Re: [MOSAIC] spelling
15-20 min 4 days a week - 3rd and 4th grade. We had 1hr 30 min. Language Arts time and a 45 minute writing time. Jan You do not really understand something unless you can explain it to your grandmother.-Albert Einstein What lies behind us and what lies before us are tiny matters compared to what lies within us. -Ralph Waldo Emerson Nothing is as strong as gentleness, and nothing is so gentle as real strength. If at first the idea is not absurd, then there is no hope for it. ~ Albert Einstein On Mon, Oct 15, 2012 at 8:55 PM, Linda Rightmire lindarightm...@gmail.comwrote: At the risk of confusing the issue -- could I just ask some people to suggest what kind of time they allot to actual spelling learning (intro, practise, 'sorts', etc.)? I know sometimes people argue that we should be spending much more time in real reading and real writing so while 'word study' is clearly a crucial part of the whole program, I am curious about time allotments. Of course, different at various grades, and some classes needing more and so on. Thanks, Linda Rightmire SD #73, Kamloops, BC ___ 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] Workshop
Mosaic of Thought is all about a reader's thought process as they read, and the different kinds of thinking that one uses as they read. As a classroom teacher it was my goal through conferencing to find the students' strengths and weaknesses and teach into that. I would give a quick overview about all of the strategies, confer with student taking notes, then zero in with more depth on the strategies my students needed to develop or understand more deeply. Maybe with something like this in mind, you can develop a handout that would inspire your classmates to buy the book. Reading the book is a MUST if you haven't done so. Ellen's work is based on research. Jan You do not really understand something unless you can explain it to your grandmother.-Albert Einstein What lies behind us and what lies before us are tiny matters compared to what lies within us. -Ralph Waldo Emerson Nothing is as strong as gentleness, and nothing is so gentle as real strength. If at first the idea is not absurd, then there is no hope for it. ~ Albert Einstein On Thu, May 10, 2012 at 3:11 AM, Deborah Hopp deborahh...@aol.com wrote: Mosiac of Thought -Original Message- From: Tamara Westmoreland westmoreland.tam...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wed, May 9, 2012 11:54 pm Subject: Re: [MOSAIC] Workshop What book? n Wed, May 9, 2012 at 6:34 PM, Deborah Hopp deborahh...@aol.com wrote: HI, I'm doing a presentation on the book for a graduate course. I have to produce a handout and present information to my classmates to buy the book. Any suggestions would be great. Debbie ___ 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 ___ 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] School wide reading.
My most favorite years of teaching were the last 4 of my career of 17 years. Why? I did away with homework and awards. The school had school-wide awards at the end of each trimester which I had to participate in, but I had no classroom awards. Every other classroom (24 of them) had a ticket system and a prize box. Teachers thought I was either nuts or brave. How was I going to get kids to do things and behave? I had no problem at all. We had frank conversations about how they were there to learn and it is their job to do their best everyday and grow as learners. I had the worst behaved child in my grade level who the prior year had practically lived in the office or another classroom other than their own. I had to call the principal twice all year... Why the change? I had a frank conversation with the child and we came up with a list of things (choices) this child could do when they couldn't handle what was going on. Every alternative choice took place in the classroom. They were things like; move to the library table, put up an office (divider), or move to another table group, etc... I gave the child the power to decide how they were going to handle the problem It was their choice and they were to do it without asking me -that was the whole point of having the choices -the child dealt with it and I could continue teaching. If the child had trouble working in a partnership, they were allowed to work on their own and the other students knew they were allowed to then join a partnership to create a trio. I did not want to have to stop and deal with this stuff, so we had a plan and choices and kids knew what to do. Rarely did the child leave partnership work as it was their favorite. We kept no records of our reading other than a date and title of the book. Some kids added likes or dislikes about the book -or notes about their thinking to share. Our principal (K-6 school) had read The Homework Myth: Why Our Kids Get Too Much of a Bad Thinghttp://www.amazon.com/The-Homework-Myth-Kids-Thing/dp/073827/ref=sr_1_6?s=booksie=UTF8qid=1334174866sr=1-6 by Alfie Kohnhttp://www.amazon.com/Alfie-Kohn/e/B001IGHN82/ref=sr_ntt_srch_lnk_6?qid=1334174866sr=1-6 and she (with input from the staff) decided there would be no homework school-wide other than reading, and what was read would be the child's choice. YAHOO! Let me tell you, the passion for reading grew -immensely. Kids came to school excited to share what they read the night before (I had a 10 minute partner share first thing in the morning). Kids were deciding to read the same book and talk about it (Wow! book clubs formed by students because they were interested in doing so). Kids were reading books by the same author and talking about similarities and differences. It was so powerful! The students in my classroom were put into the driver seat and they drove to some great places! When you give kids choices and give them some power, they do great things. And I could teach without making all the decisions -everyone was happier! The nay-sayers said the kids won't read, they will only pretend -it happened a few times in my classroom, but rarely. I think the reason they read was because they had the choice of what to read -books, menus, magazines, pamphlets... and they couldn't wait to talk about it! Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein *If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.* Albert Einstein What lies behind us and what lies before us are tiny matters compared to what lies within us. -Ralph Waldo Emerson Nothing is as strong as gentleness, and nothing is so gentle as real strength. If at first the idea is not absurd, then there is no hope for it. ~ Albert Einstein On Wed, Apr 11, 2012 at 7:03 AM, Renee phoenix...@sbcglobal.net wrote: Disclaimer: This is an opinion. Mine. I know that many schools have competitions of many kinds, and that competition is part of society and that some competition is just good, healthy fun. But I think it's important to think about the message that *some* school competitions send, and to me, a reading competition just goes against my grain. If I were teaching in this school, I would not feel good about being pitted against all other classrooms AND I would find it hard to participate. That's why I suggested a school wide collaboration (ongoing documentation of books and pages read by the whole school), where everyone works together toward a common goal. Our current Secretary of Education, Arne Duncan, has pitted schools against schools and teachers against teachers with his stupid Race to the Top program. High stakes tests pit schools against schools and teachers against teachers and students against students. In my classrooms we always kept a running tally of how many books and pages kids read, throughout the year. The end numbers were
Re: [MOSAIC] Phonics research..
The best PD our district ever had was when each elementary school had an instructional coach and the PD was geared for that site -not district wide. The coaches met once a week to refine their skills as coaches -and it was done in the manner of which Renee speaks -through talk, and sharing, and questioning. The district was focused on Readers' and Writers' Workshop and for 5 years we saw a transformation in students. They loved reading -it was no longer a chore of skills, and they wrote with energy and confidence instead of in formulaic boredom. In these years I saw the most growth of students and they were happy and engaged in learning. Then we got a new superintendent who put all the coaches back in the classroom and mandated the use of textbooks. Scores have gone down -dramatically in Title 1 schools, and they wonder why... Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein *If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.* Albert Einstein What lies behind us and what lies before us are tiny matters compared to what lies within us. -Ralph Waldo Emerson Nothing is as strong as gentleness, and nothing is so gentle as real strength On Sun, Feb 26, 2012 at 9:56 AM, Elizabeth Sledge bsledgeham...@sbcglobal.net wrote: Renee...amen...couldn't have said it better! I recently retired from teaching elementary reading (30yrs.) and was fortunate to have a principal who allowed me teach outside the box. After reading mosaic of thought I was truly inspired to create my own innovative and comprehensive approach for teaching my students how to comprehend deeply using each of the key strategies addressed in Keene and Zimmerman's book. It took me years to develop a roadmap of how this powerful instruction would look like in a classroom, but I did it! I call my sytem circles of learning. Circles of learning not only supports and encourages students to develop each of the strategic behaviors and make them part of their learning schema, but also provides a way for students to engage in critical thinking and reflection through authentic reading, rich accountable talk, text coding and journaling. I created strategic thinking journals which are a students hands on tool where they use writing as a means of gaining deeper analysis of text. Keeping this journal helps the reader notice and harvest observations and responses as they read by providing diverse tasks to teach, guide, reinforce and apply strategy use. Log term explicit strategy instruction framed around the gradual release model is an integral part of the instructional routine. No basals, text books, workbooks, ect...just authentic literature and jounals. My students loved getting into what I called literature learning circles to engage in meaningful talk about what they had read in a book using their journals to guide discussions. Would love to share...many teachers observed my classroom and are now implementing circles of learning using my differientiated journals. Would love to share! Elizabeth Sledge On Feb 26, 2012, at 10:03 AM, Renee phoenix...@sbcglobal.net wrote: Warning this is long, and will appear contrary to some. There is much talk of professional development. I think the best and most effective professional development is teachers talking among themselves about what works in their classrooms. I also believe to my core that teachers can create their own organized ways of teaching phonics, phonemic awareness, etc. and that canned programs are 1. not necessary, 2. upside-down in their fundamental philosophical beliefs, and 3. a lovely way to divert classroom money to publishers. What if teachers were given time to meet every single week for an hour of sharing? I can't imagine any official professional development program that could do a better job. Imagine veteran teachers sharing their expertise with new teachers, new teachers sharing new ideas and enthusiasm, and the tweaking of these ideas that could happen under such circumstances. Teachers are not given this time. Instead, they are sent off to the district office or some conference where they often don't want to be, often don't pay that much attention because their thoughts are back in their classrooms, and where much time is wasted on such things as getting to know each other openers and a lot of lecturing to the teachers. How much time and money are spent/wasted on professional development on how to use the teacher's manual? Just imagine the money spent on such PD, money to the presenter and all the substitutes needed (and this is coming from a person who *does* professional development and who *does* substitute, so I'm basically saying I am not needed!). I don't agree that we are not wired to read. I believe that we are wired to see and relate patterns, wired to problem-solve, wired for learning. What I
Re: [MOSAIC] Comprehension strategies assessment
Wow, what a request! How old are your students? You could use questions like: What is metacognition? What does it mean to make a connection? What does your brain do when you make a connection? How does visualization help you understand a story? When do you ask questions when you are reading? I used to ask my students similar questions, I taught 3rd and 4th grades. When I asked theses questions I wanted them to know what the strategy was, what their brain was doing when they used the strategy and how to talk about their thinking. When an 8 year old talks about metacognition and truly understands the how and why of their thinking, it blows the minds of the adults in the room. My goal was for students to be able to put common names to what they were doing so we could have meaningful conversations in the room -not just keep adding new information into the discussion, but responding to what someone else has said. Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein *If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.* Albert Einstein On Wed, Nov 2, 2011 at 6:36 PM, evelia cadet cadeteve...@hotmail.comwrote: Do you give your students a summative assessment to test their knowledge and application of the comprehension strategies? I have been working with my students on metacognition, making connection, visualizing and asking questions. I have been asked by the administrators to create a test that would evaluate what students have been learning in my class. Does anyone has experience making this kind of assessment? Thank you so much. I really need help. Evelia Sent from my Windows Phone -Original Message- From: Cheryl Consonni Sent: Tuesday, October 11, 2011 10:09 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] please help whoever gave a list of good books that are high interest lo readability, could you please send again, i went back a while and can't find the link, thanks so much Cheryl 'Teaching is a work of heart.' ___ 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] Comprehension strategies
We have found that when working with inferring they need to access their schema, so we usually start with schema. As we continue our work with strategies the students discover they use more than one to gain meaning from text. Over the years I moved to doing a quick study of each strategy (about a week each) just so the students are aware of them and can put a name for what our brain is doing. Then I taught each one deeply using picture books that easily lent themselves to that strategy. I also started out with an easy picture book so they did not have to work hard to understand the story and use the strategy. In my subsequent teaching of that strategy I would move to more difficult picture books. I always used a think aloud, sharing what my brain was thinking. Using picture books is so powerful. I found it best to have read the story to them previously, at a different time, so the story was familiar to them. This helped them focus on the strategy work, not the story and what is going to happen next. Often in my teaching I only used a part of the story to demonstrate, and have them try it. Since they had already heard the story they were not focused on hearing the rest of the story. As the year went on, children understood that when reading a book we use more than one strategy, but sometimes we use one strategy more than others for a certain book. What a learning experience when 2 students use a different strategy to understand the text and are able to share their thinking with the class. And each is validated! Teaching the strategies gave my students an understanding of what their brain was doing and a way to talk about it and share their thinking with others. Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein *If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.* Albert Einstein On Tue, Oct 25, 2011 at 6:57 PM, Katie Green katherinegr...@mindspring.comwrote: I use hand motions and cues for my kids and they love it! Our favorite is making connections and they link fingers. Now my kids actually do that while raising hands to share! I wish I could remember the name of the author I got it from. I will have to check at work. Songs and motions help them remember and apply them. I too want to learn and share! Just out of curiosity How do your districts deal with special ed kids and testing. I know we HAVE to do ISAT but what about district tests and outcome assessments. We have to give everything to all of our kids and on grade level to boot! Feeling frustrated with the lack of teaching time and overwhelming waste of time spent on useless information,...gee may kids failed again. I hate giving them tests so far above what they can do and NOT being able to help. It does nothing but discourage us all. Sorry for the negative buzz but we just got slammed with another outcome assessment. Frustrated and Cranky!!! Katie On 10/25/2011 2:35 PM, Palmer, Jennifer wrote: We do have this debate from time to time on this list. I have done it both ways after reading much thoughtful discussion on this listserve... But now, I start by teaching individual strategies in isolation for a while. I get much deeper thinking when I spend time helping kids see how, when and why to use a strategy. This is my opinion based on experiences with my kids...what works for me in my settings. The big key is to help students understand how a strategy helps them understand, so I always, every single lesson, say What do you know now that you didn't understand before? OR in fiction, What do you understand about this story that you did not understand before? This way students understand that the END is not the strategy, the strategy is a means to an end...deep understanding of text. THEN, I have them use the new strategy with strategies previously taught and we study how they work together. What do I understand that I didn't understand before by using questioning and inferring? How do they work together? Do I always use them together? Can I use one without the other? I feel this metacognitive piece is very important for kids. Here is an analogy that explains where I am with this debate right now. I think of it this way. I know some fantastic teachers that are naturals... they just KNOW what to do that helps kids learn. They are great teachers and the kids make great progress. There are OTHER teachers, though, who can go above and beyond that. They know and can explain to others why they do what they do and how it helps kids learn. AND those teachers who can bring what they do naturally and automatically to a concrete level...they are reflective and metacognitive... they can name what they do, why they do it and how it helps. They can also use this conscious knowledge to adjust their thinking and actions when they need to based on how their kids present
Re: [MOSAIC] Comprehension strategies
Katie- I feel your pain and frustration. When will the testing follies stop Are any parents of those special ed students speaking out against this? Are IEP goals being met? Sounds like no time to teach. Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein *If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.* Albert Einstein On Tue, Oct 25, 2011 at 6:57 PM, Katie Green katherinegr...@mindspring.comwrote: I use hand motions and cues for my kids and they love it! Our favorite is making connections and they link fingers. Now my kids actually do that while raising hands to share! I wish I could remember the name of the author I got it from. I will have to check at work. Songs and motions help them remember and apply them. I too want to learn and share! Just out of curiosity How do your districts deal with special ed kids and testing. I know we HAVE to do ISAT but what about district tests and outcome assessments. We have to give everything to all of our kids and on grade level to boot! Feeling frustrated with the lack of teaching time and overwhelming waste of time spent on useless information,...gee may kids failed again. I hate giving them tests so far above what they can do and NOT being able to help. It does nothing but discourage us all. Sorry for the negative buzz but we just got slammed with another outcome assessment. Frustrated and Cranky!!! Katie On 10/25/2011 2:35 PM, Palmer, Jennifer wrote: We do have this debate from time to time on this list. I have done it both ways after reading much thoughtful discussion on this listserve... But now, I start by teaching individual strategies in isolation for a while. I get much deeper thinking when I spend time helping kids see how, when and why to use a strategy. This is my opinion based on experiences with my kids...what works for me in my settings. The big key is to help students understand how a strategy helps them understand, so I always, every single lesson, say What do you know now that you didn't understand before? OR in fiction, What do you understand about this story that you did not understand before? This way students understand that the END is not the strategy, the strategy is a means to an end...deep understanding of text. THEN, I have them use the new strategy with strategies previously taught and we study how they work together. What do I understand that I didn't understand before by using questioning and inferring? How do they work together? Do I always use them together? Can I use one without the other? I feel this metacognitive piece is very important for kids. Here is an analogy that explains where I am with this debate right now. I think of it this way. I know some fantastic teachers that are naturals... they just KNOW what to do that helps kids learn. They are great teachers and the kids make great progress. There are OTHER teachers, though, who can go above and beyond that. They know and can explain to others why they do what they do and how it helps kids learn. AND those teachers who can bring what they do naturally and automatically to a concrete level...they are reflective and metacognitive... they can name what they do, why they do it and how it helps. They can also use this conscious knowledge to adjust their thinking and actions when they need to based on how their kids present themselves. When those teachers are a part of a learning community, we ALL grow. We all learn from these teachers because they can explain their thinking, the conditions under which something works or doesn't work... and how it might work in another situation. I want this level of intellectual engagment for kids too. I want them to be able to understand how they can gain meaning from text... what works and doesn't under certain conditions. Yes, I want them to be automatic in use of strategies, I want them to use them seamlessly and easily... but I also want them to know how it works and why so that when they are faced with the higher level texts that are coming with common core, they will approach it fearlessly because they have a plan... they know what to do. So, I know I disagree with many on this list when I say that I DO care that kids can name the strategies they are using. I DO care that they can explain how to infer to others...because I like the intellectual rigor that type of discussion always brings, but I do not stop at process. And that is important. It is always, in the end, about making meaning from text... not just learning the strategy. I am eager to read more discussion on this. In the past, though, it has become a bit heated as some of us have some philosophical differences. So, this is a gentle reminder, keep an open mind. Ask questions of people you disagree with... and be aware that emails do not always carry your
Re: [MOSAIC] Reader's Workshop Research
I did something similar and during SSR time -they were not allowed to go get another book as this just created a diversion to not read. They got very good at choosing books or magazines to read. To me it was not a problem to reread. Often they got much more from the second reading as they were already familiar with the story. Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein *If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.* Albert Einstein On Tue, Oct 4, 2011 at 10:25 AM, Kathy Pickart kpick...@edge-cole.k12.ia.us wrote: How sad you had them read books again and again. WHy not have them have more than one book! On Mon, Oct 3, 2011 at 2:13 PM, wr...@centurytel.net wrote: Although I know what these things are, these are not the words we use in my building. When all schools use all the same terms, then we'll all know what everyone else is talking about. Quoting Renee phoenix...@sbcglobal.net: In our school we called it SSR -- sustained silent reading -- and it was truly silent. Students in my multiage classroom were allowed to sit anywhere on the floor, and I had large boxes, a sofa, and beanbag chairs. It was after recess for twenty minutes and they couldn't go out to recess until they had a book on their desk that they were going to read. They were not allowed to look for or switch books switch books once SSR started. I did not conference with anyone during this time I read, too. There were no accountings other than adding books to their ongoing reading logs (simple documentation, no writeups) if they finished a text. If they chose a book that was too short to last 20 minutes, they read it again. And again. Whatever. This was a quiet time. How do I know my students were reading? I just knew. I could tell. I did not care if they were doing deep reading or shallow reading and I did not check for understanding of the books they chose. These were not AR leveled books, either. These were books they chose to read themselves. As one of the older teachers, I find it really sad that we've had the questions What is DEAR time? and What does interactive writing look like? This is not a criticism of those who asked the questions, it is a criticism of the system, and especially whatever education programs they have gone through that did not teach them these things. sad sad Renee On Oct 1, 2011, at 1:54 PM, Stein, Ellen H. wrote: Drop Everything And Read= D.E.A.R. Time. My concern with this is that teachers usually assign 15-20 minutes of DEAR time and the students are supposed to do just thatg; Drop Everything and Read. But, how do we know they are reading.? How do we know they are thinkng about what they're reading? I believe there should be some accaountability; perhaps routine individual conferencing to check for understanding. What about a strategy focus for the time and sharing of that strategy when DEAR time is over. By itself, we rfeally can't tell if students are really reading. __**_ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/**mailman/options/mosaic_** literacyworkshop.org http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/**MosaicArchive http://snipurl.com/MosaicArchive __**_ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/**mailman/options/mosaic_** literacyworkshop.org http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/**MosaicArchive http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] reading logs
I did not use rewards in my classroom and also had over 90% of the students complete their homework daily. I believe children need to do things for the reward of learning, not for a prize. My goal for reading every night was for them to love reading. They loved to share what the read the night before. We built a community of learners who learned just as much from me as they did from their classmates. Discussion and sharing was a big part of the day. Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein *If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.* Albert Einstein On Sat, Jul 23, 2011 at 4:04 PM, Thoma, Janelle thoma.jane...@ccsd59.orgwrote: I had a similar problem with a similar reading log schedule. After only 30% of my kids were completing their weekly home reading log assignments, I decided to start reward those who completed their work. I wouldn't give out a reward each week, but random weeks and random awards. Homework passes, free books, lunch with the teacher etc. A LOT more kids decided to complete their reading logs and once they got into the habit of completing it, my completion rate went up to almost 90% each week! Good Luck! ~Janelle Thoma On Fri, Jul 22, 2011 at 11:02 AM, jayhawkrtroy fredde jayhawkrt...@gmail.com wrote: I think one thing to try is have them turn it in weekly. I will save you the task of looking at it daily as well. Encourage them to read the same books at home as they read during independent reading in class. They need to go to the library more often than every 2 week, I think also. On Sun, Jul 17, 2011 at 11:21 PM, da...@aol.com wrote: Hello, I would greatly appreciate your thoughts about the use of reading logs in my sixth grade reading/writing workshop. My homework policy is that students read 30 minutes 5 nights a week or 150 minutes a week. They are free to read any book they choose. I give students a reading log, due every Monday, that asks them to document the minutes they read nightly, I ask them to write about their independent reading weekly, based on the strategies and or elements of literature we were studying. I maintain a classroom library and students have access to the school library every 2 weeks. My problem is that my homework completion rate is TERRIBLE. Rather , I should say that fewer than 50% of my students regularly turn in their homework. Atwell, Miller, and many, many other language arts teachers consider reading at home an important part of their reading program. I am tempted to drop the the reading log requiremnent, but I don't want to dumb down my expectations for my students who are predominantly blue collar and poor. I want students to have some accountability, but at the same time I don't want to make the homework process so cumbersome that it turns my students off to reading independently. What are your experiences and insights that can help? Thank you. Darlene Kellum ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive -- Troy Fredde ___ 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 -- Janelle Thoma Juliette Low School 1530 S. Highland Ave. Arlington Heights, IL 60004 847-593-4383 The more you read, the more things you will know. The more you learn, the more places you'll go. -Dr. Seuss- CONFIDENTIALITY NOTICE: This email message is intended only for the person to whom it is addressed and may contain confidential and/or privileged material. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender and destroy all copies of the original message. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] reading logs
It was the best year ever in my career (17+ years -I am retired now) in dealing with homework. It was a no pressure, everyone could be successful assignment. The love of reading grew so much in my class that year and I believe it was from self-choice and having conversations about not only about the book, but also about ourselves as readers and reading in general. I would often hear comments like I want to be your partner today -I have to tell you about my book in line as we were walking into the classroom. Kids really learned about each other's likes and dislikes about reading and genre. It was a happy year! Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein *If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.* Albert Einstein On Wed, Jul 20, 2011 at 6:56 PM, Sally Thomas sally.thom...@verizon.netwrote: I love this too Jan. I notice that it is trusting students, respecting their talkI know it takes changing our mindsets but you DID IT. And they do respond. Hooray! On 7/19/11 8:07 AM, Jan Sanders jangou...@gmail.com wrote: I had my students read every night. The first 15 minutes of the school day they met with a partner (their choice -could stay the same or change daily) and told them about their book, why they liked it (or didn't) something about the setting or character... I had a list of conversation starters, but once they understood this was to meet with someone and talk about reading or what they read last night, the starters were rarely used. Maybe once a week I had 1 or 2 students not read. They were allowed to read whatever they wanted -just be ready to talk about it. The students got very excited about reading and loved that they didn't have to write about it for homework, or bug mom or dad, or auntie, or grandma to sign a log. During those 15 minutes I would walk around to listen in to partner talk. We would meet as a class afterwards at the open space on the carpet (close together) and I would have a few students share what their partner had said while they met that day (this kept them listening to their partner as they never knew who would be called on to share that day). The partner was allowed to interject if they wanted to clarify something. Jan I had parents tell me they loved the homework and students became motivated, excited readers. I even had students decide to read the same book so they could talk about it together. Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein *If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.* Albert Einstein On Sun, Jul 17, 2011 at 9:21 PM, da...@aol.com wrote: Hello, I would greatly appreciate your thoughts about the use of reading logs in my sixth grade reading/writing workshop. My homework policy is that students read 30 minutes 5 nights a week or 150 minutes a week. They are free to read any book they choose. I give students a reading log, due every Monday, that asks them to document the minutes they read nightly, I ask them to write about their independent reading weekly, based on the strategies and or elements of literature we were studying. I maintain a classroom library and students have access to the school library every 2 weeks. My problem is that my homework completion rate is TERRIBLE. Rather , I should say that fewer than 50% of my students regularly turn in their homework. Atwell, Miller, and many, many other language arts teachers consider reading at home an important part of their reading program. I am tempted to drop the the reading log requiremnent, but I don't want to dumb down my expectations for my students who are predominantly blue collar and poor. I want students to have some accountability, but at the same time I don't want to make the homework process so cumbersome that it turns my students off to reading independently. What are your experiences and insights that can help? Thank you. Darlene Kellum ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership
Re: [MOSAIC] reading logs
I had my students read every night. The first 15 minutes of the school day they met with a partner (their choice -could stay the same or change daily) and told them about their book, why they liked it (or didn't) something about the setting or character... I had a list of conversation starters, but once they understood this was to meet with someone and talk about reading or what they read last night, the starters were rarely used. Maybe once a week I had 1 or 2 students not read. They were allowed to read whatever they wanted -just be ready to talk about it. The students got very excited about reading and loved that they didn't have to write about it for homework, or bug mom or dad, or auntie, or grandma to sign a log. During those 15 minutes I would walk around to listen in to partner talk. We would meet as a class afterwards at the open space on the carpet (close together) and I would have a few students share what their partner had said while they met that day (this kept them listening to their partner as they never knew who would be called on to share that day). The partner was allowed to interject if they wanted to clarify something. Jan I had parents tell me they loved the homework and students became motivated, excited readers. I even had students decide to read the same book so they could talk about it together. Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein *If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.* Albert Einstein On Sun, Jul 17, 2011 at 9:21 PM, da...@aol.com wrote: Hello, I would greatly appreciate your thoughts about the use of reading logs in my sixth grade reading/writing workshop. My homework policy is that students read 30 minutes 5 nights a week or 150 minutes a week. They are free to read any book they choose. I give students a reading log, due every Monday, that asks them to document the minutes they read nightly, I ask them to write about their independent reading weekly, based on the strategies and or elements of literature we were studying. I maintain a classroom library and students have access to the school library every 2 weeks. My problem is that my homework completion rate is TERRIBLE. Rather , I should say that fewer than 50% of my students regularly turn in their homework. Atwell, Miller, and many, many other language arts teachers consider reading at home an important part of their reading program. I am tempted to drop the the reading log requiremnent, but I don't want to dumb down my expectations for my students who are predominantly blue collar and poor. I want students to have some accountability, but at the same time I don't want to make the homework process so cumbersome that it turns my students off to reading independently. What are your experiences and insights that can help? Thank you. Darlene Kellum ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] vocabulary
Robert Marzano has done some great work on vocabulary. Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein *If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.* Albert Einstein On Tue, Jul 19, 2011 at 11:27 AM, Schroeder, Richard rschroe...@nssd112.org wrote: Greetings. A question that I would love to put out to the community involves vocabulary instruction in a reader's workshop model. What programs/ideas are out there for middle school-in particular for 6th graders? -- * * ___ 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] adding instruction for remedial...
You make great points Renee! Also, the students being pulled out of these fun parts of the day will resent it. These activities are the very things that keep the struggling student motivated to come to school -it certainly is phonics practice or worksheets. Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein *If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.* Albert Einstein On Sun, Jul 17, 2011 at 7:54 AM, Renee phoenix...@sbcglobal.net wrote: Oh my. I SO disagree with this! No child should be excluded from equal access to the curriculum, and that includes Art, Music, P.E., or whatever else, no matter where they are performing. In fact, I would say that low-performing children might need these parts of curriculum most of all to help them see and experience the grand intertwining of all parts of learning. Children who are underperforming according to some standardized assessment shouldn't be punished and have their curriculum narrowed down. Children don't need *more* reading instruction, they need *better* reading instruction (and in my opinion, that means more actual reading and less actual drilling). I understand too well the frustration of having students pulled out of class for small group instruction and in fact I am not particularly supportive of trading students around among teachers that people do so much of these days. But narrow the curriculum because a child is reading below grade level? Sorry. can't support that one. Some food for thought: 10 Lessons the Arts Teach 1. The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that prevail. 2. The arts teach children that problems can have more than one solution and that questions can have more than one answer. 3. The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world. 4. The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds. 5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition. 6. The arts teach students that small differences can have large effects. The arts traffic in subtleties. 7. The arts teach students to think through and within a material. All art forms employ some means through which images become real. 8. The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job. 9. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling. 10. The arts' position in the school curriculum symbolizes to the young what adults believe is important. SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available from NAEA Publications. NAEA grants reprint permission for this excerpt from Ten Lessons with proper acknowledgment of its source and NAEA. Renee On Jul 16, 2011, at 3:13 PM, Amy Lesemann wrote: We had arguments about this, and I lost until a new teacher came in and supported me. Frankly, if a student is 2 or more years- even less, frankly - then they really do need to sacrifice music, or art, or another special for extra reading instruction, and stay in the regular class for regular reading instruction. Before I got that extra vote in the faculty meetings, the remedial kids were getting pulled out of their regular classes to meet with me...so they were getting exactly the same amount of instruction as everyone else. That's not the idea. They should be participating in reading and writing workshop, and then going to the specialist to target their weak areas - in phonics, using context clues, and so on. Good luck! -- Amy Lesemann, Reading Specialist and Director, Independent Learning Center St. Thomas the Apostle Elementary School What was once educationally significant, but difficult to measure, has been replaced by what is insignificant and easy to measure. So now we test how well we have taught what we do not value. — Art Costa, emeritus professor, California State University __**_ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership
Re: [MOSAIC] Defining Reading Strategies
Beverlee- I just kept chuckling as I read your post -although it probably isn't funny to you. This reminds me of politicians who just keep repeating the same words without explaining anything. She did didn't get it did she? Obviously she doesn't know the difference between the two either. Why is the advantage plan an advantage? I will be going down this road in a few years and I already have a headache! Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein *If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.* Albert Einstein On Mon, Jun 13, 2011 at 11:48 AM, Beverlee Paul beverleep...@gmail.comwrote: Oh, Ellin, Ellin, Ellin ... and Jamika! I think I *understand*. I so wanted you both with me the past few days as I've tried SO HARD to UNDERSTAND Medicare, Parts A, B, C, D; BC/BS/ United/, formularies, original medicare, Advantage plans, PPO, LMXYZ and whatever other letters could be strung together to make nonsense!!! Jamika, I'm with you, girl! I could barely restrain myself from saying to the 43rd (or so) chirpy Senior Health Insurance Information Program counselor: But, none a y'all ever say what make sense mean. chirpy lady: Well, honey, there are two parts: do you want Original Medicare or Medicare Advantage? me: I don't know. That's why I called!! (you and the other 12 girls: an aside) Could you help me understand what the difference is between the two? chirpy lady: Well, dear, the Original Medicare is what was original. And Medicare Advantage is an advantage. Now do you understand. me: No, I don't. Could you please give me an understanding of what would make one choose one or the other? chirpy lady: Well, it would depend on whether you wanted Original Medicare or Medicare Advantage. Would you like me to send a booklet to you? me: No, I have several books. I've read them all three times (true!) and I don't really understand the advantages of each. What kind of a person would want Original rather than Advantage? chirpy lady: Well, I guess that would be someone who wanted the Original. I have some website links I could send you after I get them from my office assistant. Would that help you? me: Well, let's see. Could you please tell me what characteristics about a person would make them take Medicare Advantage? It would really help me if you could tell me with different words, because I DON'T UNDERSTAND!!! chirpy lady: You know, it just occurred to me that a counselor from western Nebraska would be able to help someone like you more. me: Well, let me get my boots and spurs on and I'll ride on over to the office. Of course, it is 250 miles away. chirpy lady: Well, you could come to Grand Island, that part of western Nebraska, would that be closer? me: Well, I think my map would indicate that GI was not even in the western TWO-THIRDS of the state. It would be a 320 mile trip, and that might take me and my steed a few days. chirpy lady: I have an idea!! I could send you a diagram of Original Medicare and Medicare Advantage. Do you think a diagram would help? me: I HAVE DIAGRAMS!!! I need more words. I DON'T UNDERSTAND!! not-so-chirpy lady: SWEETHEART, let's review!! Now, what is it again that the Original Medicare is for? Original Medicare is for people who want original Medicare. Who would want original Medicare? People who want Original Medicare. What People? Yes, people who want Original Medicare. Did that help? me: NO! I want to know what OM is!! Then I would also be able to figure out Medicare Advantage! very-little-chirpiness lady: (sigh) All right. I'll review that one more time. If you can say it with a 13 % error rate, you'll UNDERSTAND. Okay, get ready. Medicare Advantage plans are wanted by people who want Medicare Advantage Plans. Who would want MA plans? People who want Medicare Advantage. What people? Yes, people who want Medicare Advantage. Now you get it. me: *WHICH PERSON AM I?* And why? very-chirpy-lady: Oh, my goodness, darling, look at the time. We here in eastern Nebraska go to lunch at Central Daylight Time 12:00. It's only 11:00 way out there. You know, Mountain Daylight Time. Do you understand it's not regular Mountain Time? Oh, look at the clock. Let me give you someone to help you that's in your ZONE!! Thanks for asking; I was very happy to help you today. GO HUSKERS!!! Jamika, Jamika, Jamika: Where are you when I need you? I tried to tell them that none a y'all ever say what make sense but they just don't get it. Well, I'd better get back to my book. I'm going to outline the *Medicare You*, and make a glossary. And I think I'll make myself some little flashcards, too, so I can remember the vocabulary. If I still don't get it, I think I'll put it on my IPod so I can listen to it more. I guess I
Re: [MOSAIC] Teaching mini-lessons
Judy- I was a literacy/math coach for 7 years before I retired (2 years ago). The research I am siting was from a book about the brain. I believe Robert Marzano also has some research about this as he worked with a brain researcher when he put his academic vocabulary method of teaching together. Anyway, all my stuff is packed up in boxes in the garage and I haven't the time to search -this turned out to be a crazy week for me. If I find it I will post the info. I read it about 6 years ago. Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein *If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.* Albert Einstein On Tue, May 17, 2011 at 3:57 PM, Judy Shenker jshen...@lcc.ca wrote: Hi Jan, Intuitively I know 10-15 minutes is the limit before kids need to 'reset' but I was unaware of the research supporting this. I would be interested in reading this and related research. Would you be kind enough to send references for the research you are siting here. Thanks in advance, Judy -Original Message- From: mosaic-bounces+jshenker=lcc...@literacyworkshop.org on behalf of Jan Sanders Sent: Tue 5/17/2011 3:12 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Teaching mini-lessons The reason you want to keep your mini lesson, mini, is that brain research shows kids are attentive for about 10-15 min. to really take in what you are saying. Then they need a reset -something active. I often think of the Charlie Brown adult voices. Am I starting to sound like wa wa wa wa w to the kids? I read the book ahead of time so they have heard the story and revisit the part I need for the lesson -unless you are working on predicting! Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein *If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.* Albert Einstein On Sun, May 15, 2011 at 4:43 PM, Rosa Roper rosaro...@hotmail.com wrote: Hello, I am looking for some guidance on teaching mini-lessons - mostly b/c my mini's are actually maxi's... I found a book that somewhat breaks down the structure of a mini- lesson, but it also says to read a picture book, now when that happens we are looking at about a 40 minute lesson (NOT MINI)! Is the mini the amount of time you spend teaching, practice with a book not included??? How do you keep your lessons in check? A run down would really be helpful - if you have a lesson already typed out that you could email me that would also be really helpful :-) So is there a place for shared reading in a mini? Or even a read aloud? A reading coach once told me that the mini lesson came after a whole group shared experience (I teach 3rd) however that seems like way too much to teach a whole lesson and then do another one even if it is a mini... I also had a question concerning the Comprehension Toolkit: those are really long lessons even if you use different text - to make them shorter I have tried breaking the components down so that one lesson lasts a few days - is that then considered a mini lesson? Right now I teach about 30 minutes and then students have up to an hour for independent reading while I confer or pull groups. 30 minutes seems too long and I would like to be more time effective so I try to a structure like Daily 5. My district allows us a 30 minute reading block. Any help would be appreciated! Thanks Rosa 3rd grade ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Teaching mini-lessons
The reason you want to keep your mini lesson, mini, is that brain research shows kids are attentive for about 10-15 min. to really take in what you are saying. Then they need a reset -something active. I often think of the Charlie Brown adult voices. Am I starting to sound like wa wa wa wa w to the kids? I read the book ahead of time so they have heard the story and revisit the part I need for the lesson -unless you are working on predicting! Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein *If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.* Albert Einstein On Sun, May 15, 2011 at 4:43 PM, Rosa Roper rosaro...@hotmail.com wrote: Hello, I am looking for some guidance on teaching mini-lessons - mostly b/c my mini's are actually maxi's... I found a book that somewhat breaks down the structure of a mini- lesson, but it also says to read a picture book, now when that happens we are looking at about a 40 minute lesson (NOT MINI)! Is the mini the amount of time you spend teaching, practice with a book not included??? How do you keep your lessons in check? A run down would really be helpful - if you have a lesson already typed out that you could email me that would also be really helpful :-) So is there a place for shared reading in a mini? Or even a read aloud? A reading coach once told me that the mini lesson came after a whole group shared experience (I teach 3rd) however that seems like way too much to teach a whole lesson and then do another one even if it is a mini... I also had a question concerning the Comprehension Toolkit: those are really long lessons even if you use different text - to make them shorter I have tried breaking the components down so that one lesson lasts a few days - is that then considered a mini lesson? Right now I teach about 30 minutes and then students have up to an hour for independent reading while I confer or pull groups. 30 minutes seems too long and I would like to be more time effective so I try to a structure like Daily 5. My district allows us a 30 minute reading block. Any help would be appreciated! Thanks Rosa 3rd grade ___ 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] Methods Course - book idea needed
Fountas and Pinnel Guiding Readers and Writers grades 3-6. Also work around assessments is a must. While Marie Clay is tough to read, her stuff on running records was very valuable to our district. *Beyond Leveled Books*is a great book to get teachers to understand the pitfalls of easy chapter books -are they so easy? I know you said 4-8, but knowing the pitfalls is a must to help the struggling readers. Reading Essentials by Regie Routman and *I Read it But I Don't Get it * by ???. These are all books we used in my district. The Fountas and Pinnel one is well used by many teachers. Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein On Sat, Mar 12, 2011 at 5:13 AM, judy fiene jfie...@gmail.com wrote: Hi All- I teach reading methods course (4th - 8th grade) to Elementary Education majors. I've been using Stephanie Harvey's book and Gail Thompson's book in this course. What are teachers reading now to stay current with reading instruction? Judy On Sat, Mar 12, 2011 at 6:47 AM, judy fiene jfie...@gmail.com wrote: This this what you're looking for - https://www.ocps.net/lc/west/moo/Documents/Gotta%20Keep%20Reading%20Lyrics.pdf Judy On Sat, Mar 12, 2011 at 12:30 AM, Patricia Kimathi pkima...@earthlink.net wrote: thanks. I need the words to The CST song using the black eyed peas song. Does any one else still have them. PatK On Mar 9, 2011, at 6:38 PM, judy fiene wrote: Here you go! http://www.youtube.com/watch?v=GNpNfhpqDk4 This will get your kids jumping up with a good book! Enjoy Judy On Wed, Mar 9, 2011 at 6:56 PM, Cheryl Consonni cherylconso...@sbcglobal.net wrote: Was this the listserve that sent a link with great reading videos, including librarians and the Florida school that sang the Black Eyed Peas song with changed lyrics on reading? If so, would someone please send me that link again? Thanks. Cheryl 'Teaching is a work of heart.' ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org . Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- Judy Education would be so much more effective if its purpose were to ensure that by the time they leave school every boy and girl should know how much they don't know, and be imbued with a lifelong desire to know it. --Sir William Haley, British newspaper editor and broadcasting administrator Please consider the environment before printing this message. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org . Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- Judy Education would be so much more effective if its purpose were to ensure that by the time they leave school every boy and girl should know how much they don't know, and be imbued with a lifelong desire to know it. --Sir William Haley, British newspaper editor and broadcasting administrator Please consider the environment before printing this message. -- Judy Education would be so much more effective if its purpose were to ensure that by the time they leave school every boy and girl should know how much they don't know, and be imbued with a lifelong desire to know it. --Sir William Haley, British newspaper editor and broadcasting administrator Please consider the environment before printing this message. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ 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] High School request for ideas
Sally, you make some good points! For me, I usually go home and read the whole thing over so it makes sense in MY mind. Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein On Sat, Nov 6, 2010 at 10:56 AM, Sally Thomas sally.thom...@verizon.netwrote: I agree with you Jan. Especially personally. I do think committed adult learners always want every bit of the information, don't you think?And I definitely wouldn't use jig sawing all the time.But I do think it is useful for helping students who might have a very hard time reading a larger volume of text where there isn't really time. (and time is an issue in every classroom I know) For example, English language learners have good reason to read slowly and can't necessarily handle the same volume of reading as others. And in the case of this request, it was a content area class where I'm sure teachers are accountable for the content of the curriculum, not just reading. So class opportunities would help the students model how to go about accessing content area reading that at times they would need to do entirely independently. It also would be my job as a teacher to be sure students had an appropriate into the text so that dealing with a middle section and beyond (debriefing and clarifying misinterpretations) were effective experiences. Into/thru/beyond is the used to be descriptive framework for planning reading events during the more constructivist days of schooling! I also think there is much value in having students expected to collaboratively construct meaning and share that construction with others. Of course it could happen as well with every group reading the same text. As a teacher of younger students or adults, I would always have available of the whole text for anyone who wanted it!!! On 11/6/10 9:34 AM, Jan Sanders jangou...@gmail.com wrote: While many people love jigsaw, I personally do not like it -especially when I go to a conference and it is used. Why? You get someone's interpretation of the piece, not necessarily what the author intended, or what you would get from it. Also, I hate it if I don't get the first part to read as I have trouble entering into something at the middle or end of the piece. I often have to go back and scan what came before so it makes sense in my mind. I read only at a moderate pace and take time to absorb what is written there, and often the time alloted is not sufficient for me. As a coach, if I was going to use an article at a training for the teachers I work with, I would give it to them a few days ahead of time and allow about 15 minutes reading time (or longer for longer articles) at the training. The teachers appreciated this as some needed more time to process like me. I bring this up as there may be students with some of the same feelings. Maybe there is a person who needs to start at the beginning for it to make sense, maybe someone's explanation of a section wasn't clear, maybe the length of time given to read wasn't long enough... Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein On Thu, Nov 4, 2010 at 12:42 PM, wr...@centurytel.net wrote: Hi Sally, I'd love to hear more about how the jig saw method has worked for you. I have done that, and it usually fails for me. Too many students wait for others to do the work for them. Parents (of the working students) have complained to me about the unfairness. Jan Quoting Sally Thomas sally.thom...@verizon.net: I think many readers don't develop reading stamina. The effort tires them quickly, and it's especially hard when they are not motivated. I would not lower the quality of the readings but make them shorter. Pick out key passages for them to problem solve with as readers and then you fill in the gaps with your input. OR jig saw and let students teach each other their shorter parts. As an English teacher for example, I would pick 5 or 6 key scenes (either because of theme, plot, whatever) and students would read those in the original with great care and lots of discussion, often reading as readers theater etc. But I would fill in the rest. They did not have the stamina to wrestle with the whole play in Elizabethan English. How wonderful that you are seeing your role in supporting students reading in the content areas!!! Takes a village as the saying goes. Thank you. Sally On 11/3/10 7:16 PM, ginger/rob read.th...@sbcglobal.net wrote: I received this email and I believe she intended it for the Mosaic group so I am forwarding it on: ++ My name is C. Wright. I am trying to incorporate reading into my 11th grade content area because our students score low on the reading and social studies part of the exam. I know
Re: [MOSAIC] High School request for ideas
While many people love jigsaw, I personally do not like it -especially when I go to a conference and it is used. Why? You get someone's interpretation of the piece, not necessarily what the author intended, or what you would get from it. Also, I hate it if I don't get the first part to read as I have trouble entering into something at the middle or end of the piece. I often have to go back and scan what came before so it makes sense in my mind. I read only at a moderate pace and take time to absorb what is written there, and often the time alloted is not sufficient for me. As a coach, if I was going to use an article at a training for the teachers I work with, I would give it to them a few days ahead of time and allow about 15 minutes reading time (or longer for longer articles) at the training. The teachers appreciated this as some needed more time to process like me. I bring this up as there may be students with some of the same feelings. Maybe there is a person who needs to start at the beginning for it to make sense, maybe someone's explanation of a section wasn't clear, maybe the length of time given to read wasn't long enough... Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein On Thu, Nov 4, 2010 at 12:42 PM, wr...@centurytel.net wrote: Hi Sally, I'd love to hear more about how the jig saw method has worked for you. I have done that, and it usually fails for me. Too many students wait for others to do the work for them. Parents (of the working students) have complained to me about the unfairness. Jan Quoting Sally Thomas sally.thom...@verizon.net: I think many readers don't develop reading stamina. The effort tires them quickly, and it's especially hard when they are not motivated. I would not lower the quality of the readings but make them shorter. Pick out key passages for them to problem solve with as readers and then you fill in the gaps with your input. OR jig saw and let students teach each other their shorter parts. As an English teacher for example, I would pick 5 or 6 key scenes (either because of theme, plot, whatever) and students would read those in the original with great care and lots of discussion, often reading as readers theater etc. But I would fill in the rest. They did not have the stamina to wrestle with the whole play in Elizabethan English. How wonderful that you are seeing your role in supporting students reading in the content areas!!! Takes a village as the saying goes. Thank you. Sally On 11/3/10 7:16 PM, ginger/rob read.th...@sbcglobal.net wrote: I received this email and I believe she intended it for the Mosaic group so I am forwarding it on: ++ My name is C. Wright. I am trying to incorporate reading into my 11th grade content area because our students score low on the reading and social studies part of the exam. I know part of the problem is that may students do not know how to read. Some do not comprehend. So I am trying to teach students how to be successful readers on the test as well as acquire a life skill. I noticed that if the passages are long many students do not any attempt to read. My greatest problem is trying to find strategies that work during a reading assignment. The before and after is okay, but during the reading my strategies fade. Carolyn Wright wchwri...@wilcox.k12.al.us ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ 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] data collection for analysis
In our district the teacher gives a running record to each student and submits the data to the principal. Plusses and minuses for teacher or team to assess. Teacher knows the student as a reader instantly after the assessment, but not all teachers administer it the same, although there was a major training 6 years ago. Each year they are given the criteria, a reminder of how to assess, and can watch a video of a lit coach giving the assessment. Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein On Sat, Sep 11, 2010 at 12:00 AM, Betsy Lafontant betsylafont...@gmail.comwrote: My school using a fairly low-tech but effective means of assessing the students' reading progress. At the start of the year, the Student Support Services team (which consisted of ESOL, Learning Support, and the school counselor) tested the reading abilities of each child in our elementary school using a running record. The tester started where the student tested out at then of last year or for new students, where the classroom teacher believes is the student's reading level. It took two intense weeks for the SSS team and lots of pullouts for the classroom teacher. But at the end we had a comprehensive data on each child's reading levels. This process is repeated at the end of the year to track progress and to reflect on our teaching practice and methods. This is the third year my school is doing this. The first year it was a bit of a mess because some testers had different lens on when they were testing. Some put more emphasis on fluency while others only tested for comprehension. In the second year, the testing team met every day to discuss the process, streamline and normalize their practice. In the third year, this process is sleek, fast and the end product, the data, is extremely valuable to the classroom teacher. For writing, we have a writing test. With a common prompt, each child writes a story. No names are on the writing test. Then the writing tests are divided among the classroom teachers and are scored using a rubric based on the 6 traits (ideas, sentence fluency, mechanics, voice, organization and word choice). This data is collected and used to drive the classroom instruction for each child. Like the reading, this process is repeated towards the end of the year. On Tue, Sep 7, 2010 at 11:06 PM, Jeana Wise jw...@marshallschools.com wrote: What types of data does your schools collect for anaylsis? My district is using Aimsweb, but I am thinking that other forms of data may be helpful when looking at interventions for our struggling students. My district no longer gives the DRA, either. Jeana Wise K-4 Literacy Coach jw...@marshallschools.commailto:jw...@marshallschools.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ 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] First Grade Homework
Is homework an option? Most research shows that there are no benefits to homework until 8th grade. How about just read and share what you read with a friend the next day? I was fortunate in that my principal read up on the homework issue and we went to read for pleasure and share your thought about what you read to a partner the next day. LOVED IT! And students gained a love for reading -it was no longer a chore. They had complete control over what they read. Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein On Mon, Jul 26, 2010 at 4:55 AM, kuko...@aol.com wrote: I tried this too but found that errors (especially in math) that occurred during the week became more engrained because of all the faulty practice...even though I work in an affluent district... I am surprised to observe how many parents do not check or sit in on homework... I am not asking parents to do homework... but monitor every back to school night I make a big deal that this is a parent's teachable moment... a way to implant great questioning and strategies but I can count on my hands those who do take the opportunity i understand it... high powered jobs... commutes to the city... at home after the kids go to bed but it seems to me that learning as a social function of the family is dwindling in my neck of the woods.. and i think that is sad because it is at least in my opinion a joyful and hopeful act that occurs best when coached and celebrated by those who love you. That much said... i did try something that I think made homework worthwhile (esp. in math) in my district we use everyday math... and have lots of smattering of Japanese math,too so my assignments are not based on what we covered in class during the day or that week but rather usually follow about a chapter behind by then I feel i have met with kids in small group and independent conferences and have better secured the strategies for strugglers to be successful with assignments. My team and I tried to develop a differentiated approach to homework but creating assignments on the run is murderous... so we came up with a generic grid that goes with most assignments based on strategies of comprehension ex:(consider an algorithm) what connections can you make to this problem when in your life do you think you might need to use math in this way draw a picture of your thinking about this problem which strategy/tool will you use to solve the problem... and then finally create a word problem that based on this math sentence I think that when kids are able to transfer their knowledge then I feel secure that their learning is secure. That's also why most of my spelling tests are based on unseen transfers of words that are similar in phonetic rule or spelling pattern if you will to what we've studied in class this kind of test always yields screams from parents in the beginning of the year because they are words not on a list but most of my families agree by the end of the year that their kids are fearless spellers most with a high degree of accuracymy case in point... spelling homework is explicit study of phonics and spelling patterns with lots of word hunts... transfers you get my drift... no spelling list except for example of what we are working on in class. In a message dated 7/26/2010 1:32:35 A.M. Eastern Daylight Time, kauraw...@yahoo.com writes: My first graders receive their homework folders on Monday that includes all of the homework for the week. They are not required to turn the homework folder in until Friday. That way, I have the weekend to check over the papers and re stuff the folders for the next week. Hope this helps:-) From: Robert Kolvek bobker...@yahoo.com To: Mosaic@literacyworkshop.org Sent: Sun, July 25, 2010 1:09:33 PM Subject: [MOSAIC] First Grade Homework I was wondering about ideas for checking homework for first grade class. Currently students place their H.Q. in a h.w. folder in a h.w. basket I spend my lunch hour marking the h.w. and then putting in the following night's h.w. It's difficult to do in the AM as I have about 15 students in for the 37 1/2 min extra help required in NYC. Some children skip some days, others come late. I hate to wait until the end of the day, because it can get late and hectic. Any ideas that work? When they come in from Kinder, they have had the h.w. placed in their folders for them by the Kinder paras. I don't have a para and may have 28 students this year. I think it's too much for them to mark their own. If I start walking around checking each folder, I'm afraid it will be too time consuming! Thanks! ___ Mosaic mailing list
[MOSAIC] URGENT[reply soon please]
Hello! how are you doing? I am writing to inform you that I am presently in London UK to be with my ill cousin. She's suffering from a critical uterine fibroid and must undergo a hysterectomy surgery to save her life because the fibroid has done a lot of damages to her abdominal area. I am deeply sorry for not writing or calling you before leaving, the news of her illness arrived to me as an emergency and that she needs family support to keep her going, I hope you understand my plight and pardon me. Hysterectomy surgery is very expensive here, so I want to transfer her back home to have the surgery implemented there where my health insurance can cover the cost. Am wondering if you can be of any assistance to me, I need about 2500 Pounds to make the necessary arrangement cos i traveled with little money due to the short time I had to prepare for this trip and never expected things to be the way it is right now. I'll surely pay you back once I get back home, I need to get her home ASAP because she is going through a lot of pain at the moment and the doctor have advised that it is necessary that the tumor is operated soon to avoid anything from going wrong. Anticipating your reply at the earliest to my request !!! Regards, Jan “When you encounter seemingly good advice that contradicts other seemingly good advice, ignore them both. -Al Franken ___ 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] Writing Textbook -- suggestion
Hello!Perhaps these? Writing Workshop: The Essential Guide by Ralph Fletcher and JoAnn Portalupi (Paperback - Sept. 14, 2001)Buy new: $26.25 $18.12 38 new from $14.9951 used from $12.59 Get it by Monday, June 28 if you order in the next 17 hours and choose one-day shipping.Eligible for FREE Super Saver Shipping. (17) Launching the Writing Workshop: A Step-by-Step Guide in Photographs by Denise Leograndis(Paperback - Sept. 1, 2008)Buy new: $19.99 $13.59 20 new from $12.5310 used from $12.78 Get it by Tuesday, June 29 if you order in the next 65 hours and choose one-day shipping.Eligible for FREE Super Saver Shipping. (3)Jan “When you encounter seemingly good advice that contradicts other seemingly good advice, ignore them both. -Al Franken Date: Thu, 24 Jun 2010 12:34:41 -0500 From: dmoriart...@verizon.net To: mosaic@literacyworkshop.org Subject: [MOSAIC] Writing Textbook -- suggestion Hi, I teach reading and writing courses in elementary ed. at a university in MA. I am looking for suggestions for a writing textbook (or teacher professional book) to use in my literacy course (includes undergrad and grad students). Nothing too overwhelming--(Calkins' The Art of Teaching Writing would be too much...). Looking for something short, to the point yet gives a good overview of writing in the elementary classroom. Any ideas? Thanks so much, Deborah ___ 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] Writing Textbook -- suggestion
Hello!When I first learned about Writer's Workshop it was with Ray/Laminack's Writing Workshop: Working Through the Hard Parts and it was a great place to start!Jan “When you encounter seemingly good advice that contradicts other seemingly good advice, ignore them both. -Al Franken From: lori_jack...@q.com To: mosaic@literacyworkshop.org Date: Sat, 26 Jun 2010 09:27:15 + Subject: Re: [MOSAIC] Writing Textbook -- suggestion Personally, I think Ray/Laminack's Writing Workshop: Working Through the Hardparts is the best place to start. Really addresses all the issues...management, curriculum planning. As much as I love Fletcher, I think his writing workshop book just doesn't delve deeply enough to help teachers really dig into writer's workshop and Wondrous Words (my own all time favorite) may overwhelm those with no experience at all with this sort of instruction. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE From: kandrews-babc...@killinglyschools.org To: mosaic@literacyworkshop.org Date: Fri, 25 Jun 2010 16:14:21 -0400 Subject: Re: [MOSAIC] Writing Textbook -- suggestion I would suggest Katie Wood Ray, Wondrous Words one of the best writing workshop books and resources out there (in my humble opinion),but it may be too long. I use it for a writing course for elementary/middle school. Ralph Fletcher/JoAnn Portalupi have one called Writing Workshop: the Essential Guide, it's shorter and a good resource. Kelly AB On 6/24/10 1:34 PM, dmoriart...@verizon.net dmoriart...@verizon.net wrote: Hi, I teach reading and writing courses in elementary ed. at a university in MA. I am looking for suggestions for a writing textbook (or teacher professional book) to use in my literacy course (includes undergrad and grad students). Nothing too overwhelming--(Calkins' The Art of Teaching Writing would be too much...). Looking for something short, to the point yet gives a good overview of writing in the elementary classroom. Any ideas? Thanks so much, Deborah ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] ***SPAM*** RE: Beginning of the Year Assessments
Hello!In our district we do running records. I always wanted to assess my students within the first 10 days of school so I could see their strengths and weaknesses first hand. Then I could develop a reading plan for that child -not the masses. If you are assessing just to give the the raw score, and they were assessed 2 months before -what's the point (3rd-6th)? For incoming students, I waited a few days -let them feel comfortable. We gave reading assessments 3 times a year (beg/mid/end) and we had to report them to the District Office. At the last school I worked at, we had to attach their running record recording sheet to their placement card so next year's teacher had some info. The school before that, we just sent scores to the D.O. We also assessed writing 3 times a year (beg/mid/end). It was a narrative prompt the entire district used. We would get together in grade level teams 1-2, 3-4, 5-6 to score them and we had anchor papers to compare them to. mid year and end of the year the kinder teachers joined the 1-2 group.Jan “When you encounter seemingly good advice that contradicts other seemingly good advice, ignore them both. -Al Franken From: suzteac...@aol.com Date: Wed, 16 Jun 2010 19:10:49 -0400 To: mosaic@literacyworkshop.org Subject: [MOSAIC] Beginning of the Year Assessments Here in New York, I am finishing my last full week of school. We have begun the conversations that start us all up in September. I am in a 3-5 building. Our third grades began RTI with Aimsweb this year for this first time. I teach fourth grade, and we will be using Aimsweb, starting in September. In addition, we use DRAs, and ERBs which is a writing test. We are looking at our DRAs and wondering - how early is too early? Do incoming students need to settle and learn what is expected, BEFORE taking the DRA assessment? Or do we do it as soon as possible, to make sure that we know the level of our students? Our students do an end-of-year DRA in June, so is it necessary to assess them again so early in the next school year? Same in writing - when is a good time to assess students writing to get a beginning point or baseline. Are there any great writing assessments out there? Suzanne/NY/4thGrade ___ 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] Book Room
Hello!Our bookroom is organized by level and there are some author sets. Each book or set of books has an index card with the book title and number of books on it. Each teacher has 3+ pockets on a big pocket chart (on the wall). When you take the books, you put the index card(s) in your pockets. This reminds you (at a glance) of what you have in your classroom and if you are looking for a particular title that is not in it's spot you can scan the pocket chart to see who has the books. The books are kept in cupboards (labeled with levels) in the teacher workroom. When you open a cupboard door you can see a list of the books inside that cupboard. At another school I was at again the books were by level, author sets, and individual titles for teachers to borrow to pad their classroom libraries. The books were on shelves in tubs. A level 6 tub could contain 8 different titles, with 6 copies of each... etc. There were clipboards on the shelves with a list of all the titles of each level of books (or author set, or a list of individual books). Next to each title were about 8 empty boxes (like a grid). When the teacher borrowed a set of books (or an individual book) they would put their room number in the box. If someone was looking for a particular title and it wasn't in the tub, the paper on the clipboard told them where it was. It took a few hours to set it up (we used high school students earning civic credits to do the typing), but it was worth it.Jan “When you encounter seemingly good advice that contradicts other seemingly good advice, ignore them both. -Al Franken From: cspine...@branford.k12.ct.us To: mosaic@literacyworkshop.org Date: Tue, 1 Jun 2010 15:02:33 -0400 Subject: [MOSAIC] Book Room As the end of the year approaches I am thinking about the reorganization of our Reading Bookroom. This room houses all of our leveled text for kindergarten through grade four. I am hoping for some ideas on how to reorganize the space so teachers can access materials quickly. Is your bookroom organized by level? Genre? Author? Theme? Curricula? What system do you use to keep track of books borrowed and returned? Do you have a bibliography? Any advice would be appreciated! Thank you! Carol ___ 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] new job as a Literacy Coach
In my district the coaches came from the classroom -teachers on special assignment. So when the 7 year program was ended 2 years ago all 9 of us went back into the classroom which resulted in newer teachers getting pink slips. The whole thing didn't make sense to me as the coaches were paid from a different pot of money -not from the general fund. Rumor was, the superintendent wanted the money for a pet project of his... Jan “When you encounter seemingly good advice that contradicts other seemingly good advice, ignore them both. -Al Franken From: lcan...@satx.rr.com To: mosaic@literacyworkshop.org Date: Mon, 31 May 2010 16:16:51 -0500 Subject: Re: [MOSAIC] new job as a Literacy Coach Seems like they should have pink slipped the coaches. - Original Message - From: jvma...@comcast.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Monday, May 31, 2010 2:43 PM Subject: Re: [MOSAIC] new job as a Literacy Coach I'm a classroom teacher (and happy to be one); we've had coaches in our district for about 9 years. In my district, the coach's job is to work with teachers to improve student accomplishment. Each grade level meets with the coach twice per month for 2-3 hours. We write a cycle of inquiry then read, work, discuss, assess. When the coaches aren't working with teachers (which is a lot of time) they are supposed to be supporting teachers with demonstrations, observations, etc. Unfortunately, it is my belief that the coaches actually do administrative work. In the beginning of our collaborative work, I appreciated the guidance of the coach. Now I believe most of us have grown beyond the coaches (who have had no classroom experience for 6-9 years). You might need some background: in California, due to budget woes, most of our newer teachers were pink-slipped and class size grew; therefore most of our newest teachers still have 4-5 years experience. They are growing beyond the coaches, too. Judy ___ 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] Fluency
Why do people (is it the program makers) link speed with fluency? To me, fluency is cadence, and reading so it sounds like we talk. Have you ever had a conversation with someone who talks fast? They make me tired. It is not normal. I never used any bought program, but rather had children read like we talk. They would tape themselves and listen, then reread the same passage if it needed more work. Also, many times students struggle with fluency because they are reading above their independent level, usually their instructional level, and they have work to do with the text. Another point... there are times when I read aloud when I don't have a clue what I read. My brain was not engaged in the meaning of the words, I just read them out loud. Jan Life is not about waiting for the storms to pass...it's about learning how to dance in the rain.BJ Gallagher From: creeche...@aol.com Date: Sat, 13 Mar 2010 06:22:10 -0500 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Fluency In a message dated 3/10/2010 11:59:22 P.M. Eastern Standard Time, creeche...@aol.com writes: Could you give me a reference for that research? So I'm behind on email, but don't see a response. I find often that something that is supposedly supported by lots of research, is kind of like the telephone game. Everyone has heard that there is, but no one quite can pinpoint it. Just the fact that people say there is research makes it so? I agree with Maureen. I have seen a lot of evidence that often students who read slowly and methodically with prosidy, rereading and thinking carefully, are way better at comprehension than those who are trying to beat the egg timer. Nancy ___ 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
When I was coaching, if we said it was backed by research, we had to be able to back that up! Marzano is wonderful at giving you the research that backs up his statements. It makes for tough reading, but you have avenues to track down the info. Also, Regie Routman gives the research that lead her to her statements. In Reading Essentials she has a Notes section (right before the Index) that lists the research, or reading material she used to arrive at her statements. The notes are listed by chapter and page number. Jan Life is not about waiting for the storms to pass...it's about learning how to dance in the rain.BJ Gallagher From: phoenix...@sbcglobal.net Date: Sat, 13 Mar 2010 07:17:40 -0800 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Fluency I agree with Nancy. I am so sick and tired of the supported by research claim that I could scream. One of my principals sent out an email a few weeks ago with a link and an article that showed research about student achievement with Saxon math. ick. So I read it, and it referred basically to test scores AND also mentioned that Saxon math did not do well in problem-solving, which was better addressed with a different program that was studied. I think it was three or four math programs that were compared, and maybe it was Everyday Math that was better at problem-solving, but please don't quote me. Anyway, the point is that it truly is like a game of telephone. Perfect analogy, Nancy. Renee On Mar 13, 2010, at 3:22 AM, creeche...@aol.com wrote: In a message dated 3/10/2010 11:59:22 P.M. Eastern Standard Time, creeche...@aol.com writes: Could you give me a reference for that research? So I'm behind on email, but don't see a response. I find often that something that is supposedly supported by lots of research, is kind of like the telephone game. Everyone has heard that there is, but no one quite can pinpoint it. Just the fact that people say there is research makes it so? I agree with Maureen. I have seen a lot of evidence that often students who read slowly and methodically with prosidy, rereading and thinking carefully, are way better at comprehension than those who are trying to beat the egg timer. Nancy ___ ___ 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
Renee, if you had the tenure, you could send back an email stating the fact about the lack of problem solving and that you were wondering what was going to be used to fill in that void. For anyone not familiar with Saxon -they literally tell the student what to do. I piloted in 4th grade and the directions would tell the student what to do -no thinking there... One day (long division) the directions said use the LSD method on this problem. I had to laugh! LSD!! Of course LSD was an acronym for procedures used in the algorithm. Anyone remember Daddy, Mother, Sister, Brother? Divide, Multiply, Subtract, Bring down. Saxon is a very rote program. Jan Life is not about waiting for the storms to pass...it's about learning how to dance in the rain.BJ Gallagher From: phoenix...@sbcglobal.net Date: Sat, 13 Mar 2010 07:17:40 -0800 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Fluency I agree with Nancy. I am so sick and tired of the supported by research claim that I could scream. One of my principals sent out an email a few weeks ago with a link and an article that showed research about student achievement with Saxon math. ick. So I read it, and it referred basically to test scores AND also mentioned that Saxon math did not do well in problem-solving, which was better addressed with a different program that was studied. I think it was three or four math programs that were compared, and maybe it was Everyday Math that was better at problem-solving, but please don't quote me. Anyway, the point is that it truly is like a game of telephone. Perfect analogy, Nancy. Renee On Mar 13, 2010, at 3:22 AM, creeche...@aol.com wrote: In a message dated 3/10/2010 11:59:22 P.M. Eastern Standard Time, creeche...@aol.com writes: Could you give me a reference for that research? So I'm behind on email, but don't see a response. I find often that something that is supposedly supported by lots of research, is kind of like the telephone game. Everyone has heard that there is, but no one quite can pinpoint it. Just the fact that people say there is research makes it so? I agree with Maureen. I have seen a lot of evidence that often students who read slowly and methodically with prosidy, rereading and thinking carefully, are way better at comprehension than those who are trying to beat the egg timer. Nancy ___ ___ 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] Encouraging reading at home
Hello!For me, reading logs didn't work. Kids wrote down things they did not read, and parents often signed-off without even checking to see if the child read the material listed. It was a school game -something done for school because we have to. Instead, I had children read for a minimum of 30 minutes every night (3rd grade) and they met with a partner the first thing in the morning to talk about what they read. My goal was to get kids to love to read. No written work, no grades. They did not have the same partner everyday, but instead just chose someone when they walked into the classroom. They had 10 minutes to find a partner and discuss what they read. At times I would have to help someone find a partner, but not very often. I would listen in on discussions, and ask a question once in a while -but it was purely share what you are reading. They were encouraged to make notes as they read so they wouldn't forget what they wanted to talk about (I assured them I would often forget if I didn't have notes -sometimes just a character's name and 1 word to remind me). After the 10 minutes we would gather at the carpet for sharing. I would randomly choose someone (names on cards) and I would have them tell the class what their partner had to say today. This taught them to really listen to what their partner was saying. I would choose 2 or 3 students to share, and an additional student if someone was dying to say something. Great things that happened... kids got excited about reading! They formed book groups (2-4 kids reading the same book and meeting in the morning to talk about it). They read books that other students had talked about. Most (about 14 of 18) kept some kind of notes -I had provided a spiral journal for each student. I did provide a list of thinking about reading ideas for discussion (glued onto the inside front cover of their journal) and parents were thankful, and used them with their child. The students used the list often in the morning during discussion time. This was the only homework and the parents knew that.Jan Life is not about waiting for the storms to pass...it's about learning how to dance in the rain.BJ Gallagher Date: Fri, 5 Mar 2010 09:51:37 -0600 From: ebl...@ofallon90.net To: mosaic@literacyworkshop.org Subject: [MOSAIC] Encouraging reading at home I need a little help. I am trying to find a way to encourage students to read at home. Has anyone used reading logs with their students (parents would sign off that their child read each evening)? If you have, were they helpful? My fear is that the students that really need the extra practice would either never have their log signed or the parents would sign without the reading being completed. I also don't want to turn reading for pleasure into a chore. I would love to hear any and all suggestions. Elizabeth Blinn LaVerna Evans Elementary 3rd-5th Reading Interventionist ebl...@ofallon90.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.
Re: [MOSAIC] Grammar Guide
Lori-The Write Source has great examples. They have books for different levels. When I taught 6th grade we used Write Source 2000. Last Year in 3rd grade it was called Write Source and had the word Elementary some where. I found it on Amazon. I typed in Write Source. Here is the linkhttp://www.amazon.com/s/ref=nb_ss?url=search-alias%3Dstripbooksfield-keywords=write+Sourcex=0y=0 Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer From: lori_jack...@q.com To: t...@listserv.arizona.edu; mosaic@literacyworkshop.org Date: Thu, 14 Jan 2010 02:29:37 + Subject: [MOSAIC] Grammar Guide My son's high school requires a grammar class that revolves around the nit picky. The book is heavy on exercises but sadly lacking in instruction. We are in need of a good guide, with examples. Suggestions? (Please, I know this is not necessarily good instruction, but he is stuck with it). Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me ___ 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] AR
No, the levels do not correspond. AR creates it's levels by the number of words on a page and the number of pages. That is also how they decide the number of points. If you make your own test, they give you the formula to figure out the point value...To me, AR is over rated and DOES NOT instill a love of reading for children. They learn that that you read to earn an award, instead of the reward being the story on the page. I was a rebel at my school and refused to have my students do it. Some parents complained, so the computer was there for them to use, but I did not give out any awards.To really know your students as readers, have conversations and conferences with them. Jan Date: Thu, 17 Dec 2009 18:31:46 -0800 From: brenda...@sbcglobal.net To: mosaic@literacyworkshop.org Subject: [MOSAIC] AR We may have had this conversation, but I didn't have access to Accelerated Reader. What do you all think? Do the levels correspond with the actual reading level of the student? Thanks for your input. Brenda Ca/4 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Reading Series
I'm not so sure there is any great -or even very good reading series out there... We too used HM and I did not like it. The stories for the most part were good, however, the lessons that went with them were crazy! They expected you to do so much in one day you would need 2+ hours to get it done, and even more time to teach it well. If your district is screaming for you to use HM with fidelity (I came to hate those words) then woe is you. Our district was screaming, but my smart boss knew the power of readers' workshop and didn't harp on us about fidelity. We are a Title 1 school and our scores were solid, but the district office didn't want to hear it, and screamed fidelity again the next year... the craziness goes on. Under the fidelity method we had 2 schools (both Title 1) go into the improvement category for NCLB. A great reading series would be one that had all the skills and strategy lessons in a separate binder and didn't try to attach them meaninglessly to stories - comprehension, phonics, spelling, grammar... Then the teacher could use it as a reference,, following the state standards. For those that worry about all the skills getting taught... there could be a matrix you highlight. By the way, I don't know of anyone who finishes the text by test time anyway, so did those students get ALL the skills and strategies taught? Our district tried 2 years ago and the pacing was so fast, the on grade level students had trouble keeping up. Jan, also from CA We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer From: christine.pres...@verizon.net Date: Wed, 25 Nov 2009 06:37:46 -0800 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Reading Series We have had Houghton Mifflin for about the last 6 years. I like it a lot. I have taught 3rd, 4th, and 5th using these books and resources. The Practice book is great and the spelling words are grade level appropriate. I like the stories and how they intermingle the Social Studies for each grade level, especially here in California. On Tue, Nov 24, 2009 at 8:24 PM, Yingling yingli...@frontiernet.net wrote: We have begun looking into adopting a new reading series. What reading series do you use? And, do you like it or not and why? Anything you could tell me would be helpful because we're not even sure where to start. Thanks, Jenni ___ 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. -- Chris ___ 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] Dr. Gay Levy
Brian Cambourne has also done major work on engagement if you want more information. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer Date: Thu, 12 Nov 2009 22:09:09 -0500 From: lesliepop...@gmail.com To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Dr. Gay Levy Kuenze, Can you please provide more specifics about the 8th grade ELA classroom. How does it work with a balance between reading and writing. Thanks, Leslie P On Thu, Oct 15, 2009 at 1:49 PM, Kuenzl-Stenerson Kay kay.kuenzl-stener...@oshkosh.k12.wi.us wrote: I was fortunate to hear Dr. Gay Levy speak yesterday in a workshop about her research with engagement. It was excellent. You may want to check out her findings and how the literacy class was set up. Her interventions for middle school were interventions with students that were not engaged with text. The intervention is to find out why they weren't engaged and get them engaged. Her findings could really change how many teachers are teaching in their classrooms and give us the next step. It really made sense. The amount of reading that 8th graders were doing was amazing. It is what I dream of seeing in our middle school classrooms. . From: mosaic-bounces+kay.kuenzl-stenerson=oshkosh.k12.wi.us@ literacyworkshop.org on behalf of mosaic-requ...@literacyworkshop.org Sent: Thu 10/15/2009 11:00 AM To: mosaic@literacyworkshop.org Subject: Mosaic Digest, Vol 38, Issue 13 Send Mosaic mailing list submissions to mosaic@literacyworkshop.org To subscribe or unsubscribe via the World Wide Web, visit http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org or, via email, send a message with subject or body 'help' to mosaic-requ...@literacyworkshop.org You can reach the person managing the list at mosaic-ow...@literacyworkshop.org When replying, please edit your Subject line so it is more specific than Re: Contents of Mosaic digest... Today's Topics: 1. Re: Mosaic Digest, Vol 38, Issue 11 (plongshell) -- Message: 1 Date: Thu, 15 Oct 2009 06:25:44 -0400 From: plongshell plongsh...@aol.com Subject: Re: [MOSAIC] Mosaic Digest, Vol 38, Issue 11 To: mosaic@literacyworkshop.org Message-ID: 0368bd5c.1b15.4e97.8d9d.dd50d2875...@aol.com Content-Type: text/plain; charset=us-ascii; format=flowed Thanks to all of those who wrote in to help with my middle school questions...great info! Now, do you know of any really good interventions that can be done in 3 40 minute blocks? Thats what I'm working with on a rotating schedule with my groups--I usually do strategies that can be used with their classroom reading, but anything else would help! Michelle-ais ny -- ___ 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. End of Mosaic Digest, Vol 38, Issue 13 ** ___ 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] opinion on advanced reading classes
No, but the high school does. They move at a faster pace and often use more difficult texts that challenge the students. My son was in such a class and he liked it because they had very rich discussions and he felt he wasn't waiting for others -he liked the pace. I have never taught leveled reading classes -only leveled groups. I liked that the higher students had rich discussion points that were tossed into the whole group and gave everyone something to think about. A lot of I never thought of it like that from the low students. It helped their thinking process grow. Jan On 11/10/09 12:47 PM, reading readingwritingliter...@gmail.com wrote: The school where I teach performs very well on state standardized tests. In reading I believe the scores are well above 90%. This is my first year teaching 7th grade and the first year of a newly developed advanced literature class which I am teaching. I'm struggling with how to make the class advanced. And now we are supposed to present to the board.Theoretically, I don't like the concept of the class. I don't think my philosphy of teaching meshes well with leveled reading classes. I wanted to hear others opinions. Does your middle school have advanced classes? ___ 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] opinion on advanced reading classes
And I would say ALL students should be doing this. Jan On 11/10/09 4:48 PM, shut...@fuse.net shut...@fuse.net wrote: To help with the notion of an advanced reading class you may want to consider: 1. Use questions that employ Bloom's top 3 levels, analysis, synthesis and evaluation 2. Use projects that allow students to use one or more of their multiple intelligences 3. Use DeBono's six hats thinking framework to analyze various literature selections 4. Have students create multi-media presentations for the class regarding various literature selections 5. Have students engage in a debate regarding characters - protagonist vs. antagonist 6. Use Kohlberg's levels of moral development and relate to various characters in the literature selection Hope this helps. reading readingwritingliter...@gmail.com wrote: The school where I teach performs very well on state standardized tests. In reading I believe the scores are well above 90%. This is my first year teaching 7th grade and the first year of a newly developed advanced literature class which I am teaching. I'm struggling with how to make the class advanced. And now we are supposed to present to the board.Theoretically, I don't like the concept of the class. I don't think my philosphy of teaching meshes well with leveled reading classes. I wanted to hear others opinions. Does your middle school have advanced classes? ___ 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] RTI
Did he say what that 2 hours of reading should be? Pure reading? I envision some to take it as lots of phonics and skills lessons. Jan On 11/10/09 12:27 PM, Domina.Natasha domina.nata...@north-haven.k12.ct.us wrote: I just heard Richard Allington speak on Saturday and he said that 2 hours of reading per day will mean that a struggling reader doesn't fall further behind. If we want them to close the gap and catch up to their peers they should be reading even more than that. (He was talking about RtI so maybe his new book on RtI would have more information about that.) Natasha -- Message: 24 Date: Tue, 10 Nov 2009 04:11:07 + From: wr...@att.net Subject: [MOSAIC] RtI To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Message-ID: 111020090411.16339.4AF8E7DB0005A9DE3FD322218683269B0A02D29B9B0EBF0A9B079D 9...@att.net This group really helped answer questions from me about universal screeners for RtI. Now I'm wondering about when my middle school starts RtI. I think that will happen next fall. I have read that students who are two, three, or four years behind in their reading level by middle school need an additional 90 hours of reading time??? instruction??? every day. Can anyone point me to something authoritative that asserts this? It seems as if we're going to go to half measures, and students who need additional help with get maybe 45 minutes a couple of times a week. I fear that RtI will not be successful at my school because we will not put the time into additional support for students. Thanks for any information you can give me. 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.
Re: [MOSAIC] thought-provoking reading for 1st graders
There are books out there called Pair-it Books. They are a set of 2 books; 1 fiction, 1 non-fiction, on the same topic. Mondo Press used to publish them. With the buying out of publishers, I don't know if this is true anymore. Anyway, they come in different reading levels, and when our school purchased them (about 10 years ago?) there were about 12-16 sets (3-4 sets per reading level). Jan On 11/10/09 3:51 PM, Beverlee Paul beverleep...@gmail.com wrote: Another technique for provoking thought in first graders is paired texts or text sets. In paired texts, they would commonly read a fiction and a nonfiction text about the same topic, such as a fictional tale about bears and an informational book with lots of nonfiction text features and content about bears. That gives a wider range of difficulty for the ones needing more challenge, but the really important thing it does is cause comparison/contrast, analysis, synthesis, and evaluation. The two texts greatly increase higher level thinking. The same is true of text sets, but even more so. And with text sets you can provide a nice range and quantity of texts which allows more choice for the children. Because each child's comprehension is vital to the discussion, they all do a great job of reading, note-taking, reporting, sharing information, and coming to new thinking as a group. It's also a nice way to mix poetry, nonfiction, fiction, song, and whatever other text you can scrounge up. Some people are pretty tentative about asking first graders to tackle text sets, but give it a try...they'll pull through with some amazing discussions. On Tue, Nov 10, 2009 at 1:21 PM, Stewart, L lstew...@branford.k12.ct.uswrote: And Patricia Maclachlan Leslie R. Stewart (203)481-5386 X310 FAX (203)483-0749 lstew...@branford.k12.ct.us Be who you are and say what you feel because those who mind don't matter and those who matter don't mind. ~ Dr. Seuss -Original Message- From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org[mailto: mosaic-bounces+lstewart mosaic-bounces%2Blstewart=branford.k12.ct.us@ literacyworkshop.org] On Behalf Of EDWARD JACKSON Sent: Tuesday, November 10, 2009 8:27 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] thought-provoking reading for 1st graders Don't forget Eve Bunting Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me From: hutch1...@juno.com Date: Tue, 10 Nov 2009 02:11:21 + To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] thought-provoking reading for 1st graders Cynthia Rylant is also a great author for picture books with depth. norma -- Original Message -- From: Melissa Kile tchkg...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: Re: [MOSAIC] thought-provoking reading for 1st graders Date: Mon, 9 Nov 2009 20:23:09 -0500 Lots of Eve Bunting's books are thought-provoking. Patricia Polacco's are longer, but they might work. Melissa/VA/2nd On Mon, Nov 9, 2009 at 7:26 PM, Heather Green heath...@gmail.com wrote: Hi there, Starting in December we will start breaking up into reading clubs in my school. We'll meet for 50 minutes, 4 days a week. The groups are differentiated, and I have the highest group of first graders--reading anywhere from end of 1st grade level to 4th grade+ level. I decided that I wanted to stay away from chapter books this year because in 1st grade the focus doesn't need to be on reading chapter books. I want my kids to be reading good quality literature that makes them think. We don't have many books available. I'm willing to buy some with my own money if I will use them again and again. So I need your help. I am looking for books that meet this criteria: 1) not a chapter book 2) something written at about the 2nd grade level or so (I'm thinking using this in small groups for the kids to read themselves) 3) something thought-provoking that would spark good conversation 4) not t preachy and still of interest to 1st graders Any ideas?!? ___ 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. One Up the Competition Earn your MBA from Post University. Free textbooks for new students!
Re: [MOSAIC] philosophical wonderings
I think we teach the strategies so that readers have a toolbox of things to use when they get stuck, or are no longer understanding the text. I just started reading The Foreign Correspondent and I had a tough time with the first 15 pages or so. The setting was Paris, France (very little schema for me) and it is about the political stuff going on before WW2. Underground newspapers, Italian resistance, etc. Since I have no schema on this, I kept rereading. Finally, I had to stop and think about what is important? What is the big idea? And I had lots of questions. I just could of kept reading on (it is my level, and I can read all the words), but I needed a frame of reference for myself. This is what we need to teach children to do. They often read the words, but at what level of understanding? Or did they understand at all? Sometimes we assume high level readers will get it by reading. They too, need explicit instruction so they know how to attack the problem when they have one. An awareness. Ever ask a GATE (gifted) child how they got the answer, and their answer is I just knew it. That is not good enough, they need to be able to explain how they got there, so we as teachers, need to give them the language and practice of explaining, and the awareness. As for the math manipulatives... John van DeWalle has some interesting things to say. I am just writing this from my memory and my take on his work. Look him up for the real thing. Without understanding, manipulation objects means very little to the student. Manipulatives are a way to show how something works, but only if you understand it -otherwise it becomes mimmicing the teacher with no (or very little) understanding. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer From: lstew...@branford.k12.ct.us To: mosaic@literacyworkshop.org Date: Sun, 8 Nov 2009 12:41:07 -0500 Subject: [MOSAIC] philosophical wonderings I love teaching, but lately I have been questioning the way I teach, particularly reading. I am an avid reader. Reading is an integral part of my adult life. I was never taught any reading strategies. I have children in my classroom who love to read and read way above grade level. I feel that they, like me, have already internalized the strategies and yes they can be strengthened but probably that will happen naturally as well. The more they read, the stronger they will become. It seems that we are prescribing medication whether the child is ill or not. It's like using manipulatives in math. Our new math program requires the use of manipulatives all the time. It used to be that you used maniuplatives when you differentiated for the child who was having difficulty with a concept. It seems like we are heading back to a one-size-fits-all mentality which scares me. I sometimes think the reading strategies were meant for educators so that we could become better teachers of reading, particularly for our struggling readers, and I think we have taken it too far and use it in all cases. When I look at the current guided reading models it is so prescribed: everyone is in a quick guided group with the teacher drilling a skill or they are reading independently. I am having a difficult time seeing the joy in that model. Where do the rich conversations that connect children to each other and to literature take place in this current model? Was the model intended for accomplished readers? Leslie R. Stewart Grade 3 Teacher lstew...@branford.k12.ct.usmailto:lstew...@branford.k12.ct.us 203-481-5386, 203-483-0749 FAX To feel most beautifully alive means to be reading something beautiful, ready always to apprehend in the flow of language the sudden flash of poetry. ~ Gaston Bachelard ~ http://thinkexist.com/birthday/september_24/ ___ 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] Theme/author's message
Having done some work on theme with other coaches (I was a literacy coach then) we found it to be a very complex topic. Talking with others, and learning about their take on it helped form our own thoughts. We worked together to determine a definition so when we used the word, we all had the same reference. So what we called theme, may not be what someone else calls theme. We also got into the significance of the piece. We felt if we could help children determine the significance (why did the author write this? what did they want us to learn? to walk away with? What was the author's message.) children could start to write significance into their own pieces, so readers aren't left with the question so what? H, I am adding more fuel to this smoldering fire...Anyway, we found that children will determine the significance, theme, message, etc., based on their own schema. What stands out in the story for one person, may not be the same for another, because prior knowledge plays a part in the understanding. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer Date: Sun, 8 Nov 2009 16:09:51 + From: mimos...@comcast.net To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Theme/author's message I do think there is a difference, although students should be taught both, of course. For example, we are reading RULES by Cynthia Lord right now. She says that her theme was acceptance. My papers about it are at school right now, but I do think she did call it her theme, not her message.We are using the book in our thematic unit about growing up. I can clearly see how there are many life messages in this book. The main character struggles through the challenges of leaving childhood joys behind, as she thrills at the new world of adolescence. The conversations about this book bring out the idea that rich literature will usually have multiple themes, messages that resonate with different people for different reasons. As long as the reader can use the text to justify their opinion, I think a theme can be jaccepted, whether it was the author's original intent or not. This inquiry was perfectly timed for me. Next week we will be focusing on the author's purpose and then finishing up the book and learning about theme. I am interested on hearing what others think about these topics! Maura 5/NJ - Original Message - From: Kelly Andrews-Babcock kandrews-babc...@killinglyschools.org To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, November 8, 2009 7:45:51 AM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] Theme/author's message Perhaps you can help me with a question that has come up with our staff. We were discussing theme (fiction) and at one grade level author's message came up as being used interchangeably with theme. In our conversation that followed some people thought theme was a more global or overarching idea and the author's message was more specific to the lesson the author was teaching through the text. But in realizing there can be multiple themes in books, the confusion continues. I'd love to hear from you more on this topic. Thanks, Kelly AB ___ 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] objective vs strategy
I would say NO! Do you know how long that would take teachers? Especially a pre, during and post? The last administrator I worked for asked us for a weekly plan of lessons, but not for lesson plans for each item taught. If she had a struggling teacher, the coach often went back to what was your objective, was it met. If the teacher didn't know what the objective was, that was a starting point. Jan On 11/8/09 1:16 PM, Mena drmarinac...@aol.com wrote: I am very interested in opinions on whether we need a lesson plan for every thing we do.Does anyone have an example of a behavioral objective written to teach a strategy? I get very confused about writing lesson plans for strategies in a scaffolded reading experience (SRE). A lesson plan has beginning, middle, and end activities and a SRE has pre-, during, and post strategies..so wouldn't a SRE be a lesson plan? I have a colleague who has her teachers write a lesson plan for each pre-, during, and post strategy. Philomena Marinaccio-Eckel, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Sun, Nov 8, 2009 1:30 pm Subject: Re: [MOSAIC] objective vs strategy There was an article in Reading Teacher a while back that argued that a skill was a strategy made automatic and unconscious. ...By that argument, if you want kids to make connections as an automatic thing when they read...then it is a skill. Otherwise if kids are consciously using it as a tool, it is a strategy. As for objective...what do you want the kids to be able to do with connections and how well do you want it to be learned? Does that help or have I muddied the waters? Jennifer In a message dated 11/8/2009 1:02:07 P.M. Eastern Standard Time, lstew...@branford.k12.ct.us writes: Our district is moving towards having teachers post their objectives and children being aware of the objective. We are having difficulty coming to terms with our objectives. Is making connections to text an objective or a strategy/skill? I feel the objective is always to become stronger readers and the way we teach the children to become stronger readers is the strategy, but it is confusing. ___ 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] teaching fact and opinion
It is also good to use literary non-fiction books. Children will often think everything in the story is fact, when some is the author's opinion embedded in the text. Jan On 11/8/09 8:11 PM, jvma...@comcast.net jvma...@comcast.net wrote: Oooh, cool question, Barb. I can't imagine teaching fact/opinion with fiction--does that even make sense? Was it historical fiction and they were looking for the historical parts? When I've taught this with nonfiction, I've always used very obvious opinions to begin with (check some Seymour Simon books--his opinions are clearly stated). My next step is to read text where opinion is not clearly stated so that we must infer the author's opinion. Both of these discussions get us into the text. But I also like your idea of making kids go back (often the opinion is at the very end) and figure out the importance of the opinion to the facts presented. Judy - Original Message - From: Ron Borchert borch...@vcn.com To: Mosaic mosaic@literacyworkshop.org Sent: Sunday, November 8, 2009 7:29:45 PM GMT -08:00 US/Canada Pacific Subject: [MOSAIC] teaching fact and opinion Recently I was observing in a fourth grade classroom during guided reading. The teacher was teaching fact and opinion. This is the second classroom where I have observed the teaching of this skill. Both teachers' instructional objective was to have students identify fact and opinion in the text. I have come to the conclusion that fact and opinion is a harder skill to teach than one might first believe. This has been on my mind for the last few days. I would like the members of this list serve to give me some feedback. The first teacher struggled with teaching fact and opinion because she was using fiction and released responsibility too soon. The second teacher did a better job because non-fiction text was used. Yet I felt that too much of the instructional time was spent in identifying opinions that weren't important to understanding the text. I'm wondering if part of the struggle with teaching fact and opinion is that the instruction isn't tied to the author's purpose (Persuade, Inform, Entertain). The author's purpose of the three non-fiction texts was to inform the reader about different facets of Chinese history. The first two texts really didn't have any opinions in it that added to the understanding of the topic. The teacher spent a lot of time trying to give those minor opinions the same weight as the facts. The third story, on the other hand, was a much better text for teaching fact and opinion because there was a issue with different opinions that was explained in the text. My new thinking for teaching fact and opinion is to tie it to author's purpose. The author's purpose will determine how the skill will be taught. If the author's purpose is to inform, the bulk of the reading will be facts unless an issue with differing viewpoints is explained. Choosing a text in which the author's purpose is to persuade may be a better choice for teaching fact and opinion. The text will have facts in it, even though they may be one-sided. The opinions should be easier to identify and will be important to the understanding of the text. Finding a letter to the editor or studying the editorial page may be a better text to use. I'm less clear about fact and opinion when the author's purpose it to entertain (fiction). I think the facts would be tied to the story map and the opinions may be what the characters say about other characters or the events. The character's opinions may also be the factor that explains a characters actions. How do you teach fact and opinion? I think that asking students to identify a fact or an opinion may be the first step, but there is much more involved. Maybe the key is to choose a text that has an opinion that is important to the text. Thank you for your thoughts! Barb ___ 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] Vocabulary Test
Marzano has done a lot of research on vocabulary. He focuses on academic vocabulary, but to me, his work transcends all vocabulary. You might want to look at his findings. Our district studied his work a couple of years ago. He has a worksheet students fill out when they are learning a new word. As they gain deeper understanding of the word they add to the worksheet. They gain deeper understanding through examples of use of the word and through playing games using the words. One thing that hit home was that writing definitions to a word does not often lead to understanding. If you can get students to understand the essence and concept of the word, then it becomes one they understand. We also found that often students could use the word in a sentence and still not understand what it means. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer On 9/17/09 4:24 AM, Kelly Andrews-Babcock kandrews-babc...@killinglyschools.org wrote: I've always like having the students create a sentence using the word. That allows you to know if they truly understand the meaning of the word. Also gives you an idea about mechanics as well, which you can grade separately. Kelly AB On 9/16/09 10:59 PM, reading readingwritingliter...@gmail.com wrote: Anyone have any advice on the best way to give teacher made vocabulary tests. I want it to be more than just matching definitions and was wondering what other teachers use as a vocabulary assessment. 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. ___ 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] understanding value of DRA 2 testing
So who would know what level you tested them at? This is a case where I would nod yes at the meeting and go do what I know makes more sense. I rarely have half a class that maintains where they were. And yes, 1 or 2 would be higher, but most would be lower. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer From: lstew...@branford.k12.ct.us To: mosaic@literacyworkshop.org Date: Mon, 7 Sep 2009 10:50:02 -0400 Subject: [MOSAIC] understanding value of DRA 2 testing This year our district has mandated that we test each of our students whether they are on, below, or above grade level at the very start of the school year. We are to test each child one level above where they ended the previous school year. Out of my 20 students, only one student passed at a higher level (and that was a child I had retained). Now I have to retest all 20 of them on the level they came to me. If they don't pass that (my guess is that some of them won't), I have to test them down until I find a test that they do pass. My argument was that we should test where they were last May and then test up or down based on those results. I was told absolutely not. Why would we think that our students would test higher in September than they did at the end of May? Most of them did not read over the summer and even those that did read, showed no growth on the test. I would greatly appreciate your input. I don't have an issue with testing but the test should be helpful to my instruction of the child. In my opinon this is just a phenomenal waste of precious contact time. Thanks. Leslie Leslie R.Stewart Grade 3 Teacher lstew...@branford.k12.ct.usmailto:lstew...@branford.k12.ct.us 203-481-5386, 203-483-0749 FAX To feel most beautifully alive means to be reading something beautiful, ready always to apprehend in the flow of language the sudden flash of poetry. ~ Gaston Bachelard ~ http://thinkexist.com/birthday/september_24/ ___ 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
You have a mini-lesson (or multiple ones) about what writers do, what to do when you think you are finished, how to get supplies, etc. You make it very clear about what they are to be doing, and that you expect them to be doing that. When expectations are not met by more than a few, I stop the entire class and have them do a self check. If you have made charts about what the writer is doing, refer to the chart. If it is only a few, when my conference is done, I do a drop by and have an expectations conference with those students one on one. I go to the student when I confer, that puts me in multiple places around the room, and others nearby can eavesdrop. At the beginning of the year, I do not confer right away. I monitor the classroom and confer with any student not on task. They also know I will have a 5-10 minute share at the end and they will need to be ready to share their writing experience or their writing. On going throughout the year, you may have to revisit these mini-lessons. Also, I usually walk the room after each conference to see how they are doing. I do keep records and make notes so even if I do not talk to them right then, I will when I confer with them as it is in my notes. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer From: wr...@att.net To: mosaic@literacyworkshop.org Date: Thu, 27 Aug 2009 18:10:51 + 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. ___ 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] text structure
If you go to the CA Ed website there will be examples of 4th grade expository writing. This will give you an idea of what they are looking for. I would teach the structures of compare/contrast cause/effect while using articles from magazines, other expository text, or excerpts from the social studies book. You can download from the website too.Compare/contrast concepts can be taught in math as well as Language arts (fiction and non-fiction) and social studies.Cause/effect can be taught in science as well as Language arts (fiction and non-fiction) and social studies. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer Date: Sun, 23 Aug 2009 18:17:25 -0700 From: brenda...@sbcglobal.net To: mosaic@literacyworkshop.org Subject: [MOSAIC] text structure Hello, I am in need of your expertise. I've just started teaching 4th grade and part of our writing program/comprehension is expository text structure. I bought the book nonfiction reading power and have been using the information, but after going to a district inservice, I realized they really want the students to be able to read a text and determine if the author used compare/contrast, cause/effect, etc. Does anyone have resources or know of a site that has paragraphs showing each of these for a 4th grade level? The reason the students have to know this is that on the 4th grade writing test in March, expository text might be one they have to respond to. Any help would be greatly appreciated so that my students can be successful! Brenda Ca/4 ___ 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] Does strategy instruction inhibit comprehension?/Cross posting
I haven't read the article, only the abstract.Strategy teaching is teaching students to become aware of how we comprehend -what our brain does when we comprehend. It is all about how we think, and teaching children to focus on that thinking to help themselves comprehend text. It is giving the students the tools they need to be able to work on comprehension themselves -independently. Teacher lead questions from a basal may lead to comprehension, but what happens when the teacher is no longer there? Questioning is one of the strategies and teaching children how to question (deep questions, not surface questions) is one way to lead them to comprehension. As a teacher I always felt teaching the strategies was teaching them to become independent at their learning. When a teacher guides students through a text asking all the questions, who has done all the work and all the thinking? The students are just scrambling for answers, often to please the teacher. And yes, you can lead them to the understanding you want them to have through the questioning given, but have they learned how to do that themselves? Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer From: creeche...@aol.com Date: Sun, 16 Aug 2009 09:14:57 -0400 To: mosaic@literacyworkshop.org CC: t...@listserve.com Subject: [MOSAIC] Does strategy instruction inhibit comprehension?/Cross posting _Click here: Reading Research Quarterly : July/August/September 2009 : Abstract of Rethinking Reading Comprehension Instruction_ (http://www.reading.org/Publish.aspx?page=/publications/journals/rrq/v44/i3/abstracts/rrq-44-3-mc keown.htmlmode=redirect) I am more than one listserv. Within the past month, on one of the listservs, someone posted the link to this recent article from Reading Research Quarterly. I read the abstract, sent the link to my students and printed out the article. It is 37 pages long so it got set aside. Recently, I woke up at 2:30 and couldn't get back to sleep. I decided that reading something on the dry side might help me nod off. However, when I started reading this, I was hooked. Although this is a small study, the repercussions of this research project caused me some disequilibrium. I can't find the email with the link that originally prompted me to investigate this, even though I've searched the archives. It really doesn't matter. What I was hoping is that others of you would take the time to read it in the next couple of days, and then we could have an online conversation about it. Unfortunately, I believe one has to be a member of IRA or have access to a university library in order to get the complete article. You can read the abstract at the link above. One more thing, in the notes at the end of the article, Tim Shanahan is thanked for being instrumental in the conception and design of the study. Tim has chatted with us on the Mosaic list before, and I know some have strong feelings about his beliefs in regard to literacy. If we decide to talk about this research study, maybe someone could draw him, or one of the authors, into our conversation. Just to cause a little provocation, as they say in Reggio, the research that the article was written about suggests that strategy instruction is possibly the least effective in helping children understand content area reading as compared to a basal, or discussion with questioning, about the content. The authors also suggest that strategy instruction might inhibit comprehension because students ( 5th graders in this case) are thinking about the strategy rather than the content. Let me know if anyone is interested in having an online conversation about this. Nancy ___ 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] Creating a database
Our high school has students do volunteer work as part of their civics class. I had 3 high school students use my Excell program to create a spreadsheet and type in titles of books, level, bin they were in (all were lettered A-Z), genre, and what teaching strategy the book could be used for. So, the Excell spreadsheet had 5 columns. I had previously leveled the books, but if they found one that wasn't leveled, they just left that field blank. For what the book could be used for, I put a sticky on the books, they left it blank if no sticky and I filled it in at a later time. With Excell you can ask it to find a book by it's title, or just search for a word. So if I want books that are good to teach inferring I use the find window and type in inferring. It will highlight them, and I can easily scroll through to find the one I want. And since the bin letter is one of the fields, it tells me right where the book is kept (unless of course a student has it!). It took the high school students about 3 weeks to finish, but I had about 1,200 books. I now have over 2,000. It did take me time to type in all the info when I got new books, but it makes locating them a breeze. I am now retired and am enjoying my books at home. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer From: expecting2...@comcast.net To: mosaic@literacyworkshop.org Date: Tue, 11 Aug 2009 12:07:44 -0400 Subject: [MOSAIC] Creating a database I am interested in finding out what you are using to create a database for book cataloging. All my books are leveled but not cataloged which can be frustrating when I am looking for a read-aloud book to match instruction. I would like to create a system to find the books I want to use instead of digging through 4 bins in a certain level (Then of course enlisting the kids! LOL) Sue ___ 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] Help with reading issue!
Maybe trips where they pick out 5-10 books and these are the ones that get sent over weekly. Or when the weather is nice they create a nice long list and these books are sent over a few at a time. Some of the students may even be interested in trading books. Jan On 7/30/09 2:16 PM, nr...@rochester.rr.com nr...@rochester.rr.com wrote: Hi! I teach grades 6-8 students who read on a 1-3 rd grade level. In my junior high building there are very, very few books in the library for the students to self select for independent reading. Therefore we go over to the Intermediate Building (which is another building right on campus) 2 times a month to allow the students to make their own choices. The librarian there allows us to have our own time without any other classes so my students really feel comfortable. My TA and I have been drivng the students over there for the last 4 years when the weather is bad (about 50% of the time) One of my students is blind and the other has cerebral palsy with an unsteady gait. Our Union is now forbidding us to put the kids in our own vehicles so I requested a bus for 30 min twice a month. My Principal says this is going to be too expensive and the two librarians will coordinate so books can be sent back and forth. How do I convince him that self selecting books is so important and critical to low struggling reluctant readers? To me, the library is like a candy store just filled with amazing choices which you never know what you'll pick till you get there! I know this is long so email me at nr...@rochester.rr.com with any ideas! Please help! Holly ___ 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. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer ___ 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] Sustained Silent Reading
I was going to say not without conversation and discussion. But then I thought wait a minute. If the student uses (has?) metacognition, then yes. They monitor their own reading to insure understanding. At least an understanding they can reach based on their schema. Then that brings us back to discussion. We learn so much from others because they add their schema to our thinking, and our thinking grows. Jan, who seems to have talked in circles. On 7/29/09 8:24 AM, ebe...@comcast.net ebe...@comcast.net wrote: Do you think independent silent reading helps improve students comprehension? Elizabeth Holste 5th grade ___ 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. Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein ___ 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] Silent Sustained Reading
This link has a interview with Steve Gardiner who wrote a book about sustained silent reading. Scroll way down -it is the 2nd one from the end. http://www.ascd.org/Publications/Books/ASCD_Talks_With_an_Author.aspx Jan On 7/1/09 7:54 AM, Renee phoenix...@sbcglobal.net wrote: Hi there Mark and/or Rachele' I think one of the reasons that some teachers struggle with the concept of SSR is that it seems like wasted time or time not well spent or time that is better used for something more explicit and direct and I see that coming through in your comment that having SSR on one day a week would add up to almost 7 weeks of silent reading in class. But here's a thought that's a GREAT use of seven weeks! Time for students to learn to enjoy reading on their own... something that will stay with them forever, something that might turn some non-readers into readers (and I'm not talking about competency, I'm talking about choice). But if it were me, I would turn it around, and have the SSR day be on Monday instead of Friday, because then the reading on Monday could serve as personal information from each student to add to whatever discussions happened during the week. What if, for example, Monday was also a book sharing kind of day, where students read silently and independently for 3/4 of the period, something of their own choosing, and then met in small groups to just share with a few other students what they are reading? What if, after this got started, you started throwing out targeted questions for discussion in these small groups? For example, perhaps on one Monday you could suggest that students talk to each other about any visuals that popped up while they were reading, and on another Monday you might suggest that students tell others about any connections they made while reading. I think it's hard for many of us to see this as a good use of time, but I'm with the person who said that SSR would be the last thing she would give up. I worked in a school where everyone stopped to read for 20 minutes every day and in our case, that included teachers, the principal, the secretary, etc. I read all of Fountas Pinnel's Guided Reading and Lucy Calkins' The Art of Teaching Writing during that time. I do not see it as wasted. Rather, I saw it as myself modeling reading for students. I did not worry whether or not they were really reading, unless I saw someone just turning pages, or obviously not engaged. Then I would quietly prompt them to please read or, if they were making noise, that they were interrupting my reading time. It only took a few weeks into this system for nearly all students to be on task most of the time, and I never, ever considered this to be a waste of time. But then, we had administrators who supported it, and that's a key thing. Renee On Jun 30, 2009, at 6:11 PM, Mark Rachele' Thummel wrote: I struggle with the Silent Sustained Reading as well . . . and I was wondering what you all thought about it at the upper levels. I teach a section of 7th grade and 9th grade English. In both classes I'm expected to teach reading and writing in 55 minutes--we don't get a period of reading and a period of writing. I would love to have my students silent read, but I always feel as though I'm giving up valuable writing and group literature time. I do teach with a teacher who has her students read all period on Fridays . . . but when I add that up, that's almost 7 weeks of silent reading in class! The added frustration is that students aren't reading outside of school, even when there is a grade attached--so I feel as though for some of these students, the only time they are reading is when it's carved out of class time. As I recall, the research says that for struggling readers, the best thing to have them do is read. But when you only have 1 period to do reading and writing, I feel as though using reading time to do reading strategies is more valuable. But I'm interested to know what other middle/upper level teachers are doing about outside reading and SSR? -- From: linz...@aol.com Sent: Tuesday, June 30, 2009 12:01 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] Silent Sustained Reading As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? ___ 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
Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do youthink the implications are...
I think answers are formed by gathering information and it is a long often messy process. It does take lots of thinking, reflecting, and evaluation. That said, I just retired this year and I brought home all my picture books as I was not ready to give them away -or sell them. As I was putting them on shelves at home, I stopped and reread quite a few of them. The thought going through my mind time and time again was wow, I should have let them read more, as books can truly teach and give us experiences. I felt sad that they missed stories. I felt sad that I only read one story (sometimes 2) to my class a day. If I were still teaching I would make sure to get in 2 or 3 a day. I wanted my class back just so they could have a chance to experience all the stories they missed. I gave my students 40 minutes a day of independent reading time where they read mostly at their level. They had full access to my library, yet there are 100's of books still waiting for them to read. I do believe kids need more time to just read. I only had them respond to their reading twice a week in their reader's notebook. I learned a lot about my students through conferring and sharing. I think the comprehension strategies are important for kids to know about and use. Accomplished readers often don't know what they are doing when they read, so it is nice to teach them about it, have them become aware of it, and name it. Struggling readers need to know there are things they can do to help the text have meaning to them. It is exciting to watch a kid realize they can make the story into a movie in their mind to help them understand. And when they say things like I didn't know you could do that, you know you have helped them as a reader and a thinker. Sometimes I feel like the comprehension strategies get beaten to death. Jan On 6/26/09 4:02 PM, Heather Green heath...@gmail.com wrote: I hate not having answers. :) I think I am going to e-mail Atwell and see if I get a response. Hey you never know. The school she teaches at sounds amazing. Here are a few more of my thoughts: I always thought that teaching comprehension strategies was where it was at for in-the-know instructors. I thought it was the new, research-based best practice. Now, I am questioning that. But you have to teach SOMETHING... How do you teach without taking the joy out of reading. I liked in the book when she said that readers will comprehend text that is the right level for them. (Unless its content-area text where using reading/comprehension strategies might be more appropriate to take apart a difficult text.) Anyway, I think you will really like Readacide. Let me know what you think of it. It's definitely geared toward middle/high school, but I think he has a slightly more realistic approach. On Fri, Jun 26, 2009 at 6:26 PM, beverleep...@gmail.com wrote: Yeah! I just picked up my copy of Readacide! I read The Reading Zone when it first came out! Anyone with a lick of sense will acknowledge the cognitive dissonance TRZ causes. And I think the thought process this book initiates is one of those that requires an enormous conversation within onself before, during, and after many, many conversations with others. Deep stuff. Deep questions. Unknown answers. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Heather Green heath...@gmail.com Date: Fri, 26 Jun 2009 18:18:03 To: Mosaic@literacyworkshop.org Subject: [MOSAIC] Just Finished Readacide and The Reading Zone What do you think the implications are... . for lower elementary grades? I wish there were a book written with a similar theme, but geared toward 1-2. There are plenty of teachers at our school, include me last year, who taught comprehension strategies. I am contemplating now-- is it enough to just let kids read? To talk about books with them? To have them recommend books with each other? Is it enough in the younger grades to just get them to love reading? Do we teach the strategies just because we feel it gives us something to teach during reading workshop? In her book, Atwell mentions doing mini-lessons. I wonder what these are. SO MANY QUESTIONS! ___ 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
[MOSAIC] Listen to Ellin
You can listen to Ellin¹s thoughts on strategy instruction. Jan The mind determines what is possible. The heart surpasses it. -Pilar Coslinta Strategy Instruction for Beginners: Advice from Ellin Keene (AUDIO) Ellin Keene In this excerpt from a longer interview, Ellin Keene (co-author of Mosaic of Thought) talks about how a novice teacher might begin to understand strategy instruction...and how veterans can re-invigorate their reading program. This MP3 file requires high-speed Internet access. http://www.choiceliteracy.com/public/126.cfm ___ 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] Listen to Ellin
In response to... I don't make a point to access my schema before I start reading. These are all things my brain does automatically when I'm reading text at my level. Ah, but struggling readers often don't do this. That is why we teach them how. What do I know about this topic, this genre, these characters... My brain set is very different when I pick up a mystery as opposed to say Moby Dick. I also think differently when I am reading a book by an author I read a lot, like Jodi Picoult. I have an idea of what the novel will be like because of my prior experiences. Along with strategies, we need to teach text structures and what to expect. Jan On 6/27/09 9:19 AM, Heather Green heath...@gmail.com wrote: I don't make a point to access my schema before I start reading. These are all things my brain does automatically when I'm reading text at my level. Jan If you are teaching children something they already know, you are not teaching them anything. -Harry Wong ___ 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] Bibliotherapy
For bullying:The Recess Queen (picture book) Mean Jean controls the playground until a new kid comes to the school who isn't afraid of her and becomes her friend -the meanness stops.My Secret Bully (picture book) About a girl who's friend of many years talks behind her back says mean things about her to others etc. The girl doesn't understand why? They have been friends for years. She goes to her mom for help... There is a list of organizations to help with bullying included with my copy.Shredderman (chapter book, abt 3rd grade level) A geeky kid (elementary school) is picked on by the school bully. He wants him to stop but doesn't know how to get him to stop. He creates a website with a persona -Shredderman... Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer From: carateres...@hotmail.com To: mosaic@literacyworkshop.org Date: Wed, 24 Jun 2009 11:22:40 -0400 Subject: [MOSAIC] Bibliotherapy This year I had some challenging students...I just finishing taking a class on Play Therapy and how to incorporate play in the classroom to help build a sense of community. During the course bibliotherapy came up... I was wondering if anyone had any suggestions for children's books on bullying, divorce, and grieving... ___ 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] Literature for ELL students (Preschool-2)
Any picture book with large pictures that could easily be named or talked about. ABC books, animal books, counting books, books about shapes, colors... There is a book called Splash by Ann Jonas about a boy who goes to a small pond in his back yard. The dog falls in, the dog gets out. The cat goes in , there are frogs, turtles, fish, etc. Lots of talk and naming could happen with this book! On 6/24/09 12:00 PM, kaosay...@aol.com kaosay...@aol.com wrote: Hello everyone. My name is Kaori and I am a graduate student?persuing a master's degree for early childhood education.???I am currently working as an assitant teacher?at a preschool in Connecticut.? Most of the students at the preschool are learning English as a second language.? I was?wondering if you have any recommendations?on picture books to use to engage them in learning English in fun and exciting way. Thank you, Kaori ___ 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. Jan Each day comes bearing it¹s own gifts, untie the ribbons. -Ruth Ann Schabacker ___ 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 assessments
To find out about the student as a reader I use running records. My district has put together a set of leveled readers and stories (excerpts) that range from a a very beginning reader to 6th grade reading level. What is nice about running records is it gives you a nice snapshot of the reader as they read aloud to you and answer comprehension questions. You learn a lot from their reading errors and their comprehension errors. Jan The mind determines what is possible. The heart surpasses it. -Pilar Coslinta On 6/24/09 2:39 PM, Jorge Carreno nasn...@hotmail.com wrote: Hello: My name is Jorge and I will be certified in August in childhood education. I have worked in 4th and 5th grade classrooms. I was wondering, what do you guys think are the best assessments to see the level of reading of students mostly in first grade? Thank you ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Cunningham Debbie Miller
I refer back to them all the time. My books are full of sticky notes and lots of highlighting. Jan On 6/24/09 6:25 PM, gradeagross gradeagr...@gmail.com wrote: Hi all! I am a student taking a literacy course and have taught 5th grade. We have just finished Cunningham Debbie Miller's book. While it seems practical, how many of you actually refer back to these texts in your career? Thx. Jen ___ 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. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer ___ 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] TRENDS and ISSUES In Literacy Pedagogy -anything elsenew and exciting?
I don't quite understand the no meat to it statement. When our district started using writers' workshop and Calkin's lessons the student writing improved immensely. One of the huge changes we saw and loved was that the students really wrote from the heart and from experiences. Gone were the formulistic paragraphs and boring essays. We had lots of staff development though, and each school had a literacy coach to help them muck through it all. Jan On 6/22/09 10:13 AM, Delores Gibson dgib...@dps109.org wrote: I was and still am a fan of Lucy Calkins. So when my school district decided to adopt her writing program I thought it would be great. I guess her presentations didn't translate well into a writing program. My colleagues hate the program and none of them use it. They feel it is to simple and there is no meat to it. I think that they just don't get her and the district didn't do a good job with helping them understand the program. I think everyone wants a more Six Traits approach and now I can't get anyone to even read ANY of her books. It's nice to connect with fans. Thanks. Dee -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of drmarinac...@aol.com Sent: Monday, June 22, 2009 8:14 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything elsenew and exciting? Try to attend a presentation by Lucy ...listening to her tell the students' stories in person was really moving...I was lucky enough to attend...I think it was in early nineties ...at a Whole Language Conference at a Florida University that also featured Yetta Goodman:) I swear...FL classroom teachers at that time were ruled by a unified curriculum that required testing students after each isolated skill learned (in reading and math)... After that conference we were like born-again teachers:) -Original Message- From: thomas sally.thom...@verizon.net Sent: Sun, Jun 21, 2009 9:34 pm Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything elsenew and exciting? Lucy is one of mine too. This one more life changing than her later books even. On 6/21/09 5:22 PM, beverleep...@gmail.com beverleep...@gmail.com wrote: Sally, I feel the same way about Lucy Calkins' Lessons from a Child. Taylor's Learning Denied and Lessons from a Child are professional-life-changing books. You are never the same again after you've read them. Bev ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ** ** This e-mail message contains information that may be privileged or confidential and is the property of the Board of Education of Deerfield Public School District No. 109. It is intended only for the person(s) to whom it is addressed. If you are not the intended recipient of this message, you are not authorized to read, print, retain, copy, disseminate, distribute, or use this message or any part thereof. If you have received this message in error, please notify the sender immediately and delete all copies of this message. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Jan Unless we reach into our students¹ hearts, we have no entry into their minds. -Regie Routman ___ 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] TRENDS and ISSUES In Literacy Pedagogy -anything elsenew and exciting?
Our district looked at it as the perfect differentiated program (I don't believe writers' and readers' workshop to be programs. I think of them as structures). The mini lessons are whole group, but in conferring you can meet each child where they are and push them forward. If children need lessons on voice, you go there. I also think of Calkins' lessons as a guide -a starting place. Just as in anything you do, you gear the lessons to what your students need. I never taught from a teacher's manual lock-step either. Jan On 6/22/09 11:13 AM, Delores Gibson dgib...@dps109.org wrote: I teach in a white middle to upper middle class community. I think the teachers feel that this program was written so general so that it could fit any school but that it does not challenge our students. I constantly have teaching say to me...How long can you teach about small moments? They want to teach the students how to have a voice in their writing. They wanted more concrete lessons on punctuation and grammar. The 3,45 grades have Fletcher and they feel the same way. Needless to say I am the only teacher who still believes in whole language, who is a member of mosaic, and who is reading Tanny's book along with the Daily5, and the new academic vocabulary books A few teachers are starting to go to workshops with me but they still have a different set of beliefs. I wish our school district had done more in-services because I think the program never had a chance. Dee -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Jan Sanders Sent: Monday, June 22, 2009 12:57 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything elsenew and exciting? I don't quite understand the no meat to it statement. When our district started using writers' workshop and Calkin's lessons the student writing improved immensely. One of the huge changes we saw and loved was that the students really wrote from the heart and from experiences. Gone were the formulistic paragraphs and boring essays. We had lots of staff development though, and each school had a literacy coach to help them muck through it all. Jan On 6/22/09 10:13 AM, Delores Gibson dgib...@dps109.org wrote: I was and still am a fan of Lucy Calkins. So when my school district decided to adopt her writing program I thought it would be great. I guess her presentations didn't translate well into a writing program. My colleagues hate the program and none of them use it. They feel it is to simple and there is no meat to it. I think that they just don't get her and the district didn't do a good job with helping them understand the program. I think everyone wants a more Six Traits approach and now I can't get anyone to even read ANY of her books. It's nice to connect with fans. Thanks. Dee -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of drmarinac...@aol.com Sent: Monday, June 22, 2009 8:14 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything elsenew and exciting? Try to attend a presentation by Lucy ...listening to her tell the students' stories in person was really moving...I was lucky enough to attend...I think it was in early nineties ...at a Whole Language Conference at a Florida University that also featured Yetta Goodman:) I swear...FL classroom teachers at that time were ruled by a unified curriculum that required testing students after each isolated skill learned (in reading and math)... After that conference we were like born-again teachers:) -Original Message- From: thomas sally.thom...@verizon.net Sent: Sun, Jun 21, 2009 9:34 pm Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything elsenew and exciting? Lucy is one of mine too. This one more life changing than her later books even. On 6/21/09 5:22 PM, beverleep...@gmail.com beverleep...@gmail.com wrote: Sally, I feel the same way about Lucy Calkins' Lessons from a Child. Taylor's Learning Denied and Lessons from a Child are professional-life-changing books. You are never the same again after you've read them. Bev ___ 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
Re: [MOSAIC] themes- friendship vs friends help
Maybe because they don't over think it, or that innocence is usually right on. Jan On 6/20/09 7:31 PM, beverleep...@gmail.com beverleep...@gmail.com wrote: Actually kinders and firsties quite often have an easier time with discovering and articulating themes than some older kids, in my experience. Wonder why. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Deb deb.new...@buckeye-express.com Date: Sat, 20 Jun 2009 17:14:40 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Cc: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] themes- friendship vs friends help Joy, On her fabulous website, Beth Newingham has eight posters about the theme of books that you can download. I told my students that even though authors often write to entertain, they also have a lesson they are teaching us through the story. When I read out loud and they turn and talk, the posters give them great language and ideas to express what they are thinking. I am often amazed. I hope this helps. Debbie/OH/3 --- jwidm...@rocketmail.com wrote: From: Joy jwidm...@rocketmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: Re: [MOSAIC] themes- friendship vs friends help Date: Sat, 20 Jun 2009 11:42:21 -0700 (PDT) It was about thematic teaching, but what's wrong with going on a tangent about book themes? My difficulty with themes is not limited. I think I must have a mental block about this, as I get stuck with book themes, too! OMG, if you all can help me learn how to identify themes you will have performed a miracle. I will be a better teacher, and my students will be the beneficiaries. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ 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. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer ___ 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] Professionalism
I am guessing, but I'd say a little more than half -about 16 out of 26 teachers take a class or read a professional book. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer Date: Thu, 18 Jun 2009 18:00:23 -0700 From: zeal4learn...@gmail.com To: mosaic@literacyworkshop.org Subject: [MOSAIC] Professionalism Hello everyone, I have a side question for everyone. I know that at every school you can find at least one more more teachers that say come the end of the year that they are not going to have anything to do with teaching all summer. I am really curious as to how many teachers in your school, to your knowledge, actually take it upon themselves to do their own professional development. This can be in the form of reading, classes, or workshops. What percentage of teachers at your school actually do this? Thanks, Stephanie 3rd/CA ___ 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] Suggestions for Literacy Coaching Resources
Systems For Change -Lyons and Pinnell Learning Along the sway -Diane Sweeney Jan On 6/19/09 10:34 AM, Deb Gaby debg...@msn.com wrote: Hello all, We are adding literacy coaches in our district. What would be a great Literacy Coach handbook type of read that we could use for the group? We have Jennifer Allen's coaching book. Any others? 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. Jan Each day comes bearing it¹s own gifts, untie the ribbons. -Ruth Ann Schabacker ___ 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] Fiction v. NonFiction
Gail Gibbons has a variety of titles. If you have money Rigby has a series of books called Sails that have nice leveled non-fiction. There is also a series I like called The Kids Can Press Wildlife Series. They have: Bears, Wild Cats, Wild Dogs, Whales, Beavers, Salmon, Eagles, and Deer, Moose, Elk and Caribou. Jim Arnosky has some good ones -All About Rattlesnakes, All About Turkeys. There are also the Backyard Books: Are You a Lady Bug?, Are You An Ant?, Are You a Bee?, Are You a Butterfly?, Are You a Dragonfly?, Are You a grasshopper?, Are You a Snail?, Are You a Spider? And... The Nature Upclose Series: A Ladybug's Life, A Monarch Butterfly's Life, A Luna Moth's Life, A Salamander's Life, A Slug's Life I hope this is helpful. Debbie Miller also lists books at the end of each strategy. Did you see that list? Jan On 6/18/09 8:08 AM, Lauren Fahey lfahe...@hotmail.com wrote: After reading Chapter 10 (Determining Importance in NonFiction) in Debbie Miller's RWM. I was wondering if anyone had any suggestions for great nonfiction books to really catch the children's attention. Specifically nonfiction books geared toward a first or second grade. How do you begin your non-fiction lessons and do you find the kids are engaged, or do they just want to jump right back into fiction? Thanks in advance for the suggestions! Lauren _ Lauren found her dream laptop. Find the PC that¹s right for you. http://www.microsoft.com/windows/choosepc/?ocid=ftp_val_wl_290 ___ 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. Jan Unless we reach into our students¹ hearts, we have no entry into their minds. -Regie Routman ___ 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] TRENDS and ISSUES In Literacy Pedagogy
Robert Marzano is wonderful for academic vocabulary. As a literacy coach I did district wide staff development (3, 3 hour sessions) using his Building Academic Background Knowledge work. He did some work in conjunction with Stanford University and a brain researcher. He has DVDs, one that explains the research and a rep from Stanford (can not remember the name and it is probably some big shot) and the brain guy both speak on it. It gives the WHY we should teach academic vocab. There is also another DVD that has the 6 step process for teaching vocabulary. There is a book too -paperback 8 1/2 x 11. I believe the DVDs are quite pricey -they come together. They are published by ASDC (Association for Supervision and Curriculum Development). Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein On 6/17/09 4:22 AM, kjcec...@aol.com kjcec...@aol.com wrote: Marzano discusses this in? great detail Kristine -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? ? ___ 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] TRENDS and ISSUES In Literacy Pedagogy
Marzano's work is about getting kids to really understand what a word means Not just the definition of the word. In fact, he states that often the definition of a word is not helpful to a student who doesn't understand the word. You use academic vocabulary as the words sometimes go across the curriculum. Marzano has a six step method that leads towards fully understanding the word. He maps it out (and shows you in the DVD how to do this) and has a worksheet the students fill out. Example: compare/contrast I had a second grade class work on the word compare. Some things the teacher does is use the word in a sentence, read a book where the word is used or has good examples of comparing... It goes way beyond the word compare means the same. The students come to a deep understanding of the word. They draw a visual representation and other words that are like compare, plus some other things... Anyway, through our study of the word compare, a little boy makes this statement. Well, I know why they put it with contrast -in order to tell if something is the same, you have to know when they are different. So when you are comparing, you are also contrasting. You choose words that you use a lot in the classroom where kids are expected to understand what to do. Some other words we worked on: Explain Justify Subtraction Multiplication Infer Predict Connection Synthesize Sentence Noun Verb Contraction Community Energy Phase Estimate There are also some vocabulary games in the book that we used in the classroom. Jan On 6/17/09 1:37 PM, Stephanie Perry zeal4learn...@gmail.com wrote: I recommend Bring Words to Life by Isabel Beck over Marzano's. Her book not only gives the research but it provides things that you can use in your classroom immediately. On Wed, Jun 17, 2009 at 12:09 PM, drmarinac...@aol.com wrote: This is unbelievably helpful You do not really understand something unless you can explain it to your grandmother. -Albert Einstein -Original Message- From: Jan Sanders jgou...@hotmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wed, Jun 17, 2009 12:42 pm Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy Robert Marzano is wonderful for academic vocabulary. As a literacy coach I did district wide staff development (3, 3 hour sessions) using his Building Academic Background Knowledge work. He did some work in conjunction with Stanford University and a brain researcher. He has DVDs, one that explains the research and a rep from Stanford (can not remember the name and it is probably some big shot) and the brain guy both speak on it. It gives the WHY we should teach academic vocab. There is also another DVD that has the 6 step process for teaching vocabulary. There is a book too -paperback 8 1/2 x 11. I believe the DVDs are quite pricey -they come together. They are published by ASDC (Association for Supervision and Curriculum Development). Jan You do not really understand something unless you can explain it to your grandmother. -Albert Einstein On 6/17/09 4:22 AM, kjcec...@aol.com kjcec...@aol.com wrote: Marzano discusses this in? great detail Kristine -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? ? ___ 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. Jan Unless we reach into our students¹ hearts, we have no entry into their minds. -Regie
Re: [MOSAIC] 4th grade read aloud
I read 4th Grade Rats (Spinelli), and Shredderman 1 (there are a series of 4) as my 1st or 2nd read alouds. Shredderman is about a skinny, geeky, kid who is being bullied by a bigger boy with lots of friends. He wants it to end as the guy bullies others too. He doesn't know what to do, but then comes up with the idea to make a website... Very realistic, and the kids love it. Lots of lessons to learn and ripe for discussion. The character always listens to his good conscience and the author lets us in on the character's decision making. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer Date: Mon, 15 Jun 2009 21:40:37 -0700 From: jwidm...@rocketmail.com To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] 4th grade read aloud Our third grade reads that, but I always include it as a Lit Circle choice along with Fourth Grade Rats and Jack Adrift Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org From: mndr...@mchsi.com mndr...@mchsi.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org; mosaic@literacyworkshop.org Cc: Brenda White-Keller brenda...@sbcglobal.net Sent: Monday, June 15, 2009 6:05:21 PM Subject: Re: [MOSAIC] 4th grade read aloud I always start the year with Judy Blume's Tale of a Fourth gRade Nothing. Carol 4th grade -- Original message from Brenda White-Keller brenda...@sbcglobal.net: -- Hi, What read alouds do you all suggest for 4th grade. I'm changing grades and want a book that will grab them the first day. I'm thinking the theme will be journies (from our SS). Thanks, Brenda CA/4 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Do we really need to teach explicit strategies?
I am adding a few... Choose two characgters in the book. How are they the same? How are they different? It's always interesting to see what other people come up with, but I'll bet this list could generate a set of generic comprehension questions in less than a day. I'll start: Fiction: Choose two characters in the book. How are they the same? How are they different? What questions would you ask the characters if you could talk to them? Was there a problem in the story? If so how was it solved? How could the characters have prevented the problem in the first place? Why do you think the author wrote this story? What is the setting of the story (place and time)? Is the setting important to the story? Why or why not? What can you tell us about the main character? How are you like the main character? How are you different? What is the most interesting thing that happened in the story? Does this story teach the reader a lesson? Non-Fiction: Was there a diagram or chart? Why do you think the author put it in? What does the author of this book want to teach us? What is the most interesting thing you learned by reading this book? What new questions do you have about (the subject)? Renee On Jun 15, 2009, at 3:29 AM, Jennifer Olimpieri wrote: .I would love to see the list your principal came up with. Please share. Jennifer --- On Sat, 6/13/09, Jan Sanders jgou...@hotmail.com wrote: From: Jan Sanders jgou...@hotmail.com Subject: Re: [MOSAIC] Do we really need to teach explicit strategies? To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Saturday, June 13, 2009, 2:06 PM Heather- I have read the first 2 chapters of Readicide on-line and thought I would share... This past year (school is out already for me) my principal took on homework and the idea of getting kids to read. In the past teachers had the typical homework -read for 30 minutes and respond in writing, and a math or spelling or social studies assignment. Well, after reading Homework Without Tears and The Homework Myth (I think those are the titles), my principal decided (with teacher collaboration and agreement) that homework would be just read. That's it. No written response ... The principal even made up a list of comprehension questions that could be used to generate a conversation. ___ 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. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Strategies for Stronger Readers
Yes! I have been using Readers' Workshop for 10+ years now. I was even a literacy coach for 5 years. All I can say is when I got started it felt like organized chaos. The more I learned the better it got. My readers' workshop today does not look like my readers' workshop of 10 years ago. Hang in there, keep reading, and if you can, go observe in a classroom where it is being done successfully. Jan On 6/14/09 8:34 PM, Darlene Cook dscook...@yahoo.com wrote: Our school is implementing Reading Workshop (7 strategies). We have read many books by Ellin Keene, Debbie Miller, etcbut it still feels overwhelming on just how to get started. Did any of you feel the same way? Darlene S. Cook KindergartenLone Oak ElementaryPaducah, Kentucky 42001http://www.mccracken.k12.ky.us/loneoak/les/Teachers/dcook/home.htm --- On Fri, 6/12/09, Heather Green heath...@gmail.com wrote: From: Heather Green heath...@gmail.com Subject: Re: [MOSAIC] Strategies for Stronger Readers To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Friday, June 12, 2009, 8:13 AM The Reading Zone sounds like a very intruiging book! Do libraries generally have books like this? I hate to buy another book, but I really want to read this one!! On Thu, Jun 11, 2009 at 9:49 PM, Stewart, L lstew...@branford.k12.ct.uswrote: Kim, Glad you butted in. You said what I am thinking much more eloquently. I have the book The Reading Zone ready to read for summer. Thanks for reminding me. Leslie I hope you don't mind my butting in... My understanding of the strategies is that they become instinctual. My middle school readers that are fluent readers find my reminding them of the strategies is cumbersome and destroys the entire reading experience. Nancie Atwell, in *The Reading Zone*, says she never teaches the basic reading strategies to experienced readers. It would defeat the purpose. If I have one really struggling in his/her reading, I would see what strategies he/she does use judge from there as to how to use the strategies. Kim ___ 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. Jan If you are teaching children something they already know, you are not teaching them anything. -Harry Wong ___ 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] ***SPAM*** Re: Do we really need to teach explicit strategies?
Wow Lori, I want to respond, but don't know what to say. It truly is our personal experiences that lead us to understanding -in reading and life. My oldest son (29) who has a very high IQ, can not spell correctly to save his life, and it is difficult to read his writing. In elementary school it was a constant thorn in his side. Every teacher up to the 8th grade harped on him about it. In 4th grade he was even put in the spelling group with the easy words. He now lives by his lap top and to me there is nothing wrong with using technology. He did use a spell checker at school, but some teachers even had a problem with that. GEESH! Why do we try to mold kids into something they are not? Why can't we just accept them for who they are and help them grow? My daughter struggled in school from 4th grade on. She worked very hard to get B's. I suggested testing, but was denied because her scores and grades were too high. I kept telling them she was getting a lot of help from me at home. Nope, no testing. Well, she is a phenomenal athlete and went to college on a scholarship (her SATs were in the 800's). She struggled her freshman year -we live in CA and she was in Massachusetts, so we thought that might be part of the problem. Then the athletic director stepped in. He got her tutors which helped some. Then he referred her to a psychologist, and lo and behold, they ended up testing her. I have a 15 page report about her and she has 3 major things that impede her learning. One of them is she can not follow more than 3 things (3 steps is it). So in lectures, she was still focused on point number 1 or 2 and the professor was on 5 or 6. Anyway, she qualified for all kinds of accommodations. She had note takers for every class, extra time on exams -and could have them written or orally, tutors, recorded lectures... Maybe Lori, when he gets to college it could be pursued again. Jan (I guess I had something to say after all) On 6/14/09 6:47 AM, ljackson ljack...@gwtc.net wrote: My youngest son is a brilliant thinker, a real outside the box kind of kid, but he reads slowly (with great understanding) and struggles with handwriting and spelling. This year, as an eight grader, we began noticing that he was struggling to correctly copy mathematical equations. He would err in the transcription, not in the solution, and then correctly solve an incorrect problem. He had a great year in language arts, but my husband was his teacher and believes that when laptops are available to students, they should all have the opportunity/choice to use them for drafting to publishing. Unlike his previous middle school language arts teachers, one in particular, who harped on him constantly about neatness, letter formation and spelling, his dad grades all kids journals for thinking. Even with the support of word processing, we both saw Isaac struggle with spelling of even simple words and began to push for evaluation in February. Sadly, because he is a brilliant kid who still scores well on the standardized tests by local standards, we met with resistance. I could point to the decline in his test scores but since they were high in comparison to our general population, we ere dismissed. His math instructor was quick to label him lazy and a behavior problem (something we have discovered she does with any child who is struggling) and he was pretty quick to let her know she was an idot (which she is not, but she was a non-certified, math phobic person assigned to proctor a poorly designed distance learning class and is does appear she pretty much hates boys). I ended up having to threaten to call the State Department of Education and file a complaint before they finally decided to test him. He did not qualify for services BUT was clinically diagnosed as dyslexic with a specific focus on dysgraphia. In other words, he could spell and visualize words correctly but then scramble them when asked to write the same thing. He cannot transcribe information well, makes reversals and transpositions that impact meaning. He is not lazy, he CANNOT do this due to a specific processing disorder. I had met someone about about a year ago with a son with the same diagnosis and as she described her son to me, along with the fight it took to get him services, she could have been talking about my son. Your post, the comment about a boy afraid to take chances, made me cringe Isaac was blessed with elementary teachers who saw his gifts and his brilliance and looked beyond, not without cringing, his spelling and handwriting. But when he got to middle school, all that changed. I honestly came close to decking his first language arts teacher as she messaged to him constantly that he was less than intelligent because of handwriting and spelling. Every conversation we had with this women centered around these issues--never with a suggestion that he might need to be tested, but always the message
Re: [MOSAIC] Reading for high first graders
Wow! My 3rd graders often had trouble fully comprehending The Magic Tree House books as they are based on historical fiction and they had very little schema. Jan On 6/14/09 10:25 AM, Jeanne Petty jag_39_1...@hotmail.com wrote: My top reading group in first grade LOVES the Magic Treehouse series (especially the one about the Titanic). They also enjoyed books from the Horrible Harry, Cam Jansen and Marvin Redpost series. They liked reading Stone Fox too. I think the key is to get children reading books that they can connect with or empathize with through the characters. I love the awesome discussions we have over these types of stories. Jeanne From: coo...@verizon.net To: mosaic@literacyworkshop.org Date: Sun, 14 Jun 2009 11:31:55 -0400 Subject: [MOSAIC] Reading for high first graders Hi everyone, Does anyone have any ideas of book titles for those first-graders who are REALLY READING. Next year, we are implementing a Literacy Block using an RTI model, where the kids will regroup based on needs. With those tip-top kids, we would like to offer them some more challenging books that are still appropriate for a first-grader. I would be grateful for any ideas. THanks, Patty ___ 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. _ Lauren found her dream laptop. Find the PC that¹s right for you. http://www.microsoft.com/windows/choosepc/?ocid=ftp_val_wl_290 ___ 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. Jan Each day comes bearing it¹s own gifts, untie the ribbons. -Ruth Ann Schabacker ___ 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] ***SPAM*** Re: Do we really need to teach explicit strategies?
Hey Renee- Do you think it is in the genes? (Renee's son and mine are cousins) Jan On 6/14/09 11:55 AM, Renee phoenix...@sbcglobal.net wrote: And I also have an adult son, 32, a professional musician with a very high IQ, whose spelling and handwriting are just about the most atrocious I have ever seen. Spelling is so unimportant in the grand scheme of things. Renee On Jun 14, 2009, at 10:41 AM, Jan Sanders wrote: Wow Lori, I want to respond, but don't know what to say. It truly is our personal experiences that lead us to understanding -in reading and life. My oldest son (29) who has a very high IQ, can not spell correctly to save his life, and it is difficult to read his writing. Our lives begin to end the day we become silent about things that matter. ~ Martin Luther King, Jr. ___ 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. Jan Each day comes bearing it¹s own gifts, untie the ribbons. -Ruth Ann Schabacker ___ 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] ***SPAM*** Re: Do we really need to teach explicit strategies?
Your response made me laugh out loud. Come to think of it, I have never seen dad write... Hmmm. Maybe we should simply ask our students that. Is spelling important? Maybe our boys don't think it is important. Their minds are busy on other things. Have you ever heard them have a conversation together. Makes my mind spin sometimes. On 6/14/09 2:39 PM, Renee phoenix...@sbcglobal.net wrote: I dunno. I can spell. You can spell. Their fathers can spell. Wait one of their fathers can spell. hahahahahaha. Our mother can mostly spell. I don't think I've ever seen our father write anything (h. I wonder if he can spell?) Maybe they can't spell because they don't think it's important? :-) Renee On Jun 14, 2009, at 2:23 PM, Jan Sanders wrote: Hey Renee- Do you think it is in the genes? (Renee's son and mine are cousins) Jan On 6/14/09 11:55 AM, Renee phoenix...@sbcglobal.net wrote: And I also have an adult son, 32, a professional musician with a very high IQ, whose spelling and handwriting are just about the most atrocious I have ever seen. Spelling is so unimportant in the grand scheme of things. Renee On Jun 14, 2009, at 10:41 AM, Jan Sanders wrote: Wow Lori, I want to respond, but don't know what to say. It truly is our personal experiences that lead us to understanding -in reading and life. My oldest son (29) who has a very high IQ, can not spell correctly to save his life, and it is difficult to read his writing. Our lives begin to end the day we become silent about things that matter. ~ Martin Luther King, Jr. ___ 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. Jan Each day comes bearing it¹s own gifts, untie the ribbons. -Ruth Ann Schabacker ___ 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. What was once educationally significant, but difficult to measure, has been replaced by what is insignificant and easy to measure. So now we test how well we have taught what we do not value. Art Costa, emeritus professor, California State University ___ 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. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer ___ 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] Do we really need to teach explicit strategies?
So many things to think about. Many years ago I was fortunate in that my district sent me to Denver for a week long workshop (PEBC) to work with Ellin and a group of teachers seeing readers' workshop in action in the classroom. Wow! What an experience. I was a 4th grade teacher at the time. Anyway, I had been teaching the strategies, focusing on one a month. (I was really over-teaching the strategies.) So, sometime around Feb., after all the strategies had been taught and practiced, we now would apply that knowledge as we read. Students realized they had favorite strategies they would use more often, and that sometimes the text lent itself to a certain strategy. I did some reflection and changed my approach. The following years I did a quick teaching of the strategies -what they were and how we use them. Maybe a week on each one. I had charts up in the room about each strategy with the important information and examples of that strategy from my lessons. There also was lots of empty space left on the chart. Then we applied what we knew as we read, adding to our learning and going deeper in a strategy when it was necessary, or the students were ready. This new information was added to the chart as we discovered it or it was taught. It wasn't perfect, but it worked. Readers use all the strategies and to focus so long on one seemed to beat it up. Jan On 6/12/09 10:44 PM, Lisa Szyska lszy...@yahoo.com wrote: Hmmm...so perhaps the error in delivery could come from teachers who are not readers themselves? When I looped 3/4, obviously I moved forward and deeper...had some seriously gifted readers that year...still needed explicit instruction when learning to infer theme from complex novels, etc. This was a natural progression for me, but I know teachers this would not be natural for...and they are NOT readers...so natural for some, not for others. Just sayin' Lisa 3/IL I am so enjoying all of these posts. I wish we could sit and talk about this. I am worried that the natural part is gone. I am so tired of hearing kids say I am picturing or I have a connection and half of the time the connections are so superficial. I had to explicitly teach my kids to talk about the story or the information and not to hyper-focus on talking about the strategies. I shouldn't have to undo what has been taught. I should be able to move forward and deeper. If I am undoing previous teaching, I think there is an error in our delivery, not in our knowledge. Please don't misunderstand - I believe in strategy instruction but not to the extent that I am now seeing it being taught. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Reading Specialist
I think what we need to remember is that each district, or maybe school decides the role of the reading specialist or literacy coach. When I was teaching 4th grade (8 years ago) we had a reading specialist at our school (not all schools had them, each school decided how they wanted to spend their money). We were a Title 1 school. Anyway, the reading specialist only worked with 1st and 2nd graders and sometimes 3rd graders. The idea was to get to them early. She did small group pull-out and 2 reading recovery students a day. K-3 had 20 students to 1 teacher, while the upper grades had 33 to 1. The upper grade got no support. Year after year (we had the reading specialist for 5 years) we would get 4th graders 2 years behind in reading. It was not uncommon to have 2 or 3 come in reading at beginning 2nd and another 6 or so reading at running record levels of 20 and 22 -in each classroom. The principal decided something needed to be done. She decided to replace the reading specialist with a literacy coach. The idea was that the literacy coach was there to help teachers -work side by side with them modify teaching techniques and learn together. It was not an us/them situation. The idea was if teachers improved their teaching knowledge, strategies, and techniques then the students would benefit. Also, all grade level teachers would have access to the coach. Building capacity in teachers would benefit the students. I was thrilled. I applied for the job and was a literacy coach for 7 years. My focus was to work with the teachers. I did not do a pull out program. The primary teachers were upset with the plan at first (and maybe some still are) but we had teacher book clubs with professional books, we watched videos of Strategies That Work and Reading With Meaning. We had great conversations. I worked in classrooms, with teachers, modeling instruction, we planned together. I stayed with a teacher a minimum of 3 weeks and went to that classroom 5 days a week. I worked with 4 different teachers during a cycle. There were great changes on campus. Our scores went up the first year, and then a big jump of 34 points the 2nd year. Did we still have upper grade students behind in reading -yes, but there were less of them. The big payoff - teachers were changing their teaching practices. Guided reading was one of our focuses and it made a difference. We continued slow growth the next 4 years, then we got a new principal with a different vision and scores declined. I ended up leaving the school because our philosophies did not mesh at all, and coached elsewhere in the district. The school is now on school improvement and is on its 3rd principal in 4 years. This principal is a good one though - I see positive changes coming in the future. I am back in the classroom now because schools got a directive from the district office that due to the budget, no school may have a literacy or math coach. Coaches were paid with Title 1 money, so I am not sure why this decision was made. I think they felt they would not have enough Title 1 money to cover the salary. Each school determines how they spend their title 1 money. We still do, except it cannot be used for a coach. OK. So I guess after that long response, it all boils down to leadership and community, and the effectiveness of the principal to lead and teachers to teach. Jan On 5/2/09 7:06 AM, rid27...@cox.net rid27...@cox.net wrote: In our district, we have no reading specialists. Just literacy coaches. The literacy coach is geared to work with all classrooms (K-6) in literacy-related areas. She takes small groups of struggling readers in various grade levels to do reading related skill work in her office. These children have been showing no or little growth throughout the quarter or semester. Or they were previously ear-marked by the previous teacher. The work that she does is created to target specific skills that all these children need work on in the 5 areas of literacy. I do not get a copy of any sort of lesson plan, or content area of what she does, since it is usually supporting all areas of reading. She has tested the students prior to this and targets one small area to work on for 6 weeks or so. Then reassesses who needs intervention next, after her small group is done. Reading specialists usually hold masters' degrees(although not always), and do work with struggling readers on a multitude of issues. Sometimes, it's one on one, sometimes its two students. Often, they have push-in or pull out programs that work all year, or for a semester, or sometimes for a couple of years. The reading specialist works closely with the classroom teacher to intervene on the lessons being taught in the regular classroom. Sometimes, the reading specialist tests the student, sometimes files a report for the classroom teacher to submit the documents for further testing, or for more services, or less services. Many times, the
Re: [MOSAIC] All Day K
Good point Lori- In our district even the schools where they stayed half day feed the Ks a brunch and lunch. They eat lunch right before or after school. Since the length of the day must be a unified decision by all teachers at that school, in our district we have 3 out of 10 schools full day, 3 on extended day, and 4 half day. By the way, the data shows the students of all day kinder to have more growth. I say growth because our 2 white schools are on half day and often have better scores, but not as much growth. Am I making sense? On another note... At the school I worked at for 12 years, the primary teachers wanted more teaching time so they shortened the 20 minute last recess to 10 minutes -it came 55 minutes after lunch (which had a 20 minute recess too) and 1 hour before going home. We did this for 6 years. Then comes a new principal who didn't like our daily schedule and changes all of it. She found the extra 10 minutes and said we couldn't do it -we were out of compliance. We offered to sign a waiver but she says to us (after a supposed trip to the district office) the only way we could do that was if all schools agreed to do it. I STILL DO NOT UNDERSTAND WHY SHE WAS SO STRONGLY AGAINST EXTRA TEACHING TIME. She took the extra time away and chopped up our day so horribly. We had an 1 hour 20 minute session and a 2 hour session (20 minute recess in between) then the 2 one hour sessions after lunch. She chopped the day into 1 hour, 45 minute, or 30 minute sessions. She was trying to fit the schedule to the Houghton Mifflin reading series and the California ELL mandate of 30 minutes a day. It was a miserable year. I was a coach and left the end of that year to coach in a much more pleasant place. The bad news is, this woman got her doctorate (after 1 more year at the school) and was promoted to the district office and is now in charge of assessment. We are now mandated to use her HM pacing guide and take the HM summative tests on computer each quarter. I of course, do my own thing... I could care less how my students do on those tests, except they do tell me what skills they still need help on (as if I didn't know).The tests take 2 hours minimum to take as there are 3 subtests. She has been talking dibles, but many are voiced against it. She almost had the superintendent convinced, but then the budget crunch hit. They put all coaches back in the classroom, and there were a few smart principals who said no coaches, no dibels either. Jan (who is sorry this was so long, but still harbors feelings I guess) Unless we reach into our students¹ hearts, we have no entry into their minds. -Regie Routman On 2/21/09 7:22 PM, ljackson ljack...@gwtc.net wrote: Another important advantage it offers to the disadvantaged--a guarantee of two meals a day. Take nothing for granted. Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 In a message dated 2/21/2009 3:05:26 P.M. Eastern Standard Time, creeche...@aol.com writes: But what I wanted to say is, the difference I see between my half day and all day experiences is that the pressure is off. I felt that I had to cram in everything the all day K students were getting in a half day before. Now we all feel much more relaxed and it is reflected in their behavior and their learning. I hope that doesn't result in more curriculum being pushed down. But for now, even with 28, things are good. Nancy ___ 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] Building comprehension of questions-was heartbreak /response to Reading Mastery
Jennifer, I have a couple of quick questions... Is the student ELL? If so, what level? Maybe the questions are out of her English Language Development zone. If worded differently, she may be able to answer them? Also, what reading level is she? Maybe she doesn't know how to put her thoughts into words? Response starters could be used, or scaffold the questions until she can respond to the one you want her to. This does take time. Jan Unless we reach into our students¹ hearts, we have no entry into their minds. -Regie Routman Now...Let's talk comprehension...the purpose of our listserv. I have a question for all the wonderful minds on this list. I just picked up a new little girl on my caseload today. When reading with her a couple of things became obvious to me. One: She isn't thinking about reading. (We all know what to do about that---time to pull out Strategies That Work...Reading With Meaning etc etc.) BUT another problem I detected is that she doesn't seem to understand the questions posed to her by me or the other children...particularly questions that start with why and how. It really affects how she interacts with other children when they are discussing text. I want to teach her how to comprehend questions and was thinking about applying comprehension strategies to the genre of questions. Can you all help me think this through? Jennifer ___ 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] departmentalization
I often wonder why teachers want to do this. Who does it benefit? Is it for the children or for themselves? They will say it is for the children, but is it? I myself refuse to switch kids for reading or math. If you are truly doing a workshop it is not necessary. Also, when you group by ability, the struggling student has few exemplar models to learn from. Yes, the teacher can scaffold, but in my experience, the teacher ends up doing a lot of work during the discussion and sharing, that the more capable students have done before. It is powerful for students to learn from each other. Another big reason not to... If you truly believe learning is cross curricular, across the day, linking all subjects and experiences, you lose that connection. How can you refer to a read aloud if only 1/3 of your current class has heard it? How can you use language experience to build writing and vocabulary skills if your students change and so some were not in the room when that happened? AND... It would be hard pressed for a teacher to meet the needs of 20-30 low students in one class. They often need 1 on 1 support and guided reading. ELLS need you to model language -much more successful with a group of 5 interacting with you in close proximity, than 29 waiting while one speaks in a class of 30. Best to build a community of learners who respect and care for each other, than have a revolving door where students are running the bases all day touching home base once in awhile. I believe in self-contained classrooms in all elementary grades. I think the statement we switch kids in 6th grade to get them ready for middle school is ludicrous. Our school used to do this and started out doing it this year. We had a primary teacher move up to sixth grade this year and she hated the switching. Behaviors were not up to par, homework was a chase them down game and no one seemed to connect or care about the community. She talked her teammates into going self contained and they love it. The students are doing better, and their is more accountability. Jan Holding a grudge is like eating rat poison and waiting for the rat to die. -Anne Lamott On 2/11/09 10:35 AM, Delores Gibson dgib...@dps109.org wrote: Does anyone have and/or know of where I can go to find research on departmental teaching for FIRST GRADE? Some of the teachers want to seen six year olds from room to room (switch classes) for reading and math. I'm opposed because I believe strongly in self-contained classroom for first grade.Instead of just doing it because it might be easier I can't get anyone to tell me what research supports or does not support this for first grade. HELP Dee ___ 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] community book
Our school does a book of the month. Each month the principal goes from grade level to grade level (for example, all the third graders would gather together) and reads the same picture book. We have conversations about the book school wide. During morning announcements a reference might be made to the book. The book for November was Have You Filled a Bucket Today?: A Guide to Daily Happiness for Kids by Carol McCloudhttp://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?%5Fencoding=UTF8search-type=ssindex=booksfield-author=Carol%20McCloud (Author), David Messinghttp://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_2?%5Fencoding=UTF8search-type=ssindex=booksfield-author=David%20Messing (Illustrator). It is about how we all have a bucket, and kindness fills it and meanness empties it. When you say or do inappropriate things to others you are a bucket dipper. When you say or do kind things you are a bucket filler. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer - Original Message - From: [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.org Sent: Sunday, December 07, 2008 7:58 AM Subject: Re: [MOSAIC] community book Our School did a whole school book read on the Tale of Despereaux. THe families and students loved it! The principal asked questions each morning over the loud speaker. Teachers addressed vocabulary in class and on the last day we had a parade where everyone dressed up as a character of choice. Eileen -- Original message -- From: Kelly Andrews-Babcock [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] Kim we did something similar last year as well. I had obtained a grant for funding the cost of the books, we read, Isabel of the Whales. We are a K-4 school, so younger children were read the story in the classrooms or at home by an adult and older kids could read on their own. We had updates weekly on our morning announcements and culminated with the author visiting the school and our very own 30 ft Isabel whale. In the evening we had several activities for families too. It was a good pick for older children - it was a bit complicated for our younger students. But I've realized, you can't please everyone! We did it in 4 weeks and that was just enough time to hold interest. Some of the suggestions were non-fiction, but it sounds like you were able to do that as well. You could always look into the more classic children's literature. My first thoughts are Pictures of Hollis Woods, Loser, Esperanza Rising, or Zachary Beaver Comes to Town. They are at a level that should be good for most kids, and allow for serious discussions as a classroom. I'm not familiar with Zack File books either. Good luck! Kelly AB On 12/6/08 5:44 PM, kim lum wrote: Last year our second - fifth grade school did a book for all families to read. It was the Mystery on Mackinac Island. We had many activites including a film and fudge night with a sing along. We did this in part to encourage all our families to read at home. March is reading month in the state of Michigan so we culminated this project with an open house. Familes came to school again to see our writing displays, art displays and to enjoy an ice cream social. We are looking for a title for our next book. Someone suggested the Zack File books since they are exciting and easy to read. Does anyone know these books or have a different suggestion? Thanks for your thoughts. Kim ___ 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.orgmailto:Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to
Re: [MOSAIC] Text-to-Self Mini-Lesson Question
No... For predictions yes, as you can not predict what you already know. But inference is different. When inferring, the clues or information given are used to make a decision or inference about something, but it may not be told or confirmed as you read ahead. Example: The child stomped and pouted on the way to her bedroom. The writer does not say the girl is angry -we must infer that from the text. During read aloud I would not use parts I plan to use as a model during the mini-lesson, in my think aloud. Even though the students have heard the text, you can still go back and revisit portions of it to explicitly teach inference. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer - Original Message - From: [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.org Sent: Monday, November 24, 2008 7:35 PM Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question Is it hard to follow this order for inference? Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: jan sanders [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] Date: Mon, 24 Nov 2008 17:08:45 To: Mosaic: A Reading Comprehension Strategies Emailmosaic@literacyworkshop.orgmailto:mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question Leslie- I teach 3rd graders this year. I was a literacy coach for 7 years and I was able to apply this is all grade levels. If I was going to use a book to teach from, I would have the teacher read it to the class before I used it to teach. Now that I have my own class, I have a read aloud time every day from 11:45 until 12:05. It is at this time I read aloud, think aloud, and we share out thoughts and ideas about the text, the pictures, the format, etc... Then at readers' workshop time if I want to teach something explicitly, I use the part of the text that is a great example or model of that. In fact, sometimes I'll have 3 or 4 samples marked from the same or different books. But I have always read the book to them before I use it as a teaching tool. I don't reread the entire text, only the few sentences, or pages, that are an excellent example of what I am teaching. I have reread entire books to the class, but only because they are beloved favorites and the kids request to hear it again, or I thought we needed to hear the author's message again. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer From: [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] To: mosaic@literacyworkshop.orgmailto:mosaic@literacyworkshop.org Date: Mon, 24 Nov 2008 16:17:48 -0500 Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question Jan, This is where you lose me. I can't seem to do this with my third graders. Once you have read the book and done the predictions and talked about the author's craft and whatever your strategy objective was, I can't see rereading the book. We always have a pile of books we never seem to get to. I leave the read-alouds in the classroom library for them to read on their own but I rarely revisit them unless I use them for a writing lesson or a different strategy. Do you teach younger children? Leslie -Original Message- From: [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of jan sanders Sent: Friday, November 21, 2008 6:23 PM To: Mosaic: A Reading Comprehension Strategies Email Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question When I am teaching using a mini-lesson I do not read the whole book -just the portion needed for the mini-lesson. That does not mean I do not read the whole book. I have read the whole book to them -before I use it in a mini-lesson. They are familiar with the book and can concentrate on the lesson. It is the 2nd and third read that often triggers the deepest comments. Like revisiting an old friend -we know them and are here to learn more about them.Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer ___ 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
Re: [MOSAIC] Text-to-Self Mini-Lesson Question
Leslie- I teach 3rd graders this year. I was a literacy coach for 7 years and I was able to apply this is all grade levels. If I was going to use a book to teach from, I would have the teacher read it to the class before I used it to teach. Now that I have my own class, I have a read aloud time every day from 11:45 until 12:05. It is at this time I read aloud, think aloud, and we share out thoughts and ideas about the text, the pictures, the format, etc... Then at readers' workshop time if I want to teach something explicitly, I use the part of the text that is a great example or model of that. In fact, sometimes I'll have 3 or 4 samples marked from the same or different books. But I have always read the book to them before I use it as a teaching tool. I don't reread the entire text, only the few sentences, or pages, that are an excellent example of what I am teaching. I have reread entire books to the class, but only because they are beloved favorites and the kids request to hear it again, or I thought we needed to hear the author's message again. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Date: Mon, 24 Nov 2008 16:17:48 -0500 Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question Jan, This is where you lose me. I can't seem to do this with my third graders. Once you have read the book and done the predictions and talked about the author's craft and whatever your strategy objective was, I can't see rereading the book. We always have a pile of books we never seem to get to. I leave the read-alouds in the classroom library for them to read on their own but I rarely revisit them unless I use them for a writing lesson or a different strategy. Do you teach younger children? Leslie -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of jan sanders Sent: Friday, November 21, 2008 6:23 PM To: Mosaic: A Reading Comprehension Strategies Email Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question When I am teaching using a mini-lesson I do not read the whole book -just the portion needed for the mini-lesson. That does not mean I do not read the whole book. I have read the whole book to them -before I use it in a mini-lesson. They are familiar with the book and can concentrate on the lesson. It is the 2nd and third read that often triggers the deepest comments. Like revisiting an old friend -we know them and are here to learn more about them.Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer ___ 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] Text-to-Self Mini-Lesson Question
When I am teaching using a mini-lesson I do not read the whole book -just the portion needed for the mini-lesson. That does not mean I do not read the whole book. I have read the whole book to them -before I use it in a mini-lesson. They are familiar with the book and can concentrate on the lesson. It is the 2nd and third read that often triggers the deepest comments. Like revisiting an old friend -we know them and are here to learn more about them.Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Date: Mon, 17 Nov 2008 17:11:24 -0500 Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question I just finished a mini-lesson unit on discovering the author's message and then the children just naturally started making stronger connections to the text through the message. At the same time we covered an author's study. I have been reading books by Eve Bunting: The Wall, Going Home and A Day's Work. The kids have been so engaged in their turn and talk conversations. It has lent itself to text connections as well. (I know you are only supposed to teach to one objective at a time but...). I still want to read one more to them, Smoky Night before I stop. I don't understand the advantage of picking up one of those books and just reading a portion of it. How is this building lifelong readers when I only read a small portion of a beautifully written picture book? I know time is of the essence, but how can we really not have enough time to engage our children in reading before we send them off to do it on their own. I am hanging on to this joy regardless of what the experts say! -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Deaneen Pashea Sent: Monday, November 17, 2008 11:34 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question-Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] kshop.org] On Behalf Of jan sanders Sent: Saturday, November 15, 2008 7:16 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question Hi Meghan- I am confused with the comment it should take several days to get through a= mini-lesson doing think aloud for the students with one picture. To me a= mini-lesson is just that -mini. It has one teaching point and should take= about 10 minutes. I use a read aloud to model my thinking as a reader. Y= ou do not have to read the whole book in one sitting. I model the strategy= I want my students to try, have them try it in a turn and talk with a partn= er, and then restate what I want them to try during independent reading and= send them off to practice it. I do believe it will take several days for t= he students to be able to fully take on the strategy. When teaching schema= , I would often get frustrated with the surface, go no where connections. T= he character has a dog, so a child says I have a dog -however, the dog is no= t meaningful to the story... So now I ask my students to figure out why the author wrote the story -what= is the message. Then they work on making a connection to the message of th= e story. Example: The message is you should try an be friends with people= who are different than you. I have a connection with this because when sch= ool started there was a new kid here from Georgia and he had no friends. Pe= ople thought he was weird because he talked funny. I made friends with hi= m and you know what -he doesn't talk funny -he just sounds different than me= . I also learned over time, that if you want students to get better at somethi= ng they need LOTS of practice time. My independent reading time is 45 minut= es. By the way, I teach 3rd grade this year. I was a literacy/math coach f= or the past 7 years. Jan We must view young people not as empty bottles to be filled, but as candles= to be lit. -Robert Shaffer - Original Message - From: Pitzer, Meghan L.mailto:[EMAIL PROTECTED] To: mosaic@literacyworkshop.orgmailto:mosaic@literacyworkshop.org Sent: Thursday, November 13, 2008 10:48 AM Subject: [MOSAIC] Text-to-Self Mini-Lesson Question Hi! I am just beginning to teach Reading the Mosaic way. I have read t= he book and absolutely love it! I began with a schema lesson and started ri= ght in to introducing text-to-self connections. I was reading aloud a book= to the class that I could make connections with. I was getting through a p= icture book per lesson for 7 days. I then talked to a good friend of mine o= ver email who was floored that I was getting through that much! She says th= at it should take several days to get through a mini-lesson doing think alou= d for the students with one picture. I was just wondering if someone could= give me some insight as to what more I could be doing to make
Re: [MOSAIC] Text-to-Self Mini-Lesson Question
There is usually one overriding assignment which they share at the end of readers' workshop. I leave about 10 minutes for sharing. When I send them off for independent reading I then meet with a guided reading group for about 15 minutes. Then I roam the room and confer for the next 15 minutes. Then I meet with another guided reading group or book club group. Then I confer again if there is time. I have one student who is reading at mid 1st grade level who reads with me one on one everyday. I still hold him accountable to complete the assignment of the day. Each day I meet with 12-15 students.Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Date: Mon, 17 Nov 2008 17:23:22 -0500 Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question Hi Jan, How do you hold your students accountable to your lesson during their independent reading? Do you have a variety of tasks or one overriding assignment that the children have to complete? The management and accountability piece interests me. Thanks. Leslie Hi Meghan- I am confused with the comment it should take several days to get through a mini-lesson doing think aloud for the students with one picture. To me a mini-lesson is just that -mini. It has one teaching point and should take about 10 minutes. I use a read aloud to model my thinking as a reader. You do not have to read the whole book in one sitting. I model the strategy I want my students to try, have them try it in a turn and talk with a partner, and then restate what I want them to try during independent reading and send them off to practice it. I do believe it will take several days for the students to be able to fully take on the strategy. When teaching schema, I would often get frustrated with the surface, go no where connections. The character has a dog, so a child says I have a dog -however, the dog is not meaningful to the story... So now I ask my students to figure out why the author wrote the story -what is the message. Then they work on making a connection to the message of the story. Example: The message is you should try an be friends with people who are different than you. I have a connection with this because when school started there was a new kid here from Georgia and he had no friends. People thought he was weird because he talked funny. I made friends with him and you know what -he doesn't talk funny -he just sounds different than me. I also learned over time, that if you want students to get better at something they need LOTS of practice time. My independent reading time is 45 minutes. By the way, I teach 3rd grade this year. I was a literacy/math coach for the past 7 years. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer - Original Message - ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ 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] Text-to-Self Mini-Lesson Question
Hi Meghan- I am confused with the comment it should take several days to get through a mini-lesson doing think aloud for the students with one picture. To me a mini-lesson is just that -mini. It has one teaching point and should take about 10 minutes. I use a read aloud to model my thinking as a reader. You do not have to read the whole book in one sitting. I model the strategy I want my students to try, have them try it in a turn and talk with a partner, and then restate what I want them to try during independent reading and send them off to practice it. I do believe it will take several days for the students to be able to fully take on the strategy. When teaching schema, I would often get frustrated with the surface, go no where connections. The character has a dog, so a child says I have a dog -however, the dog is not meaningful to the story... So now I ask my students to figure out why the author wrote the story -what is the message. Then they work on making a connection to the message of the story. Example: The message is you should try an be friends with people who are different than you. I have a connection with this because when school started there was a new kid here from Georgia and he had no friends. People thought he was weird because he talked funny. I made friends with him and you know what -he doesn't talk funny -he just sounds different than me. I also learned over time, that if you want students to get better at something they need LOTS of practice time. My independent reading time is 45 minutes. By the way, I teach 3rd grade this year. I was a literacy/math coach for the past 7 years. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer - Original Message - From: Pitzer, Meghan L.mailto:[EMAIL PROTECTED] To: mosaic@literacyworkshop.orgmailto:mosaic@literacyworkshop.org Sent: Thursday, November 13, 2008 10:48 AM Subject: [MOSAIC] Text-to-Self Mini-Lesson Question Hi! I am just beginning to teach Reading the Mosaic way. I have read the book and absolutely love it! I began with a schema lesson and started right in to introducing text-to-self connections. I was reading aloud a book to the class that I could make connections with. I was getting through a picture book per lesson for 7 days. I then talked to a good friend of mine over email who was floored that I was getting through that much! She says that it should take several days to get through a mini-lesson doing think aloud for the students with one picture. I was just wondering if someone could give me some insight as to what more I could be doing to make the lessons go a little deeper and some ideas of books that are great to model this strategy. I feel that I am not being as effective as I could be. Any suggestions would be greatly appreciated! Thanks! Meghan Meghan Pitzer 3rd Grade Teacher Clay Springs Elementary (407) 884-2275 x2233 -- The information contained in this e-mail message is intended solely for the recipient(s) and may contain privileged information. Tampering with or altering the contents of this message is prohibited. This information is the same as any written document and may be subject to all rules governing public information according to Florida Statutes. Any message that falls under Chapter 119 shall not be altered in a manner that misrepresents the activities of Orange County Public Schools. [References: Florida State Constitution I.24, Florida State Statutes Chapter 119, and OCPS Management Directive A-9.] If you have received this message in error, or are not the named recipient notify the sender and delete this message from your computer. ___ 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.
Re: [MOSAIC] Picture Books that inspire movement
Hoops Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer - Original Message - From: Beverlee Paulmailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.org Sent: Thursday, November 13, 2008 7:13 PM Subject: Re: [MOSAIC] Picture Books that inspire movement Of course - Where the Wild Things Are! On Thu, Nov 13, 2008 at 7:04 PM, Kristine Marks [EMAIL PROTECTED]wrotemailto:[EMAIL PROTECTED]: My Many Colored Days by Dr. Suess and Dinosaurrumpus. On Nov 13, 2008 1:33 PM, [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] wrote: Hello, My District's physical education teachers are looking to incorporate literacy into their weekly lessons. I was wondering if anyone could recommend any good picture books that inspire movement. Thanks in advance! ___ 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.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.
[MOSAIC] thoughts on ability grouping
Hello! I was reading a chapter from the book mentioned below and I thought I would share the part on ability grouping. I am not implying that the teachers involved in the afore mentioned emails expect little from low level students. That is just where the chapter started. Jan Totally Positive Teaching: A Five-Stage Approach to Energizing Students and Teachers by Joseph Ciaccio Communicating High Expectations Ineffective teachers expect little from the lowest-level students, and this attitude shows up even when school resources are allocated. Cohen and Seaman (1997, pp. 564-568) discovered that the better the students, the better the instructional environment. [There was] no special curricula, no additional technology, nothing to suggest that these neediest of youngsters were receiving special attention or additional funding. Teachers identified as being the best were not able to create classroom environments for the lowest track that were as positive as those they created for the gifted. Most important, lower-track children have low expectations for themselves. Very few are able to overcome the system and rise to lofty educational heights. Of course, low-level classes that are set up by a tracking program have a devastating effect on kids. (It appears that the only students who may benefit from tracking are the highest-level group.) Teachers expect very little from these kids. The teacher next door to me said we could give these kids the answers to the final exam in advance and they would still fail. The Japanese have an entirely different approach. Instead of tracking, they view individual differences in the classroom as an asset. Furthermore, the Japanese believe that tailoring instruction to specific students prejudges what students are capable of learning (Stigler Hiebert, 1998, p. 9). Great teachers have a mantra: All of their students can learn and be successful. Does anyone doubt the link between the teacher's expectations and the students' achievement? I tried an experiment for 10 years. I had two low-level classes every year, and I told these students that I moved from one-third to one-half of them to Regents (average) classes every year. I told these students to expect to move up next year. Sure enough, every year, almost half of my low-level students moved up, and I never had one come back and tell me that he couldn't do the work at the higher level. ___ 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] stopping and thinking/long
Reading your post the word engagement popped into my head. We want the children to engage in the story. Not just read the words. Have you ever read aloud, and not know what you read? I have -I wasn't engaged -I wasn't taking in what I was reading -I was just saying the words. Well, I do that sometimes when I read silently too. Then I have to go back and reread. I wasn't engaged Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer - Original Message - From: [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.org Sent: Saturday, September 27, 2008 7:27 PM Subject: Re: [MOSAIC] stopping and thinking/long Elisa, Join the late email reader's club. I've been so far behind that I don't know that l'll ever catch up! I think that what we are trying to accomplish is giving students a model of how to think, how to help them become more conscious of that little voice in their head. I don't think we are dictating when they should think, or what they should think. I think we are introducing them to this idea of dwelling in the words, soaking up the meaning; all the while training that voice, learning to have that conversation. Having said that, I reread a piece I wrote this summer, and there's no doubt that I held back, leaving it up to the reader to wonder what's going on. Although I do mention a storm, it's not until the last paragraph that I mention the word tornado. I give many clues throughout the piece, and if you live in the midwest you might make the connection earlier because of the setting, the characters' actions and dialog. But I'm still not convinced that this is what we are talking about. We want students to read and think. Mostly, though, I want my students to enjoy reading and to find it satisfying and worthwhile. To me, learning the strategies can help them come closer to doing that. ___ 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.
Re: [MOSAIC] conferring with students
I do drop in on students because then my body is in different places in the classroom not just in one. Often, if a table group is not as focused as it should be I conference with someone at that table. Also, I like the idea that others may eavesdrop on the teaching point. This year I have 5 students out of 20 who have a hard time reading the whole 40 minutes of independent reading time. I teach 3rd grade. I let them move to the floor and read stretched out if they want to. I also, visit them in between guided reading groups or conferences and remind them that they can write their thoughts and ideas in their reader's notebook, then continue reading. I have also had one sit near the guided reading table while I am with a group. I do check their book boxes to make sure there are books at their independent and instructional level so they can be reading. The students change books in their book boxes about once a week (or every other week if they have 2-3 chapter books). After guided reading, those books go into their book boxes too. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer - Original Message - From: elisa kifermailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.org Sent: Sunday, September 21, 2008 7:12 AM Subject: Re: [MOSAIC] conferring with students I know that in several workshops, I have heard that you drop-in on the student, but I too was having the same problem you are having. My reading table is behind the students' desks, so I can see whatever is happening. I just sit back there and quietly call the student's name I need to to confer with. He/she comes to me at the reading table. I have found that this is less distracting, b/c students are use to hearing a mumble at the reading table, since that is where i do my greading groups. On Sat, Sep 20, 2008 at 10:03 PM, [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] wrote: I'd like to hear from middle school teachers. When you confer with students, either individually or in small groups, how do you get the rest of the class to continue working? It seems to me that as soon as I start to talk with another student, everyone else thinks, She's not paying attention to me. I can talk to my friend now. Or they think, She's not paying attention to me, and I WANT her to! Thanks! Jan ___ 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. -- Elisa M. Kifer Third Grade Literacy Teacher Fox Meadow Elementary Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated. -Russell Stauffer, 1980 ___ 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.
Re: [MOSAIC] (Mosaic) H M
Houghton Mifflin Reading, was denied a What Works Clearinghouse effectiveness rating due to insufficient evidence of its effect on children's learning, per a report recently released by the U.S. Department of Education's Institute of Education Sciences... It seems the Clearinghouse had trouble giving an effective rating to what is currently available. The article did mention there were a handful of programs that were determined to have a positive effect on student learning. However, they did not mention what they were. I tried to download the report, but it hasn't loaded after 10 minutes. It is on Adobe. It might be rather LARGE, or my computer is not cooperating right now. Once again, I believe we end up with what we have because of giant publishing companies that bully their way, or should I say buy their way onto the approved list. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer Excerpts from the article: The HM textbook is the latest of several widely used early reading series that failed to meet the rigorous review standards of the online clearinghouse, which evaluates data on educational programs and practices. Last month, reports by the clearinghouse on Open Court Reading and Reading Mastery, as well as Breakthrough to Literacy-all products of the New York City-based McGraw-Hill Cos.-contended that no studies that met the clearinghouse's rigorous review requirements. The latest review looked at nine studies of Houghton Mifflin Reading between 1985 and 2007. The text is one of just two approved for use in California elementary schools, and is used across the country. The report is part of a series of reviews on beginning reading programs that the clearinghouse began releasing last year. Only a handful of the dozens of programs the clearinghouse studied were determined to have any positive effects on student learning. Those results have led many reading research experts to question the usefulness of the reviews. - Original Message - From: Kristin Mitchellmailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.org Sent: Friday, September 19, 2008 1:38 PM Subject: Re: [MOSAIC] (Mosaic) H M Timely... http://www.edweek.org/ew/articles/2008/09/17/04report-b1.h28.html?tmp=1153012894http://www.edweek.org/ew/articles/2008/09/17/04report-b1.h28.html?tmp=1153012894 Kristin Mitchell/4th/CO Be the change you want to see in the world -Ghandi ___ 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.
Re: [MOSAIC] penpals
Hi Jeanette- Laura Cannon (from Texas) and I have connected for pen pals. I got the impression there was someone interested in being pen pals with you. They really wanted someone from Alaska. I don't remember who it was. If no one connects with you maybe my class can write twice... or we can do an every other month thing... Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer - Original Message - From: jeanette haydenmailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.org Sent: Friday, September 19, 2008 8:09 AM Subject: Re: [MOSAIC] penpals I have not gotten any direct contact. Your email is the most specific. One a month sounds great to me. Would you like 20 individual letters? I have 24, but I will give a few the OPTION.http://[EMAIL PROTECTED] On Thu, Sep 18, 2008 at 7:53 PM, Laura Cannon [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] wrote: Did you find a penpal teacher yet? I have 20 students also--a third grade school in Texas. -Original Message- From: [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of jan sanders Sent: Friday, September 12, 2008 11:33 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] penpals I am a 3rd grade teacher in Morgan Hill, CA with 20 students, at a Title 1, low socio-economic school. I have 4 students who could possibly write two letters. I would be interested in writing once a month. (Oct - May) That would be about 8 letters. Anyone Interested? Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer - Original Message - From: jeanette haydenmailto:[EMAIL PROTECTED]mailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.orgmailto:mosaic@literacyworkshop.org Sent: Friday, September 12, 2008 8:38 PM Subject: Re: [MOSAIC] penpals I am a third grade teacher in Anchorage, Alaska. I have 24 students. Let me know if that would work for you.Jeanette [EMAIL PROTECTED]mailto:[EMAIL PROTECTED]mailto:[EMAIL PROTECTED]:[EMAIL PROTECTED] On Sun, Aug 31, 2008 at 12:36 PM, Sylla Zarov [EMAIL PROTECTED]mailto:[EMAIL PROTECTED]mailto:[EMAIL PROTECTED]:[EMAIL PROTECTED] wrote: I am a 2/3 teacher in Madison Wisconsin. I team with 2 other teachers--we have 2 classes of 2nd and 3rd graders , 26 in each class. Is there anyone out there from a different part of the country who is interested in being penpals? I am thinking every other month or so-- Sylla [EMAIL PROTECTED]mailto:[EMAIL PROTECTED]mailto:[EMAIL PROTECTED]:[EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.orgmailto:Mosaic@literacyworkshop.orgmailto:[EMAIL PROTECTED]: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 http ://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchivehttp://snipurl.com/MosaicArchivehttp://snipurl.com/MosaicArchive%3Chttp://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.orgmailto:Mosaic@literacyworkshop.orgmailto:[EMAIL PROTECTED]: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 http ://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchivehttp://snipurl.com/MosaicArchivehttp://snipurl.com/MosaicArchive%3Chttp://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.orgmailto:Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.orghttp://literacyworkshop.org
Re: [MOSAIC] H M Reading
I have to comment on your new math program -I hope it is the one our district adopts. Yes, it has scripted lessons, but they are a guide and they are written in mini-lesson format and they are written by and under the leadership of John Van DeWalle, who believes in student-centered mathematics. He believes in constructivist learning. He passed away a little over a year ago and it was, and is a great loss to the math world. In Envision, multiple strategies are given to lead to student understanding of concepts. We are piloting it right now and we were not told to keep going, but rather use the support materials. It sounds like your district has taken a good thing, and morphed it into the new illness: same-page-it is. As for the HM/Keene connection, the only connection I see is the use of the terms inferring, questioning, and maybe others (I am drawing a blank). Anyway, to me the similarity ends with the term. They don't treat the instruction of the strategies the same -or even the meaning. HM links inferring and prediction together in some lessons. There is a difference and children need to learn that difference. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer - Original Message - From: Joan Matugamailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.org Sent: Wednesday, September 17, 2008 12:30 AM Subject: Re: [MOSAIC] H M Reading I cannot believe that in the slightest. The HM program, especially as we are required to implement is the farthest thing from Ellin Keene as anything I can imagine. It is all direct and guided instructiondown to the smallest details. It is designed so robots can teach it. On Day 1, you do this, this, this, and that. You use transparency..., worksheet..., grammar..., We have even been blessed with a day by day writing program telling us what to do in writing each day. One week the teacher directly models a particular lesson. The next day, there is guided instruction on the same format (lesson and prompt scripted) and the third week (using the same format) there are daily scripted lessons where the children supposedly do independent writing using a script provided. We have a pacing calendar telling what to teach on what day and when to test. We also have daily guided/scripted lessons for math using a new program called Envision (YUCK). Our Planning Calendar gives us no leeway about how we can modify the program to meet the needs of the particular students in our class. In fact, the head of the math said, if the students don't understand it, Just move on. We have just been given a planning calendar telling us which Science and Social lessons to teach on a particular week. - Original Message - From: Beverlee Paulmailto:[EMAIL PROTECTED]mailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.orgmailto:mosaic@literacyworkshop.org Sent: Tuesday, September 16, 2008 9:16 PM Subject: Re: [MOSAIC] H M Reading And I didn't fall off the back of a turnip truck! On Tue, Sep 16, 2008 at 10:08 PM, jeanette hayden [EMAIL PROTECTED]wrotemailto:[EMAIL PROTECTED]mailto:[EMAIL PROTECTED]:[EMAIL PROTECTED]: Dear Colleagues: I was at a presentation where a Literacy Coach made this statement Houghton Mifflin is based on the work of Ellin Keene and Stephanie Harvey. I was so taken back that I did not respond. Several of us present did exchange looks of surprise. What is the collective response to this statement? Thank you. Jeanette Hayden Anchorage School District ___ Mosaic mailing list Mosaic@literacyworkshop.orgmailto:Mosaic@literacyworkshop.orgmailto:[EMAIL PROTECTED]: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.orghttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org%3Chttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchivehttp://snipurl.com/MosaicArchivehttp://snipurl.com/MosaicArchive%3Chttp://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.orgmailto:Mosaic@literacyworkshop.orgmailto:[EMAIL PROTECTED]:Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to
Re: [MOSAIC] H M Reading
We are piloting Envision right now, and were given Investigations (by the publisher of Envision) as a supplement.There is even a guide that correlates what you are teaching in Envision with the Investigations activities and vice versa. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer - Original Message - From: [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.org Cc: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.org Sent: Wednesday, September 17, 2008 4:12 PM Subject: Re: [MOSAIC] H M Reading Investigations is still out there (formerly TERC), but my district in its infinite wisdom, threw that out for enVisions. This is a program that is based on pacing for the NYS test, not in the children understanding any concept or seeing contections through patterning or anything. It's awful. I'm pulling from Investigations every chance I get! Myra Plainview, NY - Original Message - From: Beverlee Paul Date: Wednesday, September 17, 2008 10:15 am Subject: Re: [MOSAIC] H M Reading To: Mosaic: A Reading Comprehension Strategies Email Group So then is Everyday Math akin to Saxon Math - a mile wide and an inch deep? What programs are there out there now that actually teach math understanding? On Wed, Sep 17, 2008 at 5:00 AM, Storti, Donna wrote: We have the HM program as well. I took the stories and assigned a strategy to go with each one. I am using it as a shared reading. The class can use the anthology if they choose to during free reading time if they want to reread the story. I am sorry to hear about Envisions, it looked like a good program, we are using Everyday Math and the children who struggle with math get lost in the tornado (that's what we call the spiral). Donna -Original Message- From: [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Joan Matuga Sent: Wednesday, September 17, 2008 3:30 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] H M Reading I cannot believe that in the slightest. The HM program, especially as we are required to implement is the farthest thing from Ellin Keene as anything I can imagine. It is all direct and guided instructiondown to the smallest details. It is designed so robots can teach it. On Day 1, you do this, this, this, and that. You use transparency..., worksheet..., grammar..., We have even been blessed with a day by day writing program telling us what to do in writing each day. One week the teacher directly models a particular lesson. The next day, there is guided instruction on the same format (lesson and prompt scripted) and the third week (using the same format) there are daily scripted lessons where the children supposedly do independent writing using a script provided. We have a pacing calendar telling what to teach on what day and when to test. We also have daily guided/scripted lessons for math using a new program called Envision (YUCK). Our Planning Calendar gives us no leeway about how we can modify the program to meet the needs of the particular students in our class. In fact, the head of the math said, if the students don't understand it, Just move on. We have just been given a planning calendar telling us which Science and Social lessons to teach on a particular week. - Original Message - From: Beverlee Paul To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Tuesday, September 16, 2008 9:16 PM Subject: Re: [MOSAIC] H M Reading And I didn't fall off the back of a turnip truck! On Tue, Sep 16, 2008 at 10:08 PM, jeanette hayden wrote: Dear Colleagues: I was at a presentation where a Literacy Coach made this statement Houghton Mifflin is based on the work of Ellin Keene and Stephanie Harvey. I was so taken back that I did not respond. Several of us present did exchange looks of surprise. What is the collective response to this statement? Thank you. Jeanette Hayden Anchorage School District ___ 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
Re: [MOSAIC] Re (Mosaic) Understanding
I really don't know what that (Oprah stuff) meant, that statement was in the article I read. I actually sent the UTube link so you could watch the 1 hour 16 minute lecture.Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer Date: Tue, 5 Aug 2008 10:13:37 -0400 From: [EMAIL PROTECTED] To: Mosaic@literacyworkshop.org Subject: [MOSAIC] Re (Mosaic) Understanding Jan, In your post you talked about The Last Lecture. I just read it and loved it. What did you mean when you said it had been condensed for Oprah viewers? I saw Diane Sawyer and watched it on line, but I must have missed Oprah. Thanks, Linda ___ 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] Amanda Posting
You can have them respond after a turn and talk. If they are unsure, having the chance to talk it over with someone else helps. If they are still relunctant to speak, ask them to share what their partner said. Sometimes it is a matter of wait time. This past year I worked in a 2nd grade classroom during math as a coach. When I was modeling lessons I used my turn cards to choose who would add to the conversation. Each student had their name on a card and a card would be chosen from the pile. After they had a turn the card would be put in the had a turn pile -thus everyone had a chance. I had made it clear from the beginning that if your card was chosen you must make a response. I often wasn't looking for the answer, but rather thought processes or adding to what someone else had said. I would also accept questions or confusions or clarifications. For example, if were we working on a word problem and the student had no idea what to do, I would ask what do you know about this problem? I would accept things like: there are 3 kids in it, I know someone is buying something, there is a 54 and an 8... I would then use this information to build on, either by asking another student to add to it, or have the students do a turn and talk. So where does the wait time come in? Sometimes it takes a long time for a student to verbalize their thoughts -we just wait. In this particular classroom there was a girl who started out with well over a minute of wait time, but after a while it dropped to about 30 seconds. Her teacher said by the end of the year she hovered around 20 seconds to begin her response. I do think confidence plays a part as does comfort and feeling safe Have you read Brian Cambourne's Conditions of Learning? He has done a lot of research on how to engage students in their learning. (Not quite your question -but good information). Jan literacy/math coach We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer Date: Tue, 5 Aug 2008 15:19:14 -0700 From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Amanda Posting Amanda, there are lots of ways, but one of my favorites is to give them a heads up. I let them know that I will be calling on them in the near future (next person, after I've read the next section...just somehow give them fair warning that you will call on them so they have time to get their response ready. This might also be a student that you nudge during a conference and ask them to share their thinking at the wrap up lesson (or whatever you call the end of your lesson, when you bring back your students to synthesize their learning/thinking) Kristin Mitchell 6th-soon-to-be-4th/CO Be the change you want to see in the world -Ghandi- Original Message From: amanda qandah [EMAIL PROTECTED] I was curious about what steps I can take towards getting a shy student to become more involved in class discussions when he/she refuses to participate? ___ 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] RIT with Stephanie Harvey continued...
Hello all- I am a returning member to this list. I have been off-list for about 3 years. I have been a literacy/math coach for the last 6 years. Before that I taught for 9 years, the last 6, in 4th grade. I (and teachers I have coached) struggle with that same issue. What our district did was decide to set aside 20 to 30 minutes a day for skills work. This is not test prep, but rather specific skills. We would teach the skill during this time, then during readers' (or writers') workshop we would incorporate the skills they had learned into the lesson. This year we were also asked to incorporate Marzano's content vocabulary structures. So, if teachers are going to be teaching inference, we will spend 2 or 3 days in skills getting to the meat of what it means to infer. It was well worth the time. The students now had some knowledge and understanding as they attempted to apply the strategy during their reading. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer - Original Message - From: Mary Mangesmailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.org Sent: Friday, June 27, 2008 6:47 PM Subject: Re: [MOSAIC] RIT with Stephanie Harvey continued... Lynelle, Mary Helen, or anyone else, What are your scores like on the reading assessment? I am curious because mine have been low and the pressure is mounting. I teach using strategies and use lots of literature circles and reading workshop. I love the thinking, true thinking that I see in my classroom and would never trade my strategies for a basal or more test prep, but I feel that I'm going to be forced to change something. This year I worked in a coach book lesson that I thought would tie in whatever I was teaching, hoping for a slightly more authentic approach to getting them ready for the test. I spent the weeks leading up to the test teaching the format and trying to prepare them, which is a huge waste of valuable educational time. I'm wondering if I should buy the Toolkit myself or try to talk someone in administration into buying it for me. I have done everything I know to teach authentically and to stay true to what I believe. I hate the testing pressure and am truly at a loss as an educator. Can you give me any direction as far as a connection between testing and the Toolkit. I feel so shallow asking that, but I think anyone in public education, especially in a testing grade would understand. Thanks a bunch! Mary 5th grade/PA - Original Message - From: Lynnelle Winter [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.orgmailto:mosaic@literacyworkshop.org Sent: Friday, June 27, 2008 7:34 AM Subject: Re: [MOSAIC] RIT with Stephanie Harvey continued... Mary Helen, Our school district just adopted the Toolkit as our reading program. (My school is in year 3 of the reader's workshop with the strategies.) However, I met with a group of ladies from another site who had gone to the training with Stephanie Harvey's Consultant and it was fabulous! I sat down and asked them what questions they had for me. Many of them were very thought provoking. Some of them were very simple. Our district is relatively new with the PLC idea, but having been a curriculum instructor and a classroom teacher I have learned the best approach for me is What can I do to help you with this new idea? My advice would be to allow the participants who need to make small steps that opportunity. If there is one thing I learned as a curriculum instructor it is not every goes full throttle with a new idea like me! :-) Your enthusiasm for this will also lead! Many people see our passion and excitement and usually they will grab on!! Good Luck!! Lynnelle Winter 5th Grade West Intermediate - Original Message - From: Mary Helen Chappetto [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Listserv mosaic@literacyworkshop.orgmailto:mosaic@literacyworkshop.org Sent: Thursday, June 26, 2008 10:04 PM Subject: [MOSAIC] RIT with Stephanie Harvey continued... I just spent 2 fabulous days learning from Stephanie Harvey along with 14 staff members from my school. The only other school that out-numbered us was Ginger'sLiberty! Way to go! I had a great conversation with Ginger (so nice to put a face with the name!) It was like meeting a 'rock star'! My staff did not understand my excitement because they are new to mosaic...I hope some of them have signed on to learn! As I told Ginger, I have been a lurker on the site, was off for a while, but have been back for a bitreading and trying to refresh and
