: Racine Stefancic 5...@suddenlink.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sun, Oct 9, 2011 8:59 am Subject: Re: [MOSAIC] title 1 reading - help Rhonda, ast year we implemented a new program at our school (K-8, but this program as for the 6-8). We knew the students had strong comprehension skills, but e noticed that this was only true orally. The kids could apply the trategies, but could not read the words! Our principal backed up and we ssessed all struggling middle schoolers. What we found was that many had ery weak phonics skills. The decision was made to use the reading nterventionist for the middle school to teach specific phonics lessons to roups using explicit phonics instruction. We also used phonics instruction nto the daily lessons (yes, middle school). The result was that our state est scores for middle school increased 15%. The program was the Ashlock xplicit strategies, Phonics for Reading, QPS to testetc. Just my two ents. acine Original Message - rom: Rhonda Brinkman rhonda.brink...@sendit.nodak.edu o: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org ent: Saturday, October 08, 2011 8:09 PM ubject: [MOSAIC] title 1 reading - help Hello everyone, We JUST received our first Title 1 monies at the middle school level. It is for targeted students only. We proposed that the Title 1 reading teacher would use the balanced literacy approach. We are interviewing and hiring this week. Please help with ideas on how this could work effectively. I will take any and all suggestions. What works and doesn't work. With school on its way we need this baby up and running brilliantly! Thanks in advance! Rhonda ___ 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 __ 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
Re: [MOSAIC] Early reader assessments
I am a reading teacher for K-1. My own guideline is when the child has shown they can use the skill/strategy when they're reading connected text, then they're got it. I work with the kids who are not picking this stuff up easily. The whole deal to me is that they can read real stuff for meaning. We have established benchmarks in my school but...if a child is testing that they have certain skills but aren't using those skills when reading, I look for the disconnect. We screen with dibels which I can take or leave. How stressful it is for the student seems to relate to how stressed the teacher is about the outcome. I heard at a workshop once that dibels should be like using a toothpick to check if a cake is done, not a blowtorch.But again, the whole goal is to be reading real stuff for real meaning. I like the Stieglitz assessment of phonemic awareness; which has its own kinderarten benchmarks. Success on it correlates pretty well to how the child is doing. Cathy -Original Message- From: Randal Lichtenwalner rlichtenwal...@tufsd.org To: Mosaic@literacyworkshop.org Sent: Tue, Jun 15, 2010 10:26 am Subject: [MOSAIC] Early reader assessments At what point (reading level) do you stop assessing Early Literacy Behaviors, hyming, letter names/letter sounds, phonemic awareness, sight words, etc.? We on't have a set guideline -- when teachers feel that students are reading, they imply stop sing these sub-tests and only use the benchmark reading assessment program running record). I'm looking for some guidelines that say something like Once child is reading at a level C (GRL), then you can stop __. Anybody ave district or ublished parameters? thanks, Andy ___ 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.
Re: [MOSAIC] inclusion for Title I reading remediation
I am a Title I reading teacher in a small rural/suburban district. We try to schedule intervention outside of the students' reading blocks so that the Title I intervention is in addition to their regular, daily reading instruction. When I first started in this job, the reading teachers were doing mostly push-in but it looked kind of like what I call a hover model in which too many adults hovered around children and supported them. What ended up happening was that the kids seemed to develop more learned helplessness. I felt kind of uncool when I started pulling out more. I schedule it so each group goes at a different time each day of the week so that kids don't miss a subject lesson in their class more than once a week. I also create my groups based on need rather than by whose class they're in. I might have students from three different classes at one time because they all need phon. aw. or they might need comprehension, etc. It's not perfect but we're getting pretty good results. Cathy -Original Message- From: Janel Atwell janelatw...@gmail.com To: Mosaic@literacyworkshop.org Sent: Tue, Jun 8, 2010 6:12 pm Subject: [MOSAIC] inclusion for Title I reading remediation My district, which is a quite small urban district, is implementing nclusion for all special classes such as special ed and remedial reading ext year. I am a Title I reading specialist who has never done push in ut always pull out. Knowing our administration, there won't be a lot of irection as far as scheduling and implementation. I serve K-5. Any uggestions for what will really work? We will not have planning time with he teachers; that is a main concern along with scheduling since most have heir literacy block in the morning. I'm afraid that it will be a three ing circus with special ed and Title I going on at the same time as the egular classroom instruction. - anel Atwell __ 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.
Re: [MOSAIC] kdgn: how to diagnose a reading problem
How old is the child and is the child having any trouble using letter sound strategies as a decoding tool? My students and I have enjoyed and have had great success with the lessons in Phonemic Awareness in Young Children (Marilyn Adams). Occasionally I have a child in my intervention program who has had significant issues with phonological,/phonemic awareness. This can impact a reader at any age. Cathy Title I Reading -Original Message- From: thomas sally.thom...@verizon.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tue, Jan 12, 2010 9:13 pm Subject: Re: [MOSAIC] kdgn: how to diagnose a reading problem What would be wrong with just choosing some rhyming books/songs...there are o many. And having fun. And letting him find the rhyming words and ettingkids mark the rhymes with markers or tape and just having fun for a hile!!! Why a program Great bibliography of appropriate books by . Ortiz sally n 1/12/10 7:30 PM, kelley dean kinderd...@gmail.com wrote: I have a bright student w/ educated supportive parents who is apt at everything except rhyming and DIBELSs phoneme segmentation. I don't know of any assessments that pertai to rhyming and I would like strategies to begin some early interventions. Please help, somebody? No luck so far. - ___ 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. ___ 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.
Re: [MOSAIC] Kdgn diagnostic assessment
I am a K-1 Title I reading teacher. I use The Stieglitz Assessment of Phonemic Awareness (part of the Stieglitz Reading Inventory) for pinpointing phonological/phonemic issues. It helps me find where in the instructional continuum individual students need instruction. My most successful intervention is with the Marilyn Adams, Phonemic Awareness in Young Children. For kids with persistent challenges with PA, I then turn to the Phonological Awareness Test from Linguisystems. It can be regiven every 3 months to show RTI. All of this may not sound really warm and fuzzy but, in my experience, there are some kids that may need more intense instruction in PA than daily exposure in a whole group setting. In the community I work in, sometimes as many as 1/4 to 1/3 of the kindergarteners in intervention have needed and have benefitted from this approach. These students have made awesome gains. Some people, inspite of rich language exposure, are really unable to hold a string of phonemes, in their heads while they decode a word. This intervention has always worked for my students, so far. Cathy -Original Message- From: kelley dean kinderd...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wed, Jan 13, 2010 10:53 am Subject: [MOSAIC] Kdgn diagnostic assessment First, thanks for all the comments and teaching strategies. My problem is his: as a reading specialist, I am aware of many diagnostic assessments for rades 3+ (ekwall shanker, flint cooter, etc) that are helpful for inding patterns in reading problems and sheding light on a student's real ssue so I can fine tune my teaching to meet his needs. his problem of rhyming and phonological issue in kdgn, is unlike anything 've seen before in my 25 years. Obviously, I've stressed rhyming games and iterature, open response, etc. I just want an assessment that that offers nformation similar to the above assessments for upper grades. Yes, I am ware of Marie Clay (big fan, in fact) DRA, etc. I just want to offer some xplicit instruction in a sequencial fashion, based on a diagnostic ssessment. please help - elley Dean __ 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.
Re: [MOSAIC] rti sos for kdgn, asap:)
I am a K-1, Title I reading teacher. For my K-kids that have weak phonemic awareness skills, I use Phonemic Awareness in Young Children (Marilyn Adams). The kids and I enjoy the lessons and I have found it to always work. Here are some other things I use and that my kids and I find engaging: Vocabulary and comprehension: Talkies (Lindamood Bell) Vocabulary issues are bigger than I ever imagined. Talkies involves movement and play. For phonics and sight words, I try to be as congruent as possible with the HM series their classroom teachers are using. I try to make sure at least 1/2 of every session is spent reading real books. I use a lot of things from National Geographic's series, Windows on Literacy. Awesome, real photographs of non-fiction topics. For decodable I use Wright Group Phonics books but only the ones mid-way through the series because they actually have an understandable story line and I can't stand decodable with no meaning or do-able syntax. My best training came from Donna Scanlon, formerly at SUNY Albany. She and Frank Vellutino conducted the First Grade studies and came up with something called the Interactive Strategies Approach. It's not available commercially. It involves flexible use of strategies and lots and lots of real reading. cathy In a message dated 11/11/2009 7:12:35 P.M. Eastern Standard Time, kinderd...@gmail.com writes: Really, I am struggling for fresh, explicit lessons for helping my ELL's and my struggling learners. If you can help, I would appreciate it. kjd -- Kelley Dean ___ 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] fluency
I use Read Naturally for part of my fluency instruction. The materials don't look that awesome in terms of format, etc. but they work well and my students enjoy the stories. I use the Non-fiction set. I figure it won't hurt to increase background knowledge for my students. It's not the most imaginative fix but I have found it very effective. Cathy Title -Original Message- From: Stewart, L lstew...@branford.k12.ct.us To: 'Mosaic: A Reading Comprehension Strategies Email Group' mosaic@literacyworkshop.org Sent: Mon, Oct 26, 2009 12:40 pm Subject: [MOSAIC] fluency I have a very competent third grade student who is severely hindered by his lack f fluency when reading orally or to himself. His comprehension and ability to rite about text are solidly on grade level. I am having him bring text home to amiliarize himself with it and stay ahead of his reading group, but I was ondering if anyone has any other suggestions. I also have Readers Theater and oems for reading aloud so he has natural instances that require multiple eadings. Leslie R. Stewart 203)481-5386 X310 FAX (203)483-0749 stew...@branford.k12.ct.usmailto:lstew...@branford.k12.ct.us Be who you are and say what you feel because those who mind don't matter and hose who matter don't mind. ~ Dr. Seuss ___ 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.
Re: [MOSAIC] dyslexia
Dyslexia is a loose term that it seems not many agree on a definition for. I have found some of the information from Sally Shaywitz very helpful as I have learned more about struggling readers. Her book, Overcoming Dyslexia, is awesome. She is, I think, a pediatric neurologist. Cathy title I Reading -Original Message- From: Laura lcan...@satx.rr.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sat, Oct 24, 2009 4:51 pm Subject: Re: [MOSAIC] dyslexia I'm curious which state? We have special provisions for testing for dyslexia in Texas. Also, it can definitely be a case of 504 which is a mandated federal law about students with disabilities that are not labeled special ed. The 504 law covers all states. - Original Message - From: wr...@att.net To: Mosaic: A Reading Comprehension Strategies EmailGroup mosaic@literacyworkshop.org Sent: Saturday, October 24, 2009 3:30 PM Subject: [MOSAIC] dyslexia I have a student who probably has dyslexia. According to our school psych, my state does not recognize dyslexia as a learning disability, so this student will not get any help from special ed. She really needs help with reading. I remember years ago hearing that see-through plastic sheets in different colors can help students with dyslexia read. Do you know anything about this? If this is really true, where can I buy some of those plastic sheets for her to try out? 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. ___ 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] SOS
Sometimes the most powerful change comes through building trust. I entered a reading intervention position 6 years ago and have gradually shaped it to fit the needs of the struggling readers (as I see it). For me, I tried not to be a bull in a china shop (which is difficult considering my strong and opinionated personality). This is tough stuff to deal with but I guess I think the best thing for your kids is that your school keeps you on for enough years to make the changes they need. That deference you mention may just help build that trust over time. Good luck with it. Cathy Title I Reading In a message dated 10/4/2009 3:23:17 P.M. Eastern Daylight Time, ldpboothillbollwee...@hotmail.com writes: So what do you do when administration is not buying into your reading program? I believe in the reader's workshop and taught successfully in Arkansas for years. Many thanks to Ken Stamatis and everyone at Harding University for opening my eyes and guiding me in the ways of the workshop. Since beginning to teach reading with the workshop model, I've devoured books by Chris Tovani, Kelly Gallagher, and others who are passionate about teaching reading. Now I find myself in Missouri working with 7th and 8th grade readers. The first inkling that things could go terribly wrong was obvious from the start. When I was hired, I was told that I would have the 7th and 8th graders on alternating days for the entire school year. I swallowed hard and thought I could work with that. Two days before the beginning of the school year, the new principal tapped me on the shoulder and informed me I would be teaching 7th grade reading for one semester, and 8th grade reading the second semester. I will admit I did not take this news well. It seems as if the school does not truly value reading instruction. No other subject is allotted only one semester of instruction. I did manage to box up and get into storage the twenty pound reading anthologies that the school had used for many years, and brought in my own library. However, administration nixed a plan to work with the local public library. The public library had agreed to courier in titles of the student's choosing. Administration response to that was no, saying the school could not be held responsible for these books. I have since told the public librarian this. She said we could possibly get around this if I checked out the books in my own name. I am waiting for the right moment to present this radical idea to my principal. I have zero funds for ordering new materials. That's okay. I know we are living in hard times, although the district did find over a hundred thousand dollars to bring in a consulting firm to help us make AYP. But I digress. Any ideas on how I can bring this small district into the 21st century? We are a rural community with many children reading below grade level. As I reread this message, I realize it sounds somewhat harsh and judgemental. I do my very best to come across as a team player, and am polite and deferential to administration. Even my students notice the hostile vibe, however. One of my students actually said, You know, they watch you like you was a bigtime drug dealer. To which I replied, Huh? And the children went on to explain that there was frequently someone peering in the door, watching our every move, much like the police drive by and monitor drug-house activity, apparently. I'm thinking of quitting and going back to nursing, which is what I did years and years ago. Any suggestions? _ Hotmail: Trusted email with powerful SPAM protection. http://clk.atdmt.com/GBL/go/177141665/direct/01/ ___ 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] Conferring during Workshop
When I was doing writer's workshop, I found the level of engagement my students had in the actual topics/purposes of their writing had a direct effect on their level of engagement in the process. The more engaged they were, the less I had to concern myself with managing their behavior. A book that is probably an oldie by now, but helped me wonderfully, was Nancy Atwell's In The Middle. It's all about middle school writing workshop. Lessons From A Child by Lucy Caulkins is also an awesome resource even though it's about younger kids. She really helped me see how important student ownership of their own writing is. (I guess these references tell how old I am?:) Cathy Title I Reading In a message dated 8/27/2009 9:15:36 P.M. Eastern Daylight Time, hccarl...@comcast.net writes: When I worked in the junior high, I co constructed a chart with the students to determine what effective writers do. Then, I also modeled conferences and did as suggested below. What are the others doing? If it is not on the list of what effective writers do, then I emphasized the students shouldn't do it. HOwever, I did have one particular challenging year. With those students, I would have a day where I would allow everyone to conference. I also tried to conference with more than one student at once. I'd put several students together who were working on similar genres or with similar needs. That way, I could minize the time I was conferring. But for most classes, setting up the expectations in the beginning, modeling and revisiting when it isn't working is the best practice. Carol - Original Message - From: Cynthia Travaglini ctravagl...@lumberton.k12.nj.us To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Thursday, August 27, 2009 4:59:10 PM GMT -06:00 US/Canada Central Subject: Re: [MOSAIC] Conferring during Workshop This goes with the planning and set up of the writing and reading workshop. During the beginning weeks you instruct the students on what readers' and writers' workshop will look like. Everyone being respectful of the others and working very quietly- You may want to grab a copy of Lucy Calkins Writing Workshop and review the Implementing phase. She goes over it very thoroughly what it should like and sound like and how to get your students there. From: mosaic-bounces+ctravaglini=lumberton.k12.nj...@literacyworkshop.org on behalf of wr...@att.net Sent: Thu 8/27/2009 2:10 PM To: Mosaic: A Reading Comprehension Strategies EmailGroup Subject: [MOSAIC] Conferring during Workshop My school will start writing workshop this fall. How do you make sure students continue working when you conference with individuals about their work? Other teachers have reported (and I have noticed in my own experiences) that when the teacher works with one student, the other students think they can take that time to socialize. In a short time, no one is working, and everyone is just visiting. I need some exact words that will work with middle school students. 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. - Lumberton Township Public Schools Leaders in Educational Excellence Visit us on the web at http://www.lumberton.k12.nj.us This message is for the named person's use only. It may contain confidential, proprietary or legally privileged information. No confidentiality or privilege is waived or lost by any mistransmission. If you receive this message in error, please immediately delete it and all copies of it fro m your system, destroy any hard copies of it and notify the sender. You must not, directly or indirectly, use, disclose, distribute, print, or copy any part of this message if you are not the intended recipient. Any views expressed in this message are those of the individual sender, except where the message states otherwise and the sender is authorized to state them to be the views of any such entity. - ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list
Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy
Beck (Isabelle, I think). -Original Message- From: drmarinac...@aol.com To: mosaic@literacyworkshop.org Sent: Wed, Jun 17, 2009 7:17 am Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy Academic vocabulary. Interesting Is there an author who I can read up on?? ? -Original Message-? From: cnjpal...@aol.com? To: mos...@literacyworkshop.org? Sent: Tue, Jun 16, 2009 9:50 pm? Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy? ? ? ? ? ? ? Academic vocabulary.? Jennifer? In a message dated 6/16/2009 7:03:25 P.M. Eastern Daylight Time,? drmarinac...@aol.com writes:? ? Can anyone think of the most recent trends and key issues in reading? pedagogy? ? ? **An Excellent Credit Score is 750. See Yours in Just 2 Easy? Steps!? (http://pr.atwola.com/promoclk/100126575x1221823265x1201398681/aol?redir=? http://www.freecreditreport.com/pm/default.aspx?sc=668072hmpgID=62bcd=Jun? eExcfooterNO62)? ___? Mosaic mailing list? mos...@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? mos...@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] How to teach comprehension to fluent reader
Has anyone tested her reading comprehension in her native language? Cathy Title I Reading -Original Message- From: Emily Welch ewe...@jones.k12.ar.us To: mosaic@literacyworkshop.org Sent: Wed, 27 May 2009 10:07 am Subject: [MOSAIC] How to teach comprehension to fluent reader I am a third grade teacher with a class made up largely of English language learners . I have one student who has continuously challenged me this year. She is a fluent reader (latest assessment on a grade level text was 97% accuracy and 106 wcpm), but her comprehension is terrible. Even when I allow her to use a book to retell/answer questions/etc, she still struggles with even the most basic of comprehension skills. I have tried a variety of things throughout the year that my other students seem to benefit from, but I just haven't found what works for this particular student. Please let me know of any strategies you have found that work to help an already fluent reader comprehend what she is reading. Thank you!!! Emily Welch Third Grade Russell Jones Elementary ___ 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] How to teach comprehension to fluent reader
My school has migrant farm families from Mexico.? This may sound like a sweeping generalization, but in my experience, the decoding of these Spanish speaking kids is usually awesome.? Is Spanish a highly decodable language?? I have had first grade age kids come in from Mexico reading fluently in Spanish.? The major comprehension issue I have seen with these kids is lack of vocabulary of the English language.? Over much time I have come to believe that vocabulary has been way underestimated as a possible source of reading problems. Cathy? Title I Reading? -Original Message- From: Emily Welch ewe...@jones.k12.ar.us To: mosaic@literacyworkshop.org Sent: Wed, 27 May 2009 12:23 pm Subject: Re: [MOSAIC] How to teach comprehension to fluent reader Thanks for the suggestions! I do not think she has been tested in Spanish...that tends to happen after we have referred students for RTI which may be the next step. There just seems to be such a huge disconnect between her ability to decode and her understanding. I use the strategies from Strategies that Work and Seven Keys in my classroom, introducing one at a time and using them throughout the year in their response journals and reading groups. When it comes to her using them as she reads though, it just doesn't happen! I've talked some with our literacy coach, as well, but it has been so frustrating for me (and for the student too, I am sure!) I will hunt down those books, and I really like the idea about spending some time with her up front setting the stage for the books. Obviously we're down to the last days, but I'm sure I'll encounter this again. Thanks again! ___ 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] differentiating instruction with a common novel
Differentiating with books on a similar theme can be very effective.? A downside can be thaat the struggling readers, yet again, are not exposed to the same level of vocabulary, syntax and the richness of a grade level or higher knowledge base.? I have seen teachers send home the book on tape or CD for a preread for readers who may not be up to the reading level but who have no difficulty with listening comprehension.? That's a great way to expose students who often have less contact with complex text to a richer vocabulary and knowledge base.? This can be done discreetly if the kids are old enough to care or notice.? This is yet another reason to not engage in oral reading at sight (round robin). If there is to be any chances for students to read aloud, give them rehearsal time, choose a piece you know the student can read and/or let the struggling reader know ahead of time what their piece to read aloud to be is and help them rehearse it. Sometimes I ask readers to find a paragraph or page that they really liked and prepare to be able to read it to the class.? Hope this helps. Cathy Title I Reading -Original Message- From: Ljackson ljack...@gwtc.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Thu, 19 Mar 2009 8:05 am Subject: Re: [MOSAIC] differentiating instruction with a common novel Nope, but can talk about using multiple books at differentiated levels around a central theme. Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 - Original message - From: Marion Carnevale mcteac...@yahoo.com To: mosaic@literacyworkshop.org Date: Wednesday, March 18, 2009 9:22 PM Subject: [MOSAIC] differentiating instruction with a common novel Hello, ??? Has anyone differentiated instruction with one common novel for an entire mixed ability classroom?? I am preparing research on this endeavor.? Thanks for any input you may have. ___ 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] documentation about effectiveness of Houghton Mifflin Reading Pr...
I was nervous when, in my district, we reached consensus about adopting HM 2005 but I have to echo that it really is ok. There are more resources than our teachers can possibly use. I am a big proponent of a reading/writing workshop approach and feel if I were a classroom teacher (was for years before Title I) I would be able to do that and also use HM. Cathy Title I Reading In a message dated 3/10/2009 8:33:30 P.M. Eastern Daylight Time, callin...@gmail.com writes: HM is a fine program. There are plenty of materials for teachers to use. The school would have to provide more non-fiction materials though as HM is lean in that area. The program was just adopted this year in Duval County Florida. I also used it in Maryland when it was adopted 8 years ago. You will always find gaps in any reading program. Linda On Mar 10, 2009, at 3:21 PM, Lisa Glos wrote: I am sure that this has been answered before and I apologize for the repeat, but I was wondering if someone could help me find documentation about the effectiveness of Houghton Mifflin's Reading Program. The programming committee at my school is looking at programs for next year and beyond. The problem is, they chose two teachers to be on the committee and they have 3 years experience between them (all at this school). When I expressed my concerns to the primary teacher on the committee she mentioned that they are thinking of keeping HM. I know that I have a problem with 'boxed' programs because I don't believe that any one program meets all of the needs of our students, but I want to come with documentation to support my opinion; and my principal takes research over anecdotal information about how a program works in our classrooms. Thanks Lisa Lisa Glos Instructional Support Teacher Patterson Park Public Charter School Baltimore, MD waver...@comcast.net ___ 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. **A Good Credit Score is 700 or Above. See yours in just 2 easy steps! (http://pr.atwola.com/promoclk/100126575x1219671244x1201345076/aol?redir=http:%2F%2Fwww.freecreditreport.com%2Fpm%2Fdefault.aspx%3Fsc%3D668072%26hmpgID %3D62%26bcd%3DfebemailfooterNO62) ___ 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 through singing
Last year in my district, we took the information from the study this software was based on along with things we learned at a fluency workshop by Tim Raskiniski and did a year long project in which, I, the Title I teacher, pushed into each first grade once a week and taught songs to the children. ? During the week, the kids had center activities based on song lyrics.? Each child compiled a song/poetry folder and towards the end of the year we burned a CD of the classes singing their favorite songs.? Our fluency and vocabulary scores improved more compared to other years.? (not exactly a study, I know:) The other, perhaps even more significant, result was an increase in joy in sharing language among teachers and children.? Cathy Title I Reading -Original Message- From: Ron Borchert borch...@vcn.com To: mosaic@literacyworkshop.org Sent: Fri, 30 Jan 2009 9:45 am Subject: [MOSAIC] reading interventions Last fall I wrote about our district's early reading intervention review committee that I am co-chairing. This is an update of the work we have done so far. The committee watched Linda Dorn's presentation on the Arkansas model and RTI that is available from the Reading Recovery website. Thank you to the person on this listserve that recommended it. We found it helpful. The committee also participated in a webinar on the Kennewick, Washington school district, which was also a recommendation from this listserve. We also briefly review other intervention programs such as Fountas and Pinnell's new Leveled Literacy Intervention and the Triumphs intervention program from McMillan/McGraw-Hill. Our next step is to make some site visits, three visits to schools in Wyoming. One is working on implementing the Arkansas model. The other two consistently out perform our district on the state test. We are also visiting Kennewick because we have numerous questions for them. Kennewick is the district that made the reading goal that 90% of their students would reach state standards in reading by the end of the fourth grade. They did this by providing extensive time for direct instruction to students reading below grade level. My question for this group is what extra time do you give to your struggling readers during the school day. How have you handled staffing and scheduling? Kennewick says the struggling reader may need at least 100 extra minutes of direct instruction beyond the core reading instruction each day. Finally, I have a successful intervention to share with you. One of our elementary schools piloted the program Tune-In to Reading. This is an online fluency program that has students singing. It claims to make at least one year's growth in reading in 10 weeks of interventions. Nine out of the ten students that participated in Tune-In to Reading for 10 weeks, 5 days a week for 45 minutes at a time showed significant growth. This growth also transferred to the winter DIBELS ben chmark test and the winter MAP test. The principal was amazed and very pleased at the results! You can go to the website (google tunein to reading) and check it out. The sales rep will also set up a web preview for you. These students future progress will be followed to see if the positive results continue without having the intervention. Thank you to the members of the listserve for being a consistent source of great information on teaching reading! Barb Parry ___ 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] Intervention progams
These are some of the materials I have had good results with in my Title I Reading Intervention work Phonemic Awareness in Young Children (from Marilyn Adams, this is a regular education curriculum but I use it for intervention and have never had it not work, even with kids with diagnosed phonological deficits. I use The Stieglitz Assessment of Phonemic Awareness for initiall diagnostic assessment and for kids that still struggling with decoding after intervention, I use the Phonological Awareness Test (PAT) Interactive Strategies Approach (from Scanlon and Vellutino of the famouse 1st Grade studies. This is not a commercially available program but an approach to teaching struggling readers. I love it. One of their messages is that at least 1/2 of all intervention time should contain student interaction with connected text.) Read Naturally (for phonics, vocabulary, comprehension and fluency: a little dry the my students seem to like the stories and it's all non-fiction so the kids who read the least are, at least, getting interaction with content area text.) Visualizing and Verbalizing (and Talkies, both from Lindamood Bell) for comprehension and vocabulary: This is for the profoundly week in comp and vocab. I use it when I'm not reaching them with less intense comprehension instruction Hope this helps. Cathy Title I Reading upstate NY In a message dated 10/13/2008 11:34:06 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: I am in the market for intervention reading programs. I have students from K-6 throughout the week two to four times for a half an hour. I can purchase different products to fit my needs. I was wondering if anyone has an opinion on ones they love and ones they hate. I have looked into Reading Recovery and others similar to it. Thanks! ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. **New MapQuest Local shows what's happening at your destination. Dining, Movies, Events, News more. Try it out (http://local.mapquest.com/?ncid=emlcntnew0002) ___ 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] Intervention progams
I agree. In my school, we are not required to use a particular program and in order to keep away from being required to use a scripted program, we compiled a bunch of varied stuff and can make our own materials or pick and choose from commercial stuff that might fit a particular reader's needs. Cathy In a message dated 10/13/2008 1:23:33 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: Intervention does not need a program it needs focused attention on individual or small groups of students with a teacher who can assess what they need and give it to them. That's my two cents. Renee On Oct 13, 2008, at 8:29 AM, Alisha Parkhurst wrote: I am in the market for intervention reading programs. I have students from K-6 throughout the week two to four times for a half an hour. I can purchase different products to fit my needs. I was wondering if anyone has an opinion on ones they love and ones they hate. I have looked into Reading Recovery and others similar to it. Thanks! ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Think like a wise man but communicate in the language of the people. ~ William Butler Yeats ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. **New MapQuest Local shows what's happening at your destination. Dining, Movies, Events, News more. Try it out (http://local.mapquest.com/?ncid=emlcntnew0002) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] phonemic awareness/segmentation help wanted
Debbie, Maybe someone already suggested this, but, I find Marilyn Adam's, Phonemic Awareness in Young Children to be indispensable. The early sections are aimed at younger children but the lessons with blending, segmenting, substitution and deletion could be used with any age group. I've had this curriculum work every single time I've used it with students who have difficulties with phonemic awareness. Without PA, decoding just ain't gonna happen. I know a lot of people suggest teaching PA within the context of letter sounds but I've had much better results doing it in separate lessons so the students only had to learn about sounds in language and not juggle their grapheme knowledge at the same time. Hope this helps. Cathy Title I Reading In a message dated 6/21/2008 9:19:17 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: Hi Debbie, We have found Lexia, both the Primary Reading (ages 5-8) and SOS (Strategies for Older Students) to be successful with our 3rd and 4th graders. It is a computer program that branches, depending on the rate and accuracy of each student's responses. The program tracks rate and accuracy and the teacher can look at a student's performance and know exactly what skills to target. We combine this with instruction based on the Wilson Reading Program. Lexia also has an Early Reading program which our K-2 school uses. If you are not familiar with Lexia, check it out at Lexialearning.com. Our students really like it and can see the difference it makes in their text reading. I have also heard that the newer version of Earobics is good for phonemic awareness and decoding, but I haven't used it. Hope this helps, Linda On Jun 21, 2008, at 8:22 AM, KENNETH SMITH wrote: Hi, all, I am looking for some suggestions on teaching phonemic awareness and segmentation to older students (3rd and 4th grade). I have several students who just don't get it, and they can read lots of words, but they are limited to the words they know and don't know how to apply decoding strategies to the ones they don't, and they can't spell worth beans! If I give them just a single word, they are usually okay, but in text they are lost. They also can't handle words with more than one syllable. They tend to jumble up the sounds in the middle. I have used the boxes to write each sound that we hear when we say a word, and I've given them words to attempt to do the same, but they just don't get it. And sometimes they are way off - they will insert completely random sounds (/r/ seems to be a favorite). They do this more often when orally trying to break down the sounds, but also when writing. They have such poor comprehension that they aren't able to use the context to help with decoding. Sometimes it seems as though the only way they can use context is if I read it to them. They may read a sentence and substitute a random word (usually begins with the same letter, but that's all), and not even realize that it doesn't make sense. When I try to focus their attention on the word, they just can't figure out anything that would make sense that begins like that word, and we spend so much time on this level of reading that it's hard to get to the deeper meaning and enjoyment of reading. I have one more really difficult student and I would love to hear suggestions on this. The little guy will be entering first grade next year and did double duty in our half-day kindergarten this year (attending both sessions). He is unable to remember what any letters are. He still doesn't recognize his own name, he can't get all the way through the alphabet orally, he only gets to about g, but he can't match letters to the alphabet song as he sings, he can't distinguish between letters and numbers. We have tried every style of learning we can think of with him. After tracing his own name for the entire school year he still can't write it himself. (And that's just his first name, with only 4 letters.) He was tested for SPED and didn't qualify, supposedly because his IQ was too high (70's). What's a reading teacher to do?? He's a sweet boy and I am very concerned for him. His older brother is one of the kiddos described in the above paragraph, and I believe he is on the autism spectrum(our autism specialist and I have done many observations). Family support is minimal. Any suggestions would be appreciated! Thanks, Debbie Smith ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org . Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list
Re: [MOSAIC] Family and Literacy
I've just started the book Many Families, Many Literacies and am finding it fascinating, I may be a little behind my colleagues since I think this book has been out for awhile. Has anyone else read this and been able to use it to engage better with families? Cathy Title I Reading In a message dated 6/5/2008 10:15:55 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: Hello, I am currently enrolled in a Masters in Literacy program and one of the assignments from my professor was to start a discussion on one of the listservs. I am interested in hearing what other teachers have to say about an array of subjects revolving around literacy education. My question to you all has to do with family and literacy. Another assignment for this class is to write an educational plan about how I would include the parents in a literacy plan of their child. What tactics have you used to communicate with parents about literacy? Also, how have you created literacy plans with parents? What has worked and what has not worked in your classrooms? Have the parents been responsive to your plans? Thanks for any feedback/suggestions you may offer! Melissa ___ 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. **Get trade secrets for amazing burgers. Watch Cooking with Tyler Florence on AOL Food. (http://food.aol.com/tyler-florence?video=4?NCID=aolfod000302) ___ 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] early reading interventions
Visualizing and Verbalizing is by Lindamood-Bell and is published by Gander Publishing.? It is for people who have difficulty with concept imagery.? I have had good results with this with both students who have only comprehension difficulties as well as with students who struggle with many aspects of reading. Bridge?of Vocabulary is published by Pearson.? If I were a classroom teacher, I would probably use Bringing Words to Life, Robust Vocabulary Instruction.? The ideas in that book are great for when a teacher has all day access to students and can weave vocabulary instruction into the entire day.? Bridge of Vocabulary doesn't knock my socks off but it works and is good for my setting in which I only have a short shot each day to work with my students. I am finding, in general, that vocabulary is a bigger factor in reading success than I had ever imagined.? It's about that internal lexicon.? You can decode? until the cows come home ?but if one doesn't have a word to tap into that makes sense, there is nothing to decode for.?? The life experiences of many of my Title I students are very limited. I am grateful that I work in a district that involves teachers in so much of the decision making and that we are not locked into a scripted intervention program. Cathy R. Title I Reading -Original Message- From: Patricia Kimathi [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tue, 11 Mar 2008 8:10 am Subject: Re: [MOSAIC] early reading interventions Visualizing and Verbalizing (Comprehension) Is this a program? If it is who is the publisher. How about the Bridge to Vocabulary Pat K to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting. e.e. cummings On Mar 10, 2008, at 5:04 AM, [EMAIL PROTECTED] wrote: Visualizing and Verbalizing (Comprehension) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ 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] early reading interventions
Barb, I am a K-1, Title I reading teacher in upstate NY.? We use a variety of interventions depending on the needs of the student.? We, as a school, decided to not buy into a scripted intervention program because we felt a financial investment like that would make us feel as if we had to use it with all students receiving reading intervention and we might not be as sensitive to individual needs. Phonemic Awareness in Young Children (PA) Bridge to Vocabulary (Vocabulary) Visualizing and Verbalizing (Comprehension) Read Naturally (fluency) Scholastic, Continental and/or Wright Group Phonics (Phonics) One of our special ed. teachers also has used Wilson Fundations as a supplement to our reading series support materials and has had good success with it. Hope this helps. Cathy R. Title I Reading -Original Message- From: Ron Borchert [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Sun, 9 Mar 2008 10:43 pm Subject: [MOSAIC] early reading interventions This request is off the topic of comprehension and Mosiac. If anyone has any information or feedback for me, please respond to me off the list. I am chairing a district committee that will be reviewing various early intervention reading programs. Currently we use Reading Recovery, but may be losing the program in a few years due to staffing issues. The committee will be looking into options in case we have to make a change. I wondering if anyone has used RR in the past and for whatever reason, made a switch. What did you switch to? What issues came up as a result of the switch? How is the new direction working for your teachers and students. Thank you for your help and expertise! Barb Parry Elementary Language Arts Facilitator Gillette, Wy [EMAIL PROTECTED] ___ 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] IRI guiding instructionRI
My Title I partner and I find IRIs in general (we use the QRI and The Stieglitz) to be very beneficial in planning instruction. We do a miscue analysis based on the passage reading and can get an indication of which comprehension and retell areas to delve into deeper. Cathy R. Title I Reading In a message dated 3/7/2008 6:51:58 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: A caution about the John's IRI -- I find it quick but it can give you an inflated score because there isn't enough text to read. There are very short passages. The QRI, now QRI IV seems to be used most often across the U.S. It has both narrative and expository text samples starting at the pre-primer level. Each assessment provides comprehension questions and a retelling section, identifying whether the text is independent, instructional, or at a frustration level for the reader. An IRI provides different information than DRA, F P, or ATI. The purpose of an IRI is to measure a year's growth and the other assessments measure growth along the way (by text levels, developmental zones, or benchmark mastery. The IRI is not very beneficial for guiding instruction. Janine Batzle - Original Message - From: Deb Smithmailto:[EMAIL PROTECTED] To: 'Mosaic: A Reading Comprehension Strategies Email Group'mailto:mosaic@literacyworkshop.org Sent: Friday, March 07, 2008 9:32 AM Subject: Re: [MOSAIC] Best IRI I used the Jerry John's IRI for 12 years. I don't know if it was the 'best', but I liked it because it was quick and easy. deb -Original Message- From: [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] Sent: Friday, March 07, 2008 12:19 PM To: mosaic@literacyworkshop.orgmailto:mosaic@literacyworkshop.org Subject: [MOSAIC] Best IRI What INFORMAL READING INVENTORY (IRI) do you prefer? I have used the Stieglitz, Burns Roe, Silvarolli and a few from reading textbooks. We use the DRA for grades 1 and 2 at present but we switch to the IRI in grades 3 and 4, largely because of time constraints. I have seen some reviews of Burns and Roe in which people feel some of the passages are very dated. The Silvarolli (in my opinion) is the least accurate. I like the Stieglitz for a number of reasons. Any thoughts about any of these or other IRIs? And what about the QRI? How does it compare? Thanks for your advice! :) ___ Mosaic mailing list Mosaic@literacyworkshop.orgmailto:Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.orghttp:/ /literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchivehttp://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.orgmailto:Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.orghttp:/ /literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchivehttp://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. **It's Tax Time! Get tips, forms, and advice on AOL Money Finance. (http://money.aol.com/tax?NCID=aolprf000301) ___ 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] Best IRI
I like the Stieglitz very much because the passages start at a very low level and there are many to use at each level.? It also contains a phonemic awareness assessment that I find to be very helpful diagnostically and for progress monitoring my Title I students. Cathy R. Title I Reading -Original Message- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Fri, 7 Mar 2008 12:19 pm Subject: [MOSAIC] Best IRI What INFORMAL READING INVENTORY (IRI) do you prefer? I have used the Stieglitz, Burns Roe, Silvarolli and a few from reading textbooks. We use the DRA for grades 1 and 2 at present but we switch to the IRI in grades 3 and 4, largely because of time constraints. I have seen some reviews of Burns and Roe in which people feel some of the passages are very dated. The Silvarolli (in my opinion) is the least accurate. I like the Stieglitz for a number of reasons. Any thoughts about any of these or other IRIs? And what about the QRI? How does it compare? Thanks for your advice! :) ___ 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] comprehension program
I am just starting to work with the Lindamood Bell program, Visualizing and Verbalizing.? I am using it for kids in my Title I program who have comprehension difficulties to such a degree that several of them also receive other services (SL).? The gist of it is that people who have trouble creating mental images while they read, can be taught to do so. I'm only into it for about two weeks but so far, I love it. In my building we're finding that Speech and Language and reading can work together on comprehension difficulties. Cathy Title I Reading -Original Message- From: Beverlee Paul [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tue, 26 Feb 2008 9:28 am Subject: Re: [MOSAIC] comprehension program read Seven Keys to Comprehension From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Date: Tue, 26 Feb 2008 21:09:03 +1100 Subject: [MOSAIC] comprehension program I have a friend who has a 13 year old son who has been recently diagnosed with aspergers. She is looking for some type of reading comprehension program that she can do with him at home as he finds comprehension of text very, very difficult. So can anyone recommend any programs that a parent could use at home to address this issue? Thanks, Tami ___ 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. _ Climb to the top of the charts!?Play the word scramble challenge with star power. http://club.live.com/star_shuffle.aspx?icid=starshuffle_wlmailtextlink_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. More new features than ever. Check out the new AOL Mail ! - http://webmail.aol.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] National Geographic Sets - Ann
The National Geographic Non-fiction, leveled books have been very useful for me in Title I. Each time I have a little budget money, I try to order ones that correspond with the science and social studies units the classroom teachers have to teach. Then I use the leveled books as part of Title I, reading intervention...always looking for more connected text at an appropriate level for my students. I second the opinion that the illustrations/photographs and the text are beautifully composed. Cathy Title I Reading In a message dated 12/17/2007 10:49:02 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: If they are the ones I had my last year in elem, they were fabulous! Good topics in both science and social studies with good pics and powerful language. They are written in four Guided Reading levels, each one based on a common theme. One of my favorites was Metamorphosis. One book on the Monarch Butterfly, and the Poisonous Tree Frog. I can't remember the others. Each book had some common vocabulary, and a few unique words. The idea was to read their books either separately or together as a group. The kids could then get together in heterogeneous groups and could discuss the theme through the topic of their book. You have choices of which direction you want to take it. They have several worksheet choices, most of which I never used, but they were there. Hope that helps. -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. **See AOL's top rated recipes (http://food.aol.com/top-rated-recipes?NCID=aoltop000304) ___ 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] optimal times for teaching reading
Here is another non-researched based opinion:) Now that we have to schedule intervention outside of the 90 minute ELA Block, my Title I, reading groups take place at all times during the day. I sometimes see kindergartners and/or first graders 30 minutes before dismissal after a full day program. It is not ideal but it has worked out. I find that I have to make the lessons really interesting and engaging and all that stuff. Cathy K-1 Title I Reading NYS ** See what's new at http://www.aol.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] RTI
In NYS, I believe, eventual RTI (response to intervention) involvement is not optional. It is part of the state push to lower special education classification numbers. The idea is that we make sure we have given a child the best possible intervention before we make assumptions about learning disabilities. It also includes the idea that even if a child does have a learning disability, we need to have a real and concrete plan for addressing the child's learning needs. In the past we worked with the discrepancy model which looked for a certain gap between a child's actual achievement and their expected potential. That model assumed that the child was receiving the best possible intervention, which isn't always the case. The tiers indicate the child's level of instruction, tier three being the most needy and perhaps will end up being classified with a learning disability. Tier one, grade level and doing fine. In our school, use of this model has been ok. I have found that special education teachers and reading teachers are working much more closely together. This is a good thing. It's all a continuum of learning needs, in my opinion. We have had experiences with children that we were pretty sure would end up under the Committee for Special Education who did not after the tier 3 intervention we were able to provide. This intervention for the most needy learners has worked out to be that sometimes a child will have 3 reading lessons a day, planned pretty congruently: one from the Title I Reading teacher, one from the special education teacher and one from their classroom teacher. I've been a teacher for a long time and I do have mixed feelings about this stuff. Overall, I am ok with it and have been able to shape my piece in it to contain what I believe to be best for my students in Title I. I work in a small district in which we are able to contribute specifically with the direction our programs go. I am curious to hear other people's experiences. Cathy Title I Reading NYS ** See what's new at http://www.aol.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] familiar with this program?
A couple of years ago, my principal forwarded me an email from them to see if I thought it was a good idea. Correct me if I'm wrong, but once I calculated the shipping and handling charges, the book were not that free. The books did not appear to be very good quality in terms of content. Cathy K-1 Title I Reading ** See what's new at http://www.aol.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] Fluency assessment question
Check out any books by Tim Rasinski. No More Round Robin is excellent and a quick and inexpensive read. Cathy Title I Reading ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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 assessment question
Christina, I would take a closer look and try to find out everything that child does know about reading to see if there are any gaps in the pieces that we put together to actually read. Do you have a child that you are concerned about in particular? Cathy Title I Reading ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] gifted cluster class
Rosie, Sounds like a plan, in the meantime, document, document, document. Any way in which you adapt your instruction or the curriculum can be considered a Tier 1 or 2 intervention. Make sure to track the intervention, how often you did it and for how long and in what group size. Have assessment data for before and after each adaptation. This may help speed up the process when you are able to bring this child's issues to you Child Study Team (everyone has a different name for this team:) Good luck with this. Cathy K-1 Title I reading ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] Lead poisoning and learning/OT
The issues that this girl struggles with sound like issues the Speech and Language Pathologist in our school works with. Does this girl receive any services? Our Occupational Therapist also works with children with memory problems. When I face issues like these, I usually consult with other service providers for ideas about the best ways to teach. Cathy K-1 Title I Reading ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Dyslexia
Kathleen, Dyslexia seems to be a term with as many definitions as people who use it. In some school districts, the word is almost tabu. Letter reversals can be developmental and are not always a predictor of reading problems, especially depending on the age of the reader. I recommend reading to get some more background on dyslexia. LDonline (learning disabilities online) has some interesting information. I also recommend reading.org (International Reading Association). There are many, many other sources. There is also the work of Bennett and Sally Shaywitz (Yale) involving brain research on the actual brain pathways used by able readers compared to those that struggle with reading. Over time, I have found that there is much conflicting information and research and I think each of us has to come to our own understanding. Cathy K-1 Title I Reading ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] Teaching Comprehension in Special Education (Student Teacher Que...
Katie, I received some in service training from a local group that used techniques involved in helping kids make mental pictures (mental imagery) of their thoughts and then helped them to verbalize these pictures. This was started using pictures and objects before even using it in text. Then it went to read alouds and finally to text that the student was reading. This in service group borrowed heavily from the Lindamood Bell Visualizing and Verbalizing. I have 3-4 first graders who can read words on grade level but have Speech and Language Processing issues and have much difficulty with reading comprehension. These students have trouble with even literal recall of basic plot events from a simple, read aloud. I used these ideas with good results and have asked my principal to purchase a book about the techniques from Lindamood Bell. Cathy K-1 Title I Reading ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] Teaching Comprehension in Special Education(StudentTeacher Que...
Marti, Thanks! I have been to the site and I'm looking forward to working with the Visualizing and Verbalizing materials. Cathy K-1 Title I Reading ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] books about reading
I'm trying to recall the title about the girl who is teaching her grandmother to read, is it The Wednesday Surprise? Cathy K-1 Title I Reading ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ 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] documenting intervention
Hi from a listserv lurker:) I am a Title I Reading teacher and have been learning how to document interventions in an instructional/child study team acceptable manner and have also been working hard to avoid getting stuck in a scripted intervention program. The documentation needs to include screening and diagnostic testing (remember this is for a struggling reader not for all readers), concrete examples of intervention implemented (there is no law saying it has to come from a scripted program), group size, how many minutes a day, how many days a week and for how many weeks and then outcome testing to show progress. I have found that I have been able to do this for reading comprehension as w ell as other areas. An example for a reading comprehension intervention that I documented for a group of students was using a short graded passage or QRI passage for testing, I then cited my source for intervention (information I learned at a professional conference from presenters about mental imagery/visualization techniques), included the time, intensity, duration and then documented results. The results were good. The instructional choices I made were effective and not from a scripted program! (no bias here, ha, ha:) The other accomplishment relates to professional educators. We need to preserve our ability to be instructional decision makers as much as we can. I also feel we need to be open to new ideas. I did this by setting my professional goal this year to find a suitable intervention for each of the 5 big ideas even though I could quibble about limiting it to 5, etc. I surveyed research and materials and was able to get a hold of interventions that are effective, I feel comfortable using and that are not scripted. Again, all of these thoughts are based on my work which is exclusively with kids who are at risk for many, many reasons, not the least of which is socio-economic stress. Cathy K-1 Title I Reading ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] DIBELS Results
Linda and all: I am in a district that also uses DIBELS. DIBELS pros and cons aside, I have seen a similar drop in the PSF with stronger, first grade readers. My feeling is that when they have become fluent decoders, they really couldn't be bothered with phonemic segmentation. It has been mastered and used for decoding and is no longer needed. Cathy Title I Reading ** See what's free at http://www.aol.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] Re-replies to my fluency v. comprehension
This is a great thread...my two cents worth is-as this child reaches into quantity of content area reading, words per minute will matter more and more. Also, unfortunately most of our students will end up having to read and try to understand very poorly written textbooks. Most of the ones I've seen for SS and science are close to impossible for me to make cohesive sense of and I'm a pretty good adult reader. Cathy Reed Title I Reading ** See what's free at http://www.aol.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] (no subject)
I can't recommend highly enough Cris tovani's book, I Can Read It But I don't Get It. I teach Title I reading at an elementary school but I also adjunct in a literacy program at a local college. I use it for my graduate students, many of whom teach high school, and they have all found it very helpful. I find I can use the ideas with my little guys, as well. Cathy ___ 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.
