Re: [MOSAIC] Curriculum Alignment

[donnfox]

I don't know if this helps, but you may want to look on the New Jersey DOE 
website. They have organized the CCS into five units for instruction. Look 
under the model curriculum tab and click on Math or ELA. Then click on the 
grade you teach and you can see unit 1, unit 2 etc...
Our school began to follow the unit models for teaching and we are presently 
aligning our literature, poems and stories at each grade level to teach the 
standards.
We spent last year working on resources for teaching and supporting the new 
Math CCS.
Another teacher and I created a template for each unit. We literally copied and 
pasted the SLO into our school template and then added a column for suggested 
resources to meet the standards.
Its a work in progress but has been helpful.

Donna/NJ

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- Reply message -
From: "evelia cadet" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Subject: [MOSAIC] Curriculum Alignment
Date: Wed, Jul 10, 2013 12:21 pm


This teacher is not coming up with any ideas to improve instruction in OUR 
school. Does she has the best instructional strategies? Maybe, I don't know. As 
I mention before, what other teachers do is a secret in my school. I can tell 
you what she has shared about her instruction: she has the best standardized 
scores in the school, she doesn't believe in allowing the children to choose 
their books and reading anything outside the basal program, she believes every 
single reading should be assessed, she is great at teaching test taking 
strategy the entire year, she uses lots of practice tests passages to teach, 
she usually makes negative comment about teachers' poor test scores and 
incompetence. 

My point is, share your greatness now that you are in the leadership team. What 
is your plan to help OUR school? To assist and collaborate with the incompetent 
teachers?  

Sent from my iPhone

On Jul 10, 2013, at 9:16 AM, "Renee Goularte"  wrote:

> I would like to speak up for the seasoned, stand-alone teachers, since I was 
> one for years.
> 
> Teachers being required to all be teaching the same genre at the same time 
> makes my hair stand up. If they elect to do so voluntarily, that's one thing. 
> Being ordered to is quite another thing.  Plus, teachers do not have to all 
> be doing the same genres at the same time to be covering/teaching/addressing 
> all the standards. Those are two different issues. If there are teachers who 
> are not teaching everything they should be, that's an issue that should be 
> taken up by the principal.
> 
> I do understand that you are looking for a solution to a problem.
> 
> But the seasoned, stand-alone teacher is sometimes the one with the better 
> practices. :-)
> 
> Renee
> 
> 
> On Jul 10, 2013, at 6:41 AM, Deborah Hopp wrote:
> 
>> 
>> 
>> 
>> Evelia,
>> I am not an expert on alignment, but I have taught in a private school and 
>> now a public school.  When you are trying to move seasoned teachers, it's 
>> overwhelming.  Focus on finding like minds and spend your time collaborating 
>> with them.  Take risks and spend you time being the BEST teacher that you 
>> can be.  Don't let this frustration keep you from being just that, the BEST 
>> teacher you can be.  Some will want what you have.  Others won't-this is 
>> just a fact that very passionate teachers have to deal with.  Good 
>> leadership is key in this area.  Hopefully, the principal has a backbone.
>> Debbie Hopp
>> Kindergarten teacher
>> Certified Reading Specialist
>> Baltimore, Maryland
>> 
>> 
>> 
>> -Original Message-
>> From: evelia cadet 
>> To: Mosaic: A Reading Comprehension Strategies Email Group 
>> 
>> Sent: Wed, Jul 10, 2013 3:29 am
>> Subject: Re: [MOSAIC] Curriculum Alignment
>> 
>> 
>> Here in Texas the standards are called TEKS. This one example of a 5th grade
>> standard:
>> 5.11.A Students will summarize the main ideas and supporting details in a 
>> text
>> in ways that maintain meaning and logical order
>> 
>> To answer your question about teaching genres, yes, all reading teachers 
>> will be
>> working on the same genre during the same period. At least in the first
>> semester. We had issues with teachers not teaching all standards and genres. 
>> So,
>> they move from grade to grade with many learning holes. Thank you for your 
>> help.
>> 
>> Evelia
> 
> 
> 
> "Never forget that you are one of a kind. Never forget that if there weren’t 
> any need for you in all your uniqueness to be on this earth, you wouldn’t be 
> here in the first place. And never forget, no matter how overwhelming life’s 
> challenges and problems seem to be, that one person can make a difference in 
> the world. In fact, it is always because of one person that all the changes 
> that matter in the world come about. So be that one person."
> ~ R. Buckminster Fuller
> 
> 
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Re: [MOSAIC] First Grade Informational Books

[donnfox]

Sent from my HTC Status™ on AT&T

- Reply message -
From: "Michelle Weaver" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Subject: [MOSAIC] First Grade Informational Books
Date: Thu, Feb 7, 2013 7:25 pm


Thank you all for your great suggestions!
Michelle


From: Mosaic [mosaic-bounces+mweaver=mhtigers@literacyworkshop.org] On 
Behalf Of Ruth Weil [weilruth...@gmail.com]
Sent: Sunday, February 03, 2013 9:40 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] First Grade Informational Books

Scholastic has a series of "My First Biographies" that might be appropriate
for first grade.   Northwood Books has a series called "Take Along Guides"
about nature.  Gail Gibbons has a number that may be good for first grade
too...like My Soccer Book and others. Fire Drill by Jacobs and Swender is a
very easy read.  Once you start to look some up on Amazon, I think you'll
find that there is a pretty good selection out there!  It will get even
better with the common core...

On Sun, Feb 3, 2013 at 8:36 PM, Michelle Weaver wrote:

> Could anyone recommend any informational books for First Grade?
> Thank you,
> Michelle
>
> Michelle Weaver
> Teacher, MLK Elementary
> mwea...@mhtigers.org
>
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>
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Re: [MOSAIC] Saddened by Administration Mandate: Students and Choice Reading In Class (Susan Chicvara)

[donnfox]

Same in NJ Renee - the response to any new suggestion made by teachers to 
improve instruction is "show me the data"
As a matter of fact during a discussion about voucher legislation with one of 
our assemblyman, a mayor from an urban community stated if we had vouchers our 
test scores would go up!
Say it isnt so!
Donna


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- Reply message -
From: "Renee" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Subject: [MOSAIC] Saddened by Administration Mandate: Students and  Choice 
Reading In Class (Susan Chicvara)
Date: Wed, May 30, 2012 9:38 am


I, for one, am very happy to hear this and hope that it continues. Sadly, where 
I substitute, they are still training all the teachers in "direct instruction" 
and everything revolves around test scores, with increasing numbers of tests 
every year, both standardized and district-created, and piles of test prep 
materials growing bigger every year, with principals and superintendent touting 
"research" that supports things like Saxon Math and Direct Instruction and data 
driven curriculum.

Renee

On May 29, 2012, at 4:55 PM, Betty Laughlin wrote:

> I just went to a workshop for my district where they said the same > thing! 
> Hooray!
>
> Sent from my iPhone
>
> On May 28, 2012, at 9:02 PM, "Tracy Gaestel"  wrote:
>
> For all of you in this situation, hang in there.  Last week our
> superintendent came to a meeting of people selected to work on aligning
> our curriculum to the Common Core Standards.  He wanted to tell us
> personally that whatever had happened in the past, we were now to treat
> the text books as tools to help us plan lessons that help our students
> achieve proficiency on the grade level standards.  The pendulum is
> swinging back.  I was afraid that this day would never come.  (He had > to
> come because many of the teachers couldn't believe what the presenters
> were telling us) Teach?  We don't need to be on the same page?  We > don't
> even have to use the same stories?  (Someone even asked "how can we do
> that?")  I faintly heard the Hallelujah chorus in the background and I > had
> to stop myself from dancing in the auditorium.


"The thing always happens that you really believe in; and the belief in a thing 
makes it happen."
~ Frank Lloyd Wright



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Re: [MOSAIC] Song for Jennifer

[donnfox]

Jennifer you got my curiousity! How are you using the song? Please share
Donna

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- Reply message -
From: "Palmer, Jennifer" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Subject: [MOSAIC] Song for Jennifer
Date: Thu, May 10, 2012 9:29 pm


That's it!

Sent from my iPhone

On May 10, 2012, at 9:01 PM, "Susan"  wrote:

> 
> Hi Jennifer,  I think the song you are looking for is First Love by Alan 
> Jackson.  
> 
> Susan  
> sacchet...@aim.com
> 
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Re: [MOSAIC] Workshop

[donnfox]

Why don't you go on readinglady.com website and click tools and resources. 
There is a wealth of materials, handouts, lesson plans etc . They have been 
developed over the years from teachers' studies, reading and beliefs in the 
works of Mosaic of Thought and other books alike.
Donna 

Sent from my HTC Status™ on AT&T

- Reply message -
From: "Deborah Hopp" 
To: 
Subject: [MOSAIC] Workshop
Date: Thu, May 10, 2012 6:16 am


Mosiac of thught



-Original Message-
From: Beverlee paul 
To: Mosaic: A Reading Comprehension Strategies Email Group 

Sent: Wed, May 9, 2012 10:47 pm
Subject: Re: [MOSAIC] Workshop


What book?
Sent from my iPad
On May 9, 2012, at 7:34 PM, Deborah Hopp  wrote:
> 
 HI,
 I'm doing a presentation on the book for a graduate course.  I have to produce 
 handout and present information to my classmates to buy the book.  Any 
uggestions would be great.
 Debbie
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Re: [MOSAIC] Daily Five/CAFE

[donnfox]

Is there anybody from this listserve that is a New Jersey teacher using Daily 5 
and CAFE?
If so could you please email me off list. I would love to visit a classroom in 
my state to see how this organization and structure works in a 90 literacy 
block.
Thank you,
Donna NJ
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- Reply message -
From: "mrs. teacher" 
To: 
Subject: [MOSAIC] Daily Five/CAFE
Date: Sun, May 6, 2012 3:28 pm



Hi all!  I am in my 4th year of using the Daily Five and my 3rd of using CAFE.  
I teach fourth grade.  I read somewhere (not sure where) that the sisters 
recommend 3-5 teachers only doing 3 of the 5 "rotations" and that it is a 
personal program that you should modify to fit your students' needs.  I have 45 
minutes of CAFE time in my room (this is what we call it).  Each day, students 
have the option of Read To Self, Listen To Reading, or Word Work.  They never 
HAVE to do Listen to Reading but if they do, it can only be one day each week 
and they MUST do Word Work once a week.  However, after the newness of Listen 
To Reading wore off, I rarely had students choose that one anymore.  Therefore, 
most of my students have 45 minutes of sustained, self-selected, on-level 
reading four days a week.  During this time, I conference with students, giving 
them purposes for reading that match their personalized CAFE goal.  When I 
started this, we blocked and I was the reading teacher.  We had 75
 minute blocks and 45 of each one was spent doing CAFE time.  Last year, we 
decided to self-contain (hallelujah!)  and the other fourth grade teachers were 
excited to try it, as well.  One of my team members from last year moved to 
second grade last year and now all of second grade is doing CAFE and Daily 
Five.  I really don't know what I did before I found it.  To me, it is what I 
should have always been doing but gave me the organization and structure that I 
was lacking in order to do what I knew needed to be done.


> STACIE, thanks for your post.  I recently had the opportunity to 
> observe in two CAFE classrooms where there is a 90-min. literacy block.  
> I was impressed with the management and how the students knew what the 
> expectations were in each rotation.  Here's my concern, and it's really 
> for those of youout there who are Columbia trained and also know Daily 
> 5/CAFE: 
> With students changing stations every 22 minutes or so after the minilesson, 
> 
> Where's the sustained engagement with 'just right' text?
> Where's the conferring at the heart of the workshop?
> 
> 
> I would so love feedback from Columbia folks, and if it is more appropriate 
> to 
> contact me directly rather than through this list serve, please do.
> 
> Thanks for all your input and support everyone.
> 
> Martha

  
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Re: [MOSAIC] Processing Question

[donnfox]

Wrong Donna! I believe the email you are referring to is from Donna Petree

Sent from my HTC Status™ on AT&T

- Reply message -
From: "Patricia Kimathi" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Subject: [MOSAIC] Processing Question
Date: Sat, Apr 21, 2012 12:02 pm


Donna,
Can you tell me where we can get information on how parents can investigate 
this Through the years I have seen children like this and when I asked their 
parents questions there was always a serious illness somewhere in their early 
childhood.  But I have never seen research or even an article that agreed with 
what I thought, let alone something that would pay for extra help.  I would 
appreciate help with anyone who has read something like this.
PatK
On Apr 21, 2012, at 5:27 AM, Donna Petree wrote:

> A doctor's
> statement on the latent effects may help the student get services > and funds
> to pay for tutoring outside of the classroom.

PatK




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Re: [MOSAIC] readers workshop & test taking

[donnfox]

I wanted to 2nd Paulines thought too, but someone beat me to it! QAR is 
question answer relationship. You teach your students to evaluate the type of 
question it is before you answer it. For example is it a Right There question 
(literal) Author and me question (inference), etc 

I first read about QAR off the tools and resources link from readinglady.com. 
However, there is alot of  research on it in many test strategy books. I have 
found it very effective and make games out of it for my students. Eventually 
they catch on and learn to identify what the question is asking before they 
even read the answer choices.

Donna NJ
Intervention 3/4

Sent from my HTC Status™ on AT&T

- Reply message -
From: "Terry" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Subject: [MOSAIC] readers workshop & test taking
Date: Sat, Feb 25, 2012 9:10 am


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.
>>>
>>> __**_
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>>> http://literacyworkshop.org/**mailman/options/mosaic_**
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>>>
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>>>
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>>
>
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Re: [MOSAIC] Determining Importance

[donnfox]

If you look on the reading lady website and go under tools and resources their 
are many fabulous lessons posted for " determining importance"  as well as 
other comprehension skills and strategies.

Sent from my HTC Status™ on AT&T

- Reply message -
From: "Susan" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Subject: [MOSAIC] Determining Importance
Date: Sat, Feb 18, 2012 9:04 am


I would look at Strategies that Work or Nonfiction Mentor Texts

Sent from my iPad

On Feb 17, 2012, at 11:58 PM, evelia cadet  wrote:

> Is anyone aware of a great lesson/lessons to teach determining importance in 
> nonfiction?  Thanks.
> 
> Evelia
> 
> Sent from my Windows Phone
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Re: [MOSAIC] elementary writing programs

[donnfox]

This is a response for Beth and anyone else following these comments. Im not 
sure what grade level you were inquiring about, but keep in the mind the new  
writing CCS for elementary K-5 is opinion writing not persuasive. Persuasive 
evokes more emotion and is writing to the audience to convince them to take 
action or share a belief. Opinion writing is stating a viewpoint and supporting 
it with reasons, facts and details in the upper grades.
I have used many of the mentor texts suggested  by others and they are all very 
good. But when planning for next year we have to remember the new common core 
standards
Donna/ NJ
Sent from my HTC Status™ on AT&T

- Reply message -
From: "Ruby Westlund" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Subject: [MOSAIC] elementary writing programs
Date: Tue, Jan 10, 2012 5:24 pm


This is a little late for this year, but you may want to make a note for
next year.  My students wrote letters to Santa, not just listing what they
wanted but with reasons why they should have the items listed.  Some of
them came up with some very good persuasive writing!

On Tue, Jan 10, 2012 at 1:58 PM, Lisa Glos  wrote:

> Two other persuastive books that are good are
>
> Click Clack Moo, Cows that Type (Cows try to convince farmer to give them
> electric blankets)
>
> Can I have a Stegasaurus, Mom? Can I, Please?   - I think that this is
> worded correctly (boy tries to convince his mom to let him get a
> Stegasaurus - final reason is he finds an egg in the woods - there is a
> twist at the end which could be a good taking off point for writing)
>
>
> Lisa
>
> On Mon, Jan 9, 2012 at 6:51 PM, Kelly Alexander  >wrote:
>
> > I Want An Iguana.persuasive picture book.
> >
> > --- On Mon, 1/9/12, Sally Thomas  wrote:
> >
> > From: Sally Thomas 
> > Subject: Re: [MOSAIC] elementary writing programs
> > To: "mosaic listserve" 
> > Date: Monday, January 9, 2012, 7:21 PM
> >
> > Hate to sound snarky but shouldn't the administration be able to describe
> > what they mean by appropriate persuasive and analytical for these age
> > levels?  And also tell you why?  Just bugs the heck out of me when people
> > throw out ideas which they often don't know anything about.
> >
> > That said, I would think about the kinds of things kids would be
> interested
> > in persuading people about and go from there.  Find mentor texts.  An
> > example that we used at our school: every year kids have the opportunity
> to
> > vote for the California Young Readers Medal.  They are given 3 books at
> > primary, intermediate etc. to choose from.  They have to have read
> > (individually or as class) each book to vote.  We had our students write
> > persuasive essays (we actually used letters) to convince others of their
> > choice.  It was great.(My kids read samples of persuasive texts and came
> up
> > with a rubric.  I taught 5/6. Isn't there a great picture book where a
> > child
> > tries to persuad his mother to get a certain kind of pet?  (I forget the
> > title but it was a good one!)
> >
> > I would check James Moffett's classic work on genres and writing - the
> > kinds
> > of authentic writing we do in the world and connected to developmental
> > levels.  I know we spent many years on the state language arts assessment
> > committee in California exploring the kinds of writing that it was
> > appropriate to assess and how to formulate authentic type tasks and so
> on.
> > Moffet's work informed some of the decisions about the types of writing
> to
> > assess at various levels.We found for example that when we tried to
> > assess information type writing, most of what we got was pretty bad
> writing
> > - stiff and boring.  And kids who didn't have background on whatever the
> > topic (which happens in testing situations often) were especially
> > disadvantaged.  I am disgusted by much of what goes for writing
> assessment
> > currently.  We've lost so much ground in writing over the last more
> > than
> > decade.
> >
> > In short, I am not against persuasive or analytic as long as the writing
> > experience is authentic and meaningful to children's lives.  Be careful.
> > Calkins work (along with the great teachers who helped her) is probably
> > most
> > meaningful to developing students as writers for the long run.  Just
> > IMOl!!!
> > Sally
> >
> >
> > On 1/9/12 8:50 AM, "Beth OConnor"  wrote:
> >
> > >
> > > Hello,
> > > I am looking for suggestions on writing programs that could complement
> > > Lucy Calkins in grades K-5. Because of the Common Core, our
> > > administration would like us to focus more on persuasive and
> > > analytical writing and less on personal narratives. Does anyone use
> > > anything for this type of writing that they would recommend?
> > > Thank you,
> > > Beth
> > >
> > > ___
> > > Mosaic mailing list
> > > Mosaic@literacyworkshop.org
> > > To unsubscribe or modify your membership please go to
> > >
>

Re: [MOSAIC] idea for book study group on poetry.

[donnfox]

Myself and others have already ordered it so lets start with that book!

Sent from my HTC Status™ on AT&T

- Reply message -
From: "Sally Thomas" 
To: "mosaic listserve" 
Subject: [MOSAIC] idea for book study group on poetry.
Date: Fri, Dec 30, 2011 1:47 pm


I had suggested Georgia Heard's Awakening the Heart.  Think it was her
second book.  She worked and works with Lucy Calkins and the reading/writing
project in New York City.  She is herself a poet and works with children in
wonderful ways.  I'm open to any other suggestion - had just thrown it out
as an idea.  


On 12/30/11 10:19 AM, "Deborah Lawson"  wrote:

> I missed the name of the book somewhere along the way.
> On Dec 30, 2011 11:22 AM, "Sally Thomas"  wrote:
>



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Re: [MOSAIC] idea for book study group on poetry.

[donnfox]

Your ideas are the plan! Sounds good to me. And yes i agree weekend discussions 
would be better. Once we are all back from holiday break it gets hectic again. 
Just set a date for the first read and discussion- then let the fun begin!

Sent from my HTC Status™ on AT&T

- Reply message -
From: "Sally Thomas" 
To: "mosaic listserve" 
Subject: [MOSAIC] idea for book study group on poetry.
Date: Fri, Dec 30, 2011 12:08 pm


Sent two responses this a.m. Which haven't come up yet on my computer and
wondering why.  Did I do something wrong in sending it?  Just in case it's
being held up for some reason, I'm volunteering to facilitate - though very
open to giving that wonderful position to anyone else who'd like to do it.

Second:  I set out a draft/brainstorm plan which is open to discussion.  I'm
going to recopy it here.

Here are a couple of ideas.  Welcome your feedback and I can revise!
1.  When to start.  Thinking the last weekend of January.  Gives us enough
time to order and read a chapter or two???  Thinking weekends might be a
good time to begin each new section discussion as our weeks are pretty
filled with working - right???

2.  Pacing.  Have to get my book out to see how it is divided but probably a
chapter a week or so???  That's roughly.  Or is that too fast a pace?

3.  I'd be glad to start each week's discussion with my own connections
and/or questions.  And everyone can just join in.  Or we can take turns with
who wants to take the lead for different chapters.  (I would love that!)
let me know if you'd like to do this and we can set up a schedule.

4.  My guess is that we'll be using the STRATEGIES as we read to understand.
And also think about how using the ideas with kids will tap the strategies.

5.  Speaking of strategies, I suggest we might begin by each of us tapping
our own SCHEMA of poetry.  Why not start by remembering our own early and
schooling experience of poetry.  The next chapter of that could be our own
experiences of poetry since our schooling - has it been the same or
different?  Between these two chunks of schema, we will have reflected on
our experiences and assumptions about poetry as we explore Georgia's book.

6.  It would be great if someone would be "the keeper of..."  poems
mentioned or recommended by Georgia or any of us that we might want to use
in our classrooms.  (just gathering them as they come up naturally and keep
as a simple list in a folder that we can put on the resources page of this
list at the end of our discussion?)

PLEASE GIVE ME FEEDBACK ON ANY OF THIS.  IT'S JUST A BRAINSTORM TO BEGIN OUR
PLANNING.

Sally


On 12/30/11 5:02 AM, "Palmer, Jennifer"  wrote:

> I am totally in favor! Who would like to facilitate the discussion? I am
> finishing and defending my dissertation in the next few months, or I would
> offer to do it myself...
> 
> Sent from my iPhone
>



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Re: [MOSAIC] poems for comprehension strategies

[donnfox]

I love this idea! Im in and ordering the book tomorrow.

Sent from my HTC Status™ on AT&T

- Reply message -
From: "Laura" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Subject: [MOSAIC] poems for comprehension strategies
Date: Thu, Dec 29, 2011 8:59 pm


I like that idea, I'm going to order the book Awakening the Heart.
- Original Message - From: "Sally Thomas" 
To: "mosaic listserve" 
Sent: Thursday, December 29, 2011 3:29 PM
Subject: Re: [MOSAIC] poems for comprehension strategies


> Jen, Is there any way that we could have a focused discussion around a
> shared read on the list.  That might be a way of getting back our original
> focus.  This poetry discussion is interesting.  Might we take it deeper by
> some of us agreeing to read a good book on teaching poetry as a group? > Know
> we've done it in the past.  Would it work again???  Maybe even choose one > of
> Georgia Heard's books.  I would love to reread - I have several.  What > about
> awakening the heart.  Just a thought.
>
> I get weary of finding programs and ways that we have to compromise our
> practices out there in schools.  Know that is important discussion as well
> but this other kind of discussion is what fills me up and gives me hope.
> That may be most important at this time in education history!
>
> Sally
>
>
> On 12/29/11 10:15 AM, "Palmer, Jennifer"  wrote:
>
>> I did it all the time... Great way to help kids understand the purposes >> of
>> poetic devices... How they affect the reader. It's that whole idea of >> 
>> "reading
>> like a writer..." what affect does onomatopoeia or alliteration have on >> 
>> your
>> ability to create a mental image??
>>
>> Sent from my iPhone
>>
>> On Dec 29, 2011, at 11:37 AM, "Susan"  wrote:
>>
>>> I use poetry to teach inferring. Off the top of my head I can say I use >>> 
>>> Every
>>> Living Thing by Cynthia Rylant. I also love anything by Georgia
>>> Heard...Awakening the Heart is awesome.
>>>
>>> I really would be interested in what others would have to say about >>> 
>>> teaching
>>> the strategies using poetry. I think that might be a little tricky if >>> 
>>> the
>>> kids didn't have a background in poetic devices.
>>> Sue
>>>
>>> Sent from my iPad
>>>
>>> On Dec 29, 2011, at 1:10 PM, "norma baker"  wrote:
>>>
 Morning all! While we're on the subject of poetry, has anybody compiled
 poems to teach the comprehension strategies?  As a reading specialist  
 who
 goes into rooms I don't have the luxury of tying my lesson to a book
 previously read or start a picture book that I can finish later and I'd 
  like
 to actually keep to a mini-lesson.  I end up spending too much time  
 because
 I use picture books which I totally love doing and am fortunate enough 
  to
 have a great collection, but.I'm losing the mini in  
 mini-lesson!  If
 anyone has compiled a list of poems for the different strategies and is
 willing to share I'd be grateful.  If not, that'll be next summer's  
 project.
 I work in 4th grade primarily. 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/TGL3131/4efc66c12a69e11808best05duc
 ___
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 Mosaic@literacyworkshop.org
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 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
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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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> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mai

Re: [MOSAIC] poems for comprehension strategies

[donnfox]

I havent used poetry for teaching many comprehension strategies, but i do use 
them for visualization and mental imaging. I give students copies of a poem 
without a pic. On our 2nd read we highlight lines that we can feel and picture 
using our senses. For the older grades i have them record what they are 
picturing on a sensory graphic organizer. The younger ones draw what they 
see,feel. Hear etc. They love it! I have also made this into a literacy station.

Sent from my HTC Status™ on AT&T

- Reply message -
From: "Susan" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Subject: [MOSAIC] poems for comprehension strategies
Date: Thu, Dec 29, 2011 10:24 am


I use poetry to teach inferring. Off the top of my head I can say I use Every 
Living Thing by Cynthia Rylant. I also love anything by Georgia 
Heard...Awakening the Heart is awesome.

 I really would be interested in what others would have to say about teaching 
the strategies using poetry. I think that might be a little tricky if the kids 
didn't have a background in poetic devices. 
Sue

Sent from my iPad

On Dec 29, 2011, at 1:10 PM, "norma baker"  wrote:

> Morning all! While we're on the subject of poetry, has anybody compiled poems 
> to teach the comprehension strategies?  As a reading specialist who goes into 
> rooms I don't have the luxury of tying my lesson to a book previously read or 
> start a picture book that I can finish later and I'd like to actually keep to 
> a mini-lesson.  I end up spending too much time because I use picture books 
> which I totally love doing and am fortunate enough to have a great 
> collection, but.I'm losing the mini in mini-lesson!  If anyone has 
> compiled a list of poems for the different strategies and is willing to share 
> I'd be grateful.  If not, that'll be next summer's project.  I work in 4th 
> grade primarily. 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/TGL3131/4efc66c12a69e11808best05duc
> ___
> 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
> 

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Re: [MOSAIC] common formative assessments

[donnfox]

You are right formatives are like checkpoints. Formatives are assessments "for 
learming" and summative are "of learning"
Donna 

Sent from my HTC Status™ on AT&T

- Reply message -
From: "Kathy Heim" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Subject: [MOSAIC] common formative assessments
Date: Tue, Dec 27, 2011 9:40 pm


Sorry I'm jumping in during the middle of this conversation, but I'd be
interested in knowing what the definition of formative assessments is.  My
fear is that some of the common formative assessments are just practice
summative assessments, or "checkpoints" during a unit.  My thinking is that
formative assessments are quick and varied assessments used to give
feedback and guide instruction for individual students, small groups and
whole classes. Formative assessments, I think, should propel student
thinking and involve students - not just used by the teacher. I'd be
interested in what others think.
 On Dec 27, 2011 9:23 PM, "Sally Thomas"  wrote:

> Just a question for those using this.  It does not appear to me that this
> program/approach is using the approach to comprehension that we study on
> this Mosaics list.  Looks very traditional on first glance.  Keep in mind
> that I did not take the time yet to dig in a do a complete lesson or
> complete assessment.  But I don't see the important comprehension
> strategies
> and modeling and gradual release model here.  Is it int here and I'm not
> seeing it?
>
> Sally
>
>
> On 12/27/11 4:32 PM, "donn...@optonline.net" 
> wrote:
>
> > Readworks.org has over 500 nonfiction reading selections with test
> questions
> > that are all aligned to the ccs and identify specific standards ie main
> idea,
> > cause effect etc.
>
> Sent from my HTC Status  on AT&T
>
> - Reply message
> > -
> From: "Dluhos Sara (31R024)" 
> To: "Mosaic: A
> > Reading Comprehension Strategies Email Group"
> > 
> Subject: [MOSAIC] common formative
> > assessments
> Date: Tue, Dec 27, 2011 6:09 pm
>
>
> Mastery Connect looks
> > wonderful.
>
> Does anyone know of any free (or inexpensive) options to assess
> > mastery of individual reading skills (such as main idea, details. cause &
> > effect)?  My school is going to be running a program and we are in need
> of
> > short tests to use as pre- and post-assessments.
>
> Thanks in advance everyone!
> > Love this group.  I find out so much interesting and useful information
> > through you all!!
>
> Mrs. Sara Dluhos
> Barnes IS24
>
> "Tell me and I forget. Teach
> > me and I remember. Involve me and I learn." -Benjamin
> > Franklin
>
> 
> From:
> > mosaic-bounces+sdluhos=schools.nyc@literacyworkshop.org
> > [mosaic-bounces+sdluhos=schools.nyc@literacyworkshop.org] on behalf
> of
> > donn...@optonline.net [donn...@optonline.net]
> Sent: Tuesday, December 27, 2011
> > 3:24 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject:
> > Re: [MOSAIC] common formative assessments
>
> Thank you Brenda i will check out
> > the site. Following some of these conversations have been so
> informative! Its
> > nice to know we all share the same frustrations and sentiments.
> Donna
>
> Sent
> > from my HTC Status  on AT&T
>
> - Reply message -
> From: "Brenda
> > White-Keller" 
> To:
> > 
> Subject: [MOSAIC] common formative
> > assessments
> Date: Tue, Dec 27, 2011 1:32 pm
>
>
> Donna,
> We are also creating our
> > own CFAs (common formative assessments) and then using
> the data.  Between 3
> > teachers we divide up the work, but it's still test, test,
> test.  When the
> > students realize all they have to do is blow the test, wow,
> imagine what would
> > happen.
>
> Someone shared a site called:  mastery connect (masteryconnect.com or
> > .net).
> Teachers all over the country are sharing CFAs for the new standards.
> > In some
> ways I think the new standards are easier, but having the technology
> > to pull of
> the testing is going to require some big bucks (and my state is
> > already in
> financial distress).   Anyway, I've gone to the site and pulled off
> > some tests
> to use with my kids.  It's great if all band together to get the
> > job done!
> Happy
> > Holidays,
> Brenda
> ___
> Mosaic
> > mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your
> > membership please go
> > to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>
> Se
> > arch 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
>
> Se
> > arch the MOSAIC archives at
> > http://snipurl.com/MosaicArchive
>
>
> ___
> > 
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> T

Re: [MOSAIC] common formative assessments

[donnfox]

Readworks.org has over 500 nonfiction reading selections with test questions 
that are all aligned to the ccs and identify specific standards ie main idea, 
cause effect etc.

Sent from my HTC Status™ on AT&T

- Reply message -
From: "Dluhos Sara (31R024)" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Subject: [MOSAIC] common formative assessments
Date: Tue, Dec 27, 2011 6:09 pm


Mastery Connect looks wonderful.

Does anyone know of any free (or inexpensive) options to assess mastery of 
individual reading skills (such as main idea, details. cause & effect)?  My 
school is going to be running a program and we are in need of short tests to 
use as pre- and post-assessments.

Thanks in advance everyone!  Love this group.  I find out so much interesting 
and useful information through you all!!

Mrs. Sara Dluhos
Barnes IS24

"Tell me and I forget. Teach me and I remember. Involve me and I learn." 
-Benjamin Franklin


From: mosaic-bounces+sdluhos=schools.nyc@literacyworkshop.org 
[mosaic-bounces+sdluhos=schools.nyc@literacyworkshop.org] on behalf of 
donn...@optonline.net [donn...@optonline.net]
Sent: Tuesday, December 27, 2011 3:24 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] common formative assessments

Thank you Brenda i will check out the site. Following some of these 
conversations have been so informative! Its nice to know we all share the same 
frustrations and sentiments.
Donna

Sent from my HTC Status™ on AT&T

- Reply message -
From: "Brenda White-Keller" 
To: 
Subject: [MOSAIC] common formative assessments
Date: Tue, Dec 27, 2011 1:32 pm


Donna,
We are also creating our own CFAs (common formative assessments) and then using
the data.  Between 3 teachers we divide up the work, but it's still test, test,
test.  When the students realize all they have to do is blow the test, wow,
imagine what would happen.

Someone shared a site called:  mastery connect (masteryconnect.com or .net).
Teachers all over the country are sharing CFAs for the new standards.  In some
ways I think the new standards are easier, but having the technology to pull of
the testing is going to require some big bucks (and my state is already in
financial distress).   Anyway, I've gone to the site and pulled off some tests
to use with my kids.  It's great if all band together to get the job done!
Happy Holidays,
Brenda
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Re: [MOSAIC] common formative assessments

[donnfox]

Thank you Brenda i will check out the site. Following some of these 
conversations have been so informative! Its nice to know we all share the same 
frustrations and sentiments.
Donna

Sent from my HTC Status™ on AT&T

- Reply message -
From: "Brenda White-Keller" 
To: 
Subject: [MOSAIC] common formative assessments
Date: Tue, Dec 27, 2011 1:32 pm


Donna,
We are also creating our own CFAs (common formative assessments) and then using
the data.  Between 3 teachers we divide up the work, but it's still test, test,
test.  When the students realize all they have to do is blow the test, wow,
imagine what would happen.

Someone shared a site called:  mastery connect (masteryconnect.com or .net). 
Teachers all over the country are sharing CFAs for the new standards.  In some
ways I think the new standards are easier, but having the technology to pull of
the testing is going to require some big bucks (and my state is already in
financial distress).   Anyway, I've gone to the site and pulled off some tests
to use with my kids.  It's great if all band together to get the job done!
Happy Holidays,
Brenda
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Re: [MOSAIC] mentor texts for readers workshop?

[donnfox]

Children of all ages love to record themselves and hear their voices. Recently 
in my guided reading groups i have been modeling oral reading and pausing to 
think aloud the active reading strategies that come to mind; connections, 
asking myself questions etc. If you have access to ipods or recorders i 
recommend this acttivity. I assign a passage or a few pages for them to read 
and record. When we play it back and listen, i make them track with their 
finger so they can analyze miscues and hear how  they sound. It helps build 
fluency and comprehension   

Sent from my HTC Status™ on AT&T

- Reply message -
From: "Palmer, Jennifer" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Subject: [MOSAIC] mentor texts for readers workshop?
Date: Wed, Dec 14, 2011 9:30 pm


Lots of opportunities to turn and talk... Lots of teacher and peer modeling of 
the kinds of thinking readers do... Variety of texts so children build schema, 
attention to vocabulary development...

Sent from my iPhone

On Dec 14, 2011, at 3:52 PM, "Tennie Bramlett"  
wrote:

> Hi Everyone,
> 
> I need your help.  What activities would you suggest for 1st graders who read 
> on & above grade level but struggle with comprehension?
> 
> -Original Message-
> From: mosaic-bounces+tbramltt=hazelwoodschools@literacyworkshop.org 
> [mailto:mosaic-bounces+tbramltt=hazelwoodschools@literacyworkshop.org] On 
> Behalf Of Cheryl Consonni
> Sent: Monday, November 21, 2011 4:18 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: Re: [MOSAIC] mentor texts for readers workshop?
> 
> Try www.readworks.org
> A free site if you sign up  a user account.  There's lesson plans for 
> concepts 
> of comprehension, reading passages with questions, and recommended read aloud 
> book titles and suggested teaching points.
> Also, Linda Hoyt's Read Aloud book is great. (not sure what the actual title 
> is.)
>  Cheryl
> 'Teaching is a work of heart.' 
> 
> 
> 
> 
> 
> From: Mena 
> To: mosaic@literacyworkshop.org
> Sent: Fri, November 18, 2011 6:49:04 PM
> Subject: [MOSAIC] mentor texts for readers workshop?
> 
> 
> 
> Does anyone know of a website for grade 3-6 mentor texts for readers 
> workshop? 
> /MosaicArchive
> 
> ___
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Re: [MOSAIC] Independent Reading

[donnfox]

Pat Cunningham - Four Blocks Literacy. The Guided Reading Block describes 
models, procedures, organization and strategies for readers' workshop.

Sent from my HTC Status™ on AT&T

- Reply message -
From: dizzz...@aol.com
To: 
Subject: [MOSAIC] Independent Reading
Date: Wed, Nov 30, 2011 10:42 pm




 
In a message dated 11/30/2011 9:23:41 P.M. Central Standard Time,  
kshw...@aol.com writes:

Does  anyone know of where to find research regarding the implementation of 
readers  workshop???



-Original Message-
From: Renee  
To: Mosaic: A Reading Comprehension  Strategies Email Group 

Sent: Wed, Nov  30, 2011 2:46 pm
Subject: Re: [MOSAIC] Independent  Reading


Evelia, I think these are **absolutely** effective reading  practices!  
our students enjoy it! They are talking about their  books! You are  
iving them ideas/suggestions for strategies without  bonking them  
ver the head with them!  Sounds to me like this is  working just fine!
Renee

n Nov 30, 2011, at 10:14 AM, evelia cadet  wrote:
>
Thanks to everyone who has taken the time to reply.   This is my  
first year really trying to implement readers' workshop,  and I want  
to make sure what I do it's effective for my  students.  I asked  
these questions because often my students  are spending time (20-30  
minutes) just reading self-selected  books.  After they read  
independently, they talk about their  books or read with a partner  
(10-15 minutes).  I normally give  them a graphic organizer related  
to the comprehension strategy we  are working on, however, a lot of  
time I don't give them  anything.  I always encourage them to be  
aware of their  thinking process when they are reading and to use  
sticky notes to  record their thinking if they wish to.  What I have  
noticed is  that, whether I give them a task or not, they seem to  
enjoy their  independent and partner reading times.  Sometimes, I  
don't work  on individual conferences, but just become one of them,  
reading and  sharing my books.  They also like this.  They always   
asking me to recommend my books to them.  Do you all think  these  
are effective reading practices?  I am open to  advices.  I want to  
do what helps my students become  independent readers and thinkers.

Evelia



> Date: Wed,  30 Nov 2011 08:55:04 -0600
> From: cindy.brov...@isd477.org
> To:  mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Independent  Reading
>
> Evelia,
> Great question, and as a Literacy  Coach, I strongly encourage you  
> to find
> time in your  day for independent reading. There's a lot of  
> research  at
> your fingertips (the web) that will guide you in deciding what  your
> instructional purpose will be. Your goal in your students'  self  
> selection
> should determine what that platform will  look like, i.e. will they  
> use
> leveled readers  (fluency), or have some free choices (motivation,
> encouragement, and  possibly comprehension). Lori Oczkus has a lot of
> material available  on independent reading, as well as comprehension
> development. From  there, consider "The Daily Five," by the  
> Sisters. With
>  the D5, a very solid managerial procedure is put in place that  
>  allows you
> to include the 5 essential components of literacy. In that  framework,
> students work on reading to self, reading with others,  listening  
> to read,
> work on writing and word works. Two  of the most beneficial managerial
> elements in the sisters program are  building stamina (focused reading
> time), and picking just right books.  Also, the kids love it! One last
> thought, as students read  independently, offer time for them to  
> talk about
> what  they are reading. In doing so you develop motivation and a  
>  language
> that encourages life long reading.
>
> On Tue,  Nov 29, 2011 at 10:58 PM, evelia cadet  
>  wrote:
>
>> I have few questions  about independent reading time during readers
>> workshop, do you  always give students a task to focus on? Is it  
>>  beneficial
>> if they just read their books? Do you ever join them in  reading
>> independently? Thanks.
>>
>>  Evelia
>>
>> Sent from my Windows  Phone
>>
>> -Original Message-
>> From:  Kathy Prater
>> Sent: Saturday, August 20, 2011 1:47 PM
>>  To: mosaic@literacyworkshop.org
>> Subject: Re: [MOSAIC] Mosaic  Digest, Vol 60, Issue 15
>>
>> For Understanding more about  Dyslexia go to brightsolutions.us and a
>> WONDERFUL tutoring program  is Barton Reading and Spelling. As for  
>> books,
>>  the most beneficial book I have read is Overcoming Dyslexia by  Sally
>> Shaywitz. BLESS YOU for looking for help. As a mother of  a  
>> dyslexic son,
>> I
>> wish more  teachers were like you!
>>
>> Kathy in  Mississippi
>>
>> On Aug 20, 2011, at 7:05 AM, Rascal570  wrote:
>>
>>> Hi,
>>>
>>> I have  a wonderful student in my fourth grade class this year  
>>>  who has a
>> medical diagnosis of dyslexia. I see it impacting both  his  
>> reading and math
>> skills. I was wondering if  anyone has so

Re: [MOSAIC] Independent Reading

[donnfox]

Four Blocks Reading literacy program -  by Patricia Cunningham is best for 
elementary. Its a good model to follow and teaches you how to incorporate all 
the components of a balanced literacy program.

Sent from my HTC Status™ on AT&T

- Reply message -
From: kshw...@aol.com
To: 
Subject: [MOSAIC] Independent Reading
Date: Wed, Nov 30, 2011 9:07 pm


Does anyone know of where to find research regarding the implementation of 
readers workshop???



-Original Message-
From: Renee 
To: Mosaic: A Reading Comprehension Strategies Email Group 

Sent: Wed, Nov 30, 2011 2:46 pm
Subject: Re: [MOSAIC] Independent Reading


Evelia, I think these are **absolutely** effective reading practices!  
our students enjoy it! They are talking about their books! You are  
iving them ideas/suggestions for strategies without bonking them  
ver the head with them!  Sounds to me like this is working just fine!
Renee

n Nov 30, 2011, at 10:14 AM, evelia cadet wrote:
>
 Thanks to everyone who has taken the time to reply.  This is my  
 first year really trying to implement readers' workshop, and I want  
 to make sure what I do it's effective for my students.  I asked  
 these questions because often my students are spending time (20-30  
 minutes) just reading self-selected books.  After they read  
 independently, they talk about their books or read with a partner  
 (10-15 minutes).  I normally give them a graphic organizer related  
 to the comprehension strategy we are working on, however, a lot of  
 time I don't give them anything.  I always encourage them to be  
 aware of their thinking process when they are reading and to use  
 sticky notes to record their thinking if they wish to.  What I have  
 noticed is that, whether I give them a task or not, they seem to  
 enjoy their independent and partner reading times.  Sometimes, I  
 don't work on individual conferences, but just become one of them,  
 reading and sharing my books.  They also like this.  They always  
 asking me to recommend my books to them.  Do you all think these  
 are effective reading practices?  I am open to advices.  I want to  
 do what helps my students become independent readers and thinkers.

 Evelia



> Date: Wed, 30 Nov 2011 08:55:04 -0600
> From: cindy.brov...@isd477.org
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Independent Reading
>
> Evelia,
> Great question, and as a Literacy Coach, I strongly encourage you  
> to find
> time in your day for independent reading. There's a lot of  
> research at
> your fingertips (the web) that will guide you in deciding what your
> instructional purpose will be. Your goal in your students' self  
> selection
> should determine what that platform will look like, i.e. will they  
> use
> leveled readers (fluency), or have some free choices (motivation,
> encouragement, and possibly comprehension). Lori Oczkus has a lot of
> material available on independent reading, as well as comprehension
> development. From there, consider "The Daily Five," by the  
> Sisters. With
> the D5, a very solid managerial procedure is put in place that  
> allows you
> to include the 5 essential components of literacy. In that framework,
> students work on reading to self, reading with others, listening  
> to read,
> work on writing and word works. Two of the most beneficial managerial
> elements in the sisters program are building stamina (focused reading
> time), and picking just right books. Also, the kids love it! One last
> thought, as students read independently, offer time for them to  
> talk about
> what they are reading. In doing so you develop motivation and a  
> language
> that encourages life long reading.
>
> On Tue, Nov 29, 2011 at 10:58 PM, evelia cadet  
> wrote:
>
>> I have few questions about independent reading time during readers
>> workshop, do you always give students a task to focus on? Is it  
>> beneficial
>> if they just read their books? Do you ever join them in reading
>> independently? Thanks.
>>
>> Evelia
>>
>> Sent from my Windows Phone
>>
>> -Original Message-
>> From: Kathy Prater
>> Sent: Saturday, August 20, 2011 1:47 PM
>> To: mosaic@literacyworkshop.org
>> Subject: Re: [MOSAIC] Mosaic Digest, Vol 60, Issue 15
>>
>> For Understanding more about Dyslexia go to brightsolutions.us and a
>> WONDERFUL tutoring program is Barton Reading and Spelling. As for  
>> books,
>> the most beneficial book I have read is Overcoming Dyslexia by Sally
>> Shaywitz. BLESS YOU for looking for help. As a mother of a  
>> dyslexic son,
>> I
>> wish more teachers were like you!
>>
>> Kathy in Mississippi
>>
>> On Aug 20, 2011, at 7:05 AM, Rascal570 wrote:
>>
>>> Hi,
>>>
>>> I have a wonderful student in my fourth grade class this year  
>>> who has a
>> medical diagnosis of dyslexia. I see it impacting both his  
>> reading and math
>> skills. I was wondering if anyone has some great resources for me  
>> to read
>> or access in regard to ways to best teach this student.
>>

Re: [MOSAIC] Independent Reading

[donnfox]

In our district we follow the 4 blocks model. During the self selected reading 
block or period you start with a teacher read aloud and model the metacognitive 
strategies. Then the students go off and read independently on their DRA LEVEL. 
During that time the teacher conferences with a few students each day and we 
discuss what they are reading, and they read aloud to the teacher. Students 
love the one to one attention! Most teachers keep a conferencing sheets to 
record strengths and weaknesses..

Sent from my HTC Status™ on AT&T

- Reply message -
From: "evelia cadet" 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Subject: [MOSAIC] Independent Reading
Date: Tue, Nov 29, 2011 11:58 pm


I have few questions about independent reading time during readers workshop, do 
you always give students a task to focus on?  Is it beneficial if they just 
read their books?   Do you ever join them in reading independently? Thanks.

Evelia

Sent from my Windows Phone

-Original Message-
From: Kathy Prater
Sent: Saturday, August 20, 2011 1:47 PM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Mosaic Digest, Vol 60, Issue 15

For Understanding more about Dyslexia go to brightsolutions.us and a
WONDERFUL tutoring program is Barton Reading and Spelling.  As for books,
the most beneficial book I have read is Overcoming Dyslexia by Sally
Shaywitz.  BLESS YOU for looking for help.  As a mother of a dyslexic son, I
wish more teachers were like you!

Kathy in Mississippi

On Aug 20, 2011, at 7:05 AM, Rascal570 wrote:

> Hi,
>
> I have a wonderful student in my fourth grade class this year who has a
medical diagnosis of dyslexia. I see it impacting both his reading and math
skills.  I was wondering if anyone has some great resources for me to read
or access in regard to ways to best teach this student.
>
> Thank you in advance for your help.
> Ali/FL
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To unsubscribe or modify your membership please go to
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Search the MOSAIC archives at http://snipurl.com/MosaicArchive