[MOSAIC] question
Is anyone familiar with Kate Kinsella? I have heard of her, but I don't remember her. I am teaching Academic Reading next year and her English 3D is the curriculum. Anyone familiar with it? WHat should I know going in? Will I be able to incorporate the mosiac-type strategies with it? -- Kim --- Kimberlee Hannan M.A. 8th CORE Sequoia Middle School Fresno, California *Those who do not read have no advantage over those who can't. (Mark Twain)* mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Book list for my Remedial Reading Course
and if it is more > appropriate to > > > contact me directly rather than through this list serve, please do. > > > > Thanks for all your input and support everyone. > > > > Martha > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe 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 > > -- Kim --- Kimberlee Hannan M.A. 8th CORE Sequoia Middle School Fresno, California *Those who do not read have no advantage over those who can't. (Mark Twain)* mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Reader's Workshop Conferences
I love most of this. Question : when did you teach lessons or mini lessons? How much time did you allot for RW? I teach middle school, but I see lots of ways to tweak this. Kim On Feb 27, 2012 4:52 PM, "Renee" wrote: > > > On Feb 27, 2012, at 10:35 AM, Emma Takvoryan wrote: > >> I am starting Reader's Workshop this year and the biggest problem I am having is when I conference with my students. I have them write me letters, I read them and write comments, and then when we go to conference I feel like I am not always saying anything of use. How do you all organize your conferences? > > > Emma, I am interested in your comment that you have your students write you a letter and that you respond and then you feel like you have nothing of use to say in your conferencing. So I would ask you these questions: What is your purpose in having them write you a letter? Do you require certain things in those letters? > > Here's why I ask: > > When I was running an independent reading program (and really, with anything I implemented in my classroom), I always considered how much time something would take AND whether or not the time was well spent. So, regarding these letters your students write to you, if your purpose is to have them tell you about their work, then you might want to consider skipping the letter and having them just *tell* you during your conference because that will take less time and give you the same outcome. If your reason for having them write the letter is to have them practice writing a letter AND give you kid-oriented documentation for their work, then I would use that letter as a jumping off point. > > When I conferenced with students, I did more asking then telling, because I wanted them to tell me about their work and also get more details. So I would ask them to tell me about the story they are writing, tell me about the book they are reading, etc. and then I would ask follow up questions to get more detail. > > And on organization: Every teacher needs to consider their own classroom environment in order to create an organized structure that works for them. I worked in a double classroom with another teacher. Between us, we had three grades (1, 2, and 3) and 40 students. Our "conference" table was "between" the two rooms where we could see everything and everybody at all times. We each had another work table off in opposite corners of the room that were more private. > > My students had an independent reading and writing folder in which they kept all their writing, checksheets, individualized spelling lists, and anything else related to the workshop that I'd want them to bring to conference with the book they were reading. I had a little marked-off section of my chalkboard (and yes, I had a chalkboard!!!) where my students signed up for a conference when they reached the end of their checksheet. I kept a tally sheet with every student's name on it, and the ONLY thing I put on that sheet was a tally when I met with a student. The only purpose this sheet had was for me to see immediately who might not be signing up for conferences. Grades, comments, etc were on the student's checksheet. They got a new checksheet at the end of the conference. > > So somebody is going to ask what was on the checksheet. Well, it changed over time, but basically it was something like this: > > Read a book. > > Write about the book. Use a prompt card. > > Draw an illustration that goes with your writing. > > Do a proofreading task or a skills worksheet. > > Go over your spelling words. > > Work on something from your writing file. > > Sign up for a conference. > > While you wait do something from the "While you wait" chart. > > Now some of these things are not going to make sense because they were specific to our classroom. I have Montessori certification and I ran my class very similarly to a Montessori environment, where all materials were available to students and a lot of things used task cards of some kind, most of which I wrote myself. For example, the "proofreading" task cards were similar to the Daily Oral Language most people are familiar with. They were numbered and color-coded (remember, three grades) and students knew to write the card number on their paper. The "skills worksheets" were color coded, in folders on the wall, with a little table right there. They were changed about every week and addressed things like alphabetizing, proofreading, rhyming, etc. > > Students had a writing file that was separate from the work folder where they kept starts, ideas, etc. > > The "while you wait" chart was student-generated and hung on the wall near the conference table. It was a list of things to do: read the walls, read poetry, write a poem, write a letter, share your book with another student, etc. I don't remember all the things on the chart. > > I could keep going, but this is just a tiny taste of what this looked like in my classroom. > > I spent the whole independent reading/writing time conferencing w
Re: [MOSAIC] F.A.S.T reading program?
I'm with you Fast track fits that description but it is no different than any other program. On Aug 31, 2011 4:31 PM, "Renee" wrote: > I am having a very hard time imagining a "high interest, phonetically > controlled" book. This just seems very oxymoronic to me. > > Also, this is just me, but I have come to a place where I am very > suspicious of any "program" with a title including words like > "accelerated" or "advanced" or "fast". I'm just sayin' > > Renee > > > On Aug 31, 2011, at 9:54 AM, Amy Lesemann wrote: > >> Has anyone heard of this program? It is supposed to be "a >> systematic >> phonics, auditory processing, and literature-based instruction to >> create a >> streamlined, multi-sensory program that includes immediate reading >> application with high interest, phonetically controlled books" >> created by >> Stephen Tattum and the Denver Academy. One of the parents at my >> school is >> interested in it for her son. I can't find any critiques or reviews >> of it >> online. Thoughts, folks? >> >> Amy Lesemann >> >> -- >> Amy Lesemann, Reading Specialist and Director, Independent Learning >> Center >> St. Thomas the Apostle Elementary School >> ___ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/ >> mosaic_literacyworkshop.org >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >> > > Public Education: > It's a right, not a race. > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe 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] 4th Grade Read Aloud
The Watsons Go to Birmingham. Silverwing AMong the Hidden. On Wed, Aug 17, 2011 at 4:39 PM, Lauren Fahey wrote: > > Hi! I will be teaching the 4th grade and I am looking for suggestions for > awesome Read Alouds. 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 > > -- Kim --- Kimberlee Hannan 8th CORE Sequoia Middle School Fresno, California *Those who do not read have no advantage over those who can't. (Mark Twain)* mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Young Adult Book Selections
es at the local university. So, I know from > personal experience that a teacher planting seeds of change CAN, in fact, > completely alter a child's lifetime course. Oh, she also took me to my > first opera and told me there was a whole world outside my home and that I > should be part of that too. I would have always felt outside those worlds > without her telling me I belonged there too. > > Maggie > > > From: > mosaic-bounces+mnayerm=waterloo.k12.ia...@literacyworkshop.org[mosaic-bounces+mnayerm= > waterloo.k12.ia...@literacyworkshop.org] On Behalf Of > jeanhamil...@comcast.net [jeanhamil...@comcast.net] > Sent: Sunday, August 07, 2011 9:22 AM > To: mosaic@literacyworkshop.org > Subject: [MOSAIC] Young Adult Book Selections > > For all you high school teachers out there--how do you feel about > independent/ classroom library book selections for teens? I find teens like > to read books that keep it "real." Keeping it real may sometimes mean > objectionable material. It is my task to order books for the "at risk" > students in our building who are not earning proficient scores on the state > tests to ENCOURAGE reading. The "objectionable" books are the absolute > ticket, yet I struggle with defending them. These students will not be > "turned on" to reading by handing them the classics--yet, it is always my > goal to get them there. I have found that beginning with books they find > relevant to their lives gets them reading and helps them build confidence in > their reading ability ; at that point, they are more willing to take the > journey with me into the more traditional readings like Gatsby and really > get it. I would love to hear your thoughts on this sticky issue. Thanks, > jean > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > > > NOTICE TO RECIPIENT: This communication and any response to it may > constitute a public record, and therefore, may be available upon request in > accordance with Iowa public records law, Iowa Code chapter 22. > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > > -- Kim --- Kimberlee Hannan 8th CORE Sequoia Middle School Fresno, California *Those who do not read have no advantage over those who can't. (Mark Twain)* mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] boys and literacy
I just did my master's thesis about this. If we want boys to read, we need to give them what they like. I found with my research and the boys I studied, that at least with reading, school has a very elitist definition of what "acceptable" reading is. Boys don't want to analyze a text...Boys want books with action, events, fighting, maybe some blood. Zombie books have been EXTREMELY popular in my room. They don't care for books that have a lot of thoughts and self searching. They like comic books and books with short bits of information. World records books are extremely popular with my boys. They like to read and move around. They want to show each other what they found. Just what I found... Kim On Sun, Jul 31, 2011 at 3:34 PM, Palmer, Jennifer wrote: > Many boys learn by doing... Handling things... > Too many classrooms require boys to sit and be quiet. That's not how they > learn. They associate reading with school, sitting still... > > In addition, we often don't value the kinds of reading they like. > > Finally, it is cultural ... What does our culture expect from our boys? > Sent from my iPhone > > On Jul 31, 2011, at 5:59 PM, "Jessica Lee Flynn" wrote: > > > My question is: Boys and literacy--what do you think the real issue is? > > > > Jessica > > > > ___ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe 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 > > -- Kim --- Kimberlee Hannan 8th CORE Sequoia Middle School Fresno, California *Those who do not read have no advantage over those who can't. (Mark Twain)* mrshannan...@gmail.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] Writing in the content areas
Hello all, I teach US History to 8th graders. I want to spend time this summer reading about the writing my kids are doing with history. I have a copy of Content Area Writing by Daniels and Zimmerman. What else are you folks reading about content area writing and mentor texts dealing with nonfiction (maybe). -- Kim --- Kimberlee Hannan 8th CORE Sequoia Middle School Fresno, California *Those who do not read have no advantage over those who can't. (Mark Twain)* mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Spme help
It's embedded in the Heinemann website. Scroll about halfway down and it's on the right. Kim On Wed, Sep 8, 2010 at 5:48 PM, Sue Hayden wrote: > I don't know about a recent article, but my practice has been affected by > her book, The Reading Zone. > > shayden > > - Original Message - From: "Sally Thomas" < > sally.thom...@verizon.net> > To: ; ; "mosaic > listserve" > Sent: Tuesday, September 07, 2010 5:32 PM > Subject: [MOSAIC] Spme help > > > I remember a recent article from Nancy Atwell with regard to reading > choice, > importance of self selection etc. > Can anyone remember where it was published? (I was overwhelmed at school > at > time and liked it but don¹t think I saved it.) > > sally > > > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan 8th CORE Sequoia Middle School Fresno, California *Those who do not read have no advantage over those who can't. (Mark Twain)* mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] High School Reading
Add* Lifers* by Pam Mueller to your list. The book is her doctoral thesis and she gives tons of things to understand about older struggling readers. SHe gives many ways toget them reading. It's worth every minute reading. Kim H On Tue, Aug 31, 2010 at 9:59 AM, Laura Johnsrud < ljohn...@sevastopol.k12.wi.us> wrote: > Dear Faith: > > I love Kelly Gallagher's book "Reading Reasons: Motivational Mini Lessons > for Middle and High School." This could give you a starting place from > which to develop your program. Every time I've used his material with kids > they enjoy it! Good luck! > > Laura Johnsrud > Reading Specialist > School District of Sevastopol > Sturgeon Bay, WI 54235 > > > -Original Message- > From: mosaic-bounces+ljohnsru=sevastopol.k12.wi...@literacyworkshop.org on > behalf of Faith Jones > Sent: Tue 8/31/2010 8:47 AM > To: Mosaic@literacyworkshop.org > Subject: [MOSAIC] High School Reading > > ** Reply Requested When Convenient ** > > I need some great ideas for teaching high school reading. I have two Title > I reading classes this year and I want the students to get the most out of > it. Any ideas? > > > Faith Jones > Credit Recovery > NLRHS-West Campus > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > -- Kim --- Kimberlee Hannan 8th CORE Sequoia Middle School Fresno, California *Those who do not read have no advantage over those who can't. (Mark Twain)* mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Magazines
Wow, what a wealth of information. I am looking to use articles with my eighth graders both for the illustrations and for text structures and just basic background knowledge building. Kelly Gallagher in Readicide and Deeper meaing talks about a weekly article that his kids read. I think it sounds interesting for text sets if I can relate it back to the ELA and History I teach. Kim On Fri, Aug 13, 2010 at 7:26 AM, wrote: > I've bounced around for years on the topic of magazines, from individual to > class sets. I've subscribed to Nat'l Geo for Kids, SI for Kids, Ranger > Rick--and often found kids 'read' only the pictures. So I let the > subscriptions lapse. We chose a class set of Nat'l Geo Explorer for the last > few years; it's visually stunning and has excellent and engaging > articles--but the articles are long. To use them for modeling and groupwork > was tough because of their length (and the kids wanted to read to the end). > I tested 1 issue of Scholastic News last year and it actually was better: > short articles but still appealing to kids--and I could easily model with > them (and SN is what Harvey and Goudvis used for Strategies That Work). So > I'm going with a class set of Scholastic News this year and keeping my > fingers crossed. I get lots of good articles elsewhere (newspapers, > magazines, Comprehension Toolkit, etc.) but I don't want to spend time/paper > running off copies for the kids, so I'm going to try Scholastic News this > year. We'll see. > 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. > > -- Kim --- K. Hannan 7th CORE Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown mrshannan...@gmail.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] Magazines
Hi, all, When you are looking for current expository articles (any genre) to pull for kids for reading and writing opportunities, what magazines/newspapers do you pull from? I teach middle school and have struggling readers, both in interest and experience. -- Kim --- K. Hannan 7th CORE Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Upper Level/Middle School Short Story
gt; > > H.H. Munro > > (Saki) > > > > > > > > > > Mrs. Packletide’s Tiger > > > > > > H.H. Munro > > (Saki) > > > > > > > > > > The Lady, or the Tiger? > > > > > > Frank Stockton > > > > > > > > > > The Strange Tale of > > Doctor Dog > > > > > > Norman Pitman > > > > > > > > > > > > > > > > > > > > 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. > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] SOS
I live by the "It is better to ask for forgiveness than permission" in my world. When I take something and use my name for it, it is MY responsibility. Kim On Sun, Oct 4, 2009 at 12:34 PM, Renee wrote: > Why would you **ask** the principal whether you can check out books in your > own name and bring them to school? I have done that for years and years and > years and never asked anyone. > > Sometimes you just have to do what is the right thing to do and just not > say anything. :-) > > Renee > > > On Oct 4, 2009, at 11:28 AM, larry patterson wrote: > > >> So what do you do when administration is not buying into your reading >> program? I believe in the reader's workshop and taught successfully in >> Arkansas for years. Many thanks to Ken Stamatis and everyone at Harding >> University for opening my eyes and guiding me in the ways of the workshop. >> Since beginning to teach reading with the workshop model, I've devoured >> books by Chris Tovani, Kelly Gallagher, and others who are passionate about >> teaching reading. >> >> >> >> Now I find myself in Missouri working with 7th and 8th grade readers. The >> first inkling that things could go terribly wrong was obvious from the >> start. When I was hired, I was told that I would have the 7th and 8th >> graders on alternating days for the entire school year. I swallowed hard >> and thought I could work with that. Two days before the beginning of the >> school year, the new principal tapped me on the shoulder and informed me I >> would be teaching 7th grade reading for one semester, and 8th grade reading >> the second semester. I will admit I did not take this news well. >> >> >> >> It seems as if the school does not truly value reading instruction. No >> other subject is allotted only one semester of instruction. I did manage to >> box up and get into storage the twenty pound reading anthologies that the >> school had used for many years, and brought in my own library. However, >> administration nixed a plan to work with the local public library. The >> public library had agreed to courier in titles of the student's choosing. >> Administration response to that was no, saying the school could not be held >> responsible for these books. I have since told the public librarian this. >> She said we could possibly get around this if I checked out the books in my >> own name. I am waiting for the right moment to present this radical idea to >> my principal. I have zero funds for ordering new materials. That's okay. I >> know we are living in hard times, although the district did find over a >> hundred thousand dollars to bring in a consulting firm to "help us" make >> AYP. But I digress. >> >> >> >> Any ideas on how I can bring this small district into the 21st century? >> We are a rural community with many children reading below grade level. As >> I reread this message, I realize it sounds somewhat harsh and judgemental. >> I do my very best to come across as a team player, and am polite and >> deferential to administration. Even my students notice the hostile vibe, >> however. One of my students actually said, "You know, they watch you like >> you was a bigtime drug dealer." To which I replied, "Huh?" And the children >> went on to explain that there was frequently someone peering in the door, >> watching our every move, much like the police drive by and monitor >> drug-house activity, apparently. >> >> >> >> I'm thinking of quitting and going back to nursing, which is what I did >> years and years ago. Any suggestions? >> >> >> >> >> >> _ >> Hotmail: Trusted email with powerful SPAM protection. >> http://clk.atdmt.com/GBL/go/177141665/direct/01/ >> ___ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> >> > "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@literacywork
Re: [MOSAIC] extended responses
That's the way our school is set up. We choose to teach common things, but we have our own repertoire for teaching those things. I have always felt a graphic organizer is a prewriting activity. You can't really tell whether they have the information or not because it's not the goal. My advise: Have them take the graphic organizer and explain to you in a letter (or whatever) and THEN see what they know. Reteach or pull groups from what you find out. You may find that they know more than you think they do. Organizers can be very limiting, in my experience. Kim On Sun, Sep 20, 2009 at 8:47 AM, wrote: > > I feel your pain!! I would use the graphic organizers as a formative > assessment which isn't graded. I would use this info to pull small groups > for those who are having common problems. If no one gets it, then I would > reteach. It is very had to stay exactly in one place when you have 4 > different classes. No two classes are ever alike. If you are going to give > kids what they need, I think you need to come to an agreement with your > partner that you will cover the same material but perhaps not in the same > way or at the precise times. Good Luck! > > Sue > > > -Original Message- > From: reading > To: Mosaic: A Reading Comprehension Strategies Email Group < > mosaic@literacyworkshop.org> > Sent: Sun, Sep 20, 2009 10:29 am > Subject: [MOSAIC] extended responses > > > > > I don't know whether or not to call myself a first year teacher. But I > really feel like one. I taught two years as a Spec. Ed. teacher in a full > inclusion school. I have a masters in Literacy. Last year, I was a literacy > aide. This year, I am teaching a 7th grade reading, advanced reading, > strategic reading, and a health class. > I feel stretched and exhausted. Even though it's not technically my "first > year", it's my first year as a full classroom teacher. With four different > preps, I feel like I'm struggling to stay on top of everything and I'm > thinking I will be turning to this list serve quite a bit for guidance! > > My issue today is with these extended responses to a prompt. They filled in > a graphic organizer to answer a prompt from the a short story. I started > grading them this morning and they are very hard to assess and put a grade > on. I feel as though, the organizer is a draft, so putting a grade on it > doesn't seem right. If many of the students didn't do well on supporting > their evidence, should i reteach it? have them do it again? or move on, and > reteach it with a different prompt next time? I have already put a grade on > them though. > > Part of the problem is - I teach one of the classes and another teacher > teaches the other two reading classes. We are supposed to stay together and > consistent in grading, planning etc. She's retiring and primarily an > excellent art teacher. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe 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. > > -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] literacy grants
DonorsChoose.org I was given a binding machine and materials for my classroom. Read everything they tell you to do. It works. Kim On Mon, Jul 13, 2009 at 2:38 PM, Kristine Roseo wrote: > I am a new reading coach and would like to find some grants for > supplemental materials and possibly create a resource room. If anyone has > any ideas let me know. > > Your partner in education, > > > Kristine Roseo, M.Ed. > Reading Coach > Calusa Elementary > (561) 989-7500 > > - Under Florida law, e-mail > addresses are public records. If you do not want your e-mail > address released in response to a public records request, do not > send electronic mail to this entity. Instead, contact this office > by phone or in writing. > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Strategies for Stronger Readers
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 On Thu, Jun 11, 2009 at 11:02 AM, Diane Smith wrote: > > > Yes I think to continue would be overkill. Allowing them to read to > satisfy their own purposes is what we want them to do. Perhaps use your > literacy groups to do author studies and works that interest them or even > move through other genres. But in conferencing or discussing spot check that > they still remember and use the strategies. > > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] reading workshop resource
Absolutely, it's the. Nancy had a K-8 school, I believe, in Lemore CA. I adapt to middle school without too much effort. It's NOT a layout of what to teach. It's the way to plan units, topics, daily schedules...what you have to teach in workshop way. Kim On Wed, May 6, 2009 at 3:33 PM, Delores Gibson wrote: > Kim is this book okay for 1st grade? > Dee > > -Original Message- > From: mosaic-boun...@literacyworkshop.org > [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of kimberlee > hannan > Sent: Wednesday, May 06, 2009 3:01 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] reading workshop resource > > The best planning resource I have ever seen if Nancy Akhaven's *How to > Align > Literacy Instruction, Assessment, and Standards and aachieve Results > You > NEVER Thought Possible*. She an administrator who taught her schools to > teach through workshops and the scores in her district flew up. Use the > strategies you love, but use this to plan to make sure you are both > covering > the standards AND what the kids need. > > She is now an assistant super in my district. SHe is amazing. > > Hope that helps... > KIm > > > -- > Kim > --- > Kimberlee Hannan > 7th CORE-ELA & WH > Sequoia Middle School > Fresno, California 93702 > > The best teachers teach from the heart, not from the book. ~Author > Unknown > > mrshannan...@gmail.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. > > > > > 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. > > -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] reading workshop resource
The best planning resource I have ever seen if Nancy Akhaven's *How to Align Literacy Instruction, Assessment, and Standards and aachieve Results You NEVER Thought Possible*. She an administrator who taught her schools to teach through workshops and the scores in her district flew up. Use the strategies you love, but use this to plan to make sure you are both covering the standards AND what the kids need. She is now an assistant super in my district. SHe is amazing. Hope that helps... KIm -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Reading Specialist
WHile I haven't gone through this exact situation, but for a while a school I was at shared a literacy coach over three schools. She showed up a couple of times a week. She didn't have connections to the teachers, the culture or atmosphere of the school. She made suggestions based on a short piece if time after a haphazard observation. She had no relationship with us or our kids. She was never there for meetings, so she didn't know what all we needed to do. It was not a good situation. Kim On Fri, May 1, 2009 at 10:37 AM, Katie Stover wrote: > Sandy, > > Where are you? This is very disheartening!! > > - Original Message - From: "Sandy Stevens" < > sstev...@maustonschools.org> > To: > Sent: Friday, May 01, 2009 11:46 AM > Subject: [MOSAIC] Reading Specialist > > > > Due to the need to make budget cuts, our district is considering >> eliminating the position of Reading Specialist. They are thinking of >> using Stimulus funds to hire three part time "instructional coaches" to >> work in classrooms to assist with math and reading. The assumption is >> that these three will replace the Reading Specialist. >> >> Anyway, there are some staff who will be coming to the next board meeting >> when this will be discussed. Have any of you folks gone through anything >> similar? Have there been any arguments that have helped to plead the case >> in support of keeping the Reading Specialist? I hate to see our district >> lose that position. I have seen other districts lose the reading >> specialist and it takes years to get that specialist back, if they ever >> do. >> >> Sandy >> >> ___ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> >> > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] vocabulary instruction
I believe that comes from Janet Allen's *Words, Words, Words*...I think I saw a worksheet for that on the website. Just google her. Kim On Mon, Apr 13, 2009 at 6:24 PM, wrote: > > When I can't find something, or I can't remember the details, I know > there's someone on this list serve who can help! > > We're emphasizing noticing/attending to new vocabulary in an upcoming unit > of study.? I have the great organizer where you map out a word with an > antonym, synonym, quick sketch, sentence. > > What I'm unable to put my hands on is the vocabulary graphic organizer, I > think it was in columns, with headings like:? I think I know the word...? > I've heard the word, but I don't know what it means, I've never heard the > word before.? Something like that!? > > Thank you all! > > > > > > > ? > > > > > > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] workshop
My favorite response it, "Solve the problem." Not said in a snotty way. They just know I expect their input. When the kid tells me there is a problem, I say that to them. You come to a resolution together, make adjustments. You work out with the kid (s) how to to handle the issues that come up. I have pillows on the floor for the folks that don't manage a seat on the couches. Cushions from a old couch. I would just make sure this kid had a pillow all to himself. I have a young lady with arthritis who sits at a table butted up against the back of a couch when she can't cope with the floor. It sounds complicated, but it becomes as second nature as a changing seating chart. Kim On Thu, Jan 15, 2009 at 5:21 PM, wrote: > > > > I didn't see any couches in these classrooms. The kids either sat on the > floor or on very short stools. They were so close that they were rubbing > shoulders or thighs. Is that the way it normally looks? > > What about kids who don't like touching? I had a student last year who > couldn't stand a friendly, gentle touch on the arm. > > > - Original message from kimberlee hannan : > - > > > > I have teachers I work with that ask the same question. > > > > I have a very non traditional classroom set-up. I have two full set of > > couches with a couch and a love seat. They form a rectangle from about a > > third of the room facing the far wall of my room. It is the "living > room" > > area in the room. I have one wall of 7 foot bookshelves (library). > Tables > > are laid out pretty traditionally in the other 2/3 of the room (work > area). > > > > ALL my mini-lessons, read-alouds, and sharing are done in the couch area. > I > > bring my 7th graders closer to me for lots of reasons. First, I don't > like > > the barrier that the tables form between the kids and I. Nor do I like > the > > distraction of the backpacks and the things they play with on or under > the > > table. I like the kids to be able to make eye contact with each other > and > > with me. I like to know they are able to see and hear one another, as > well > > as I can see and hear them. It's almost a family feel. Being close > > encourages communication. > > > > What I think you saw had less to do with the classroom set-up as it did > with > > less developed management skills on the teacher's part. If community > norms > > (expectations) aren't established from the very beginning and constantly > > reinforced, then yes, you have behavior problems, regardless of how the > kids > > are arranged. I tell my kids to settle down and get quiet, too. We all > > do. But on the whole, I have very few behavior problems. But we have > lots > > of pair-share, group share, discussion moments, rich discussions, and > > outrageous laughs. > > > > I hope that answers the question. > > Kim > > > > On Tue, Jan 13, 2009 at 5:34 PM, wrote: > > > > > I visited four different classes in one middle school today. They were > all > > > writing workshop. I thought I'd see two reading workshops and two > writing > > > workshops. > > > > > > The school has been doing writing workshop for three years. A very few > > > teachers are doing reading workshop in this building. > > > > > > I heard the literacy coach say that the Lucy Calkins model is to start > with > > > writing workshop. Is that what you all think should happen? If so, > why? > > > > > > What is the purpose of having the students come in close instead of > staying > > > in their regular seats? In some classes, it seemed as if the closeness > only > > > encouraged misbehavior. > > > > > > I'm sure I'll have more questions as I think more about what I saw > today. > > > Jan > > > > > > > > > > > > -- > > Kim > > --- > > Kimberlee Hannan > > 7th CORE-ELA & WH > > Sequoia Middle School > > Fresno, California 93702 > > > > The best teachers teach from the heart, not from the book. ~Author > Unknown > > > > mrshannan...@gmail.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. > > -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] workshop
I have teachers I work with that ask the same question. I have a very non traditional classroom set-up. I have two full set of couches with a couch and a love seat. They form a rectangle from about a third of the room facing the far wall of my room. It is the "living room" area in the room. I have one wall of 7 foot bookshelves (library). Tables are laid out pretty traditionally in the other 2/3 of the room (work area). ALL my mini-lessons, read-alouds, and sharing are done in the couch area. I bring my 7th graders closer to me for lots of reasons. First, I don't like the barrier that the tables form between the kids and I. Nor do I like the distraction of the backpacks and the things they play with on or under the table. I like the kids to be able to make eye contact with each other and with me. I like to know they are able to see and hear one another, as well as I can see and hear them. It's almost a family feel. Being close encourages communication. What I think you saw had less to do with the classroom set-up as it did with less developed management skills on the teacher's part. If community norms (expectations) aren't established from the very beginning and constantly reinforced, then yes, you have behavior problems, regardless of how the kids are arranged. I tell my kids to settle down and get quiet, too. We all do. But on the whole, I have very few behavior problems. But we have lots of pair-share, group share, discussion moments, rich discussions, and outrageous laughs. I hope that answers the question. Kim On Tue, Jan 13, 2009 at 5:34 PM, wrote: > I visited four different classes in one middle school today. They were all > writing workshop. I thought I'd see two reading workshops and two writing > workshops. > > The school has been doing writing workshop for three years. A very few > teachers are doing reading workshop in this building. > > I heard the literacy coach say that the Lucy Calkins model is to start with > writing workshop. Is that what you all think should happen? If so, why? > > What is the purpose of having the students come in close instead of staying > in their regular seats? In some classes, it seemed as if the closeness only > encouraged misbehavior. > > I'm sure I'll have more questions as I think more about what I saw today. > 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. > > -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown mrshannan...@gmail.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Reading Response Journals
I have 7th graders that have been "scripted textbook"and "worksheeted" to death in elementary. No one's ever trusted that they understood what they were reading or even reading it, so they have had to prove they read the book not enjoyed it. The summary is almost an ingrained instinct. Nor, they have ever learned that the author's job is to make the reader feel something. (Boredom is an emotion in my room) They read the words, period. When I ask them what they think of the book, I they shrug. To cure this I have to constantly model, model, model. It takes a long time to break the habit. However, when the summaries just won't stop, I approach from three directions: 1. When I read aloud, picture book, novel, poem, I stop and discuss connections, clarifications, predictions...etc. I use this when I model the responding, "Remember when we talked about..." 2. I also scan responses into my computer, from students that fit what I am asking for, and present them . ( Ask permission from the student and remove any identifying marks.) I show them and just ask orally and discuss: summary or response? Why? They will begin to recognize the difference. 3. When I individually conference with them, I can have them reread their entry and decide if it was a summary or response. Remind them of our groups discussions. I love the peer to peer responding you talk about. I just haven't had the nerve to try it yet. Kim On Tue, Dec 2, 2008 at 6:05 AM, Beverlee Paul <[EMAIL PROTECTED]>wrote: > Probably the next thing I'd try is to allow/encourage them to write to each > other for a while instead of you. You could choose random partners or > allow > choice. > > On Mon, Dec 1, 2008 at 6:57 PM, Yingling <[EMAIL PROTECTED]> > wrote: > > > I am struggling to get my students to write quality letters within their > > reader's notebooks. It's December and they are still simply giving me > > summaries. I ask them questions and give comments in my letters back to > > them yet most of my kids aren't responding to my questions/comments. > I've > > gone to giving the kids grades and their grades don't even seem to > motivate > > some of them to do better. We've written sample letters together, I've > > shown them examples, I've written examples for them, I've given them > letter > > starters. What do I do next? The kids seem to just want me to give them > > worksheets to complete - they don't want to think. > > Help please, > > 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. > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Word Study
I do the words the way mentioned above. I also incorporate Janet Allen (*Yellow Brick Roads* & *Words, Words, Words*) The one I am experimenting with right now is *Accelerating Vocabulary* by Nancy Akhavan. She does a lot with refining min-lessons and connecting concepts. On Tue, Oct 21, 2008 at 8:23 PM, elisa kifer <[EMAIL PROTECTED]>wrote: > I do word study the same way that Kristin mentioned. Vocabulary is taught > with the read aloud book I teach from during reader's workshop and language > is taught in my mini lessons for writing workshop. This seems to all mesh > pretty well. > > On Tue, Oct 21, 2008 at 9:45 PM, Kristin Mitchell < > [EMAIL PROTECTED]> wrote: > > > I teach word study based on Words Their Way and Word Journeys. I have 15 > > minutes a day dedicated to our word work. > > Mondays the kiddos do an Open Sort (they sort them any way they > want...but > > I challenge them to be creative) while I work with each of my groups and > > "teach" them the pattern. > > Tuesdays they do a modification of the Buddy Sort where they find a buddy > > and do their Closed Sort (sorting words by sound and/or pattern) and then > > they make observations about their words (is there another way to sort > > them?) > > Wednesdays we do a Word Hunt. They scan passages (in books they choose) > to > > find words that fit their patterns. > > Thursdays we alternate between Speed sort (to work on > fluency/automaticity) > > and Blind Sort (where they have to spell the words and place them in the > > correct column). > > Fridays I give a quick assessment. 5 words from their list and 2-4 not > on > > their list that fit their pattern. > > > > Hope this helps some! > > > > Kristin Mitchell/4th/CO > > "Be the change you want to see in the world" > > -Ghandi > > > > > > > > > > > > From: Andrea Jenkins <[EMAIL PROTECTED]> > > > > Is there a better way? Do any of you teach a concentrated Word Study and, > > if > > so, how/what do you do? > > > > Thanks! > > Andrea > > > > __ > > Do You Yahoo!? > > Tired of spam? Yahoo! Mail has the best spam protection around > > http://mail.yahoo.com > > ___ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > > -- > 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.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Your thoughts re abilty grouping during reading
I had a principal do the same thing. After a month or so, I refused and fought it hard, eventually getting my way. I also felt it fragmented my kids and my relationship with them. My curriculum was so integrated that I would refer to something that I taught in Reading and not everyone knew what I was talking about. I HATED it. Also, better yet, I wasn't going to be accountable for the teaching of the others. My name would be on everything related to those kids, including test scores. I truly didn't know whether something as been taught, let alone taught well. On Thu, Oct 9, 2008 at 7:35 AM, Beverlee Paul <[EMAIL PROTECTED]>wrote: > good one, Renee!! > > On Thu, Oct 9, 2008 at 8:14 AM, Renee <[EMAIL PROTECTED]> wrote: > > > Here's another thought. With all the frenzy over teacher > > accountability, I think this arrangement completely takes a teacher's > > accountability away, not only for reading, but across the board, for > > precisely the reason stated below. The teacher has an incomplete sense > > of the student unless she/he has the student for every subject during > > the day. So if I were forced to do this, and I had tenure, then I would > > consider going to my principal and telling him/her that I could not be > > accountable for any students who leave my room during the day. > > > > heh > > Renee > > > > On Oct 9, 2008, at 6:49 AM, STEWART, L wrote: > > > > > Our principal also had us group kids by ability and send them out to > > > other teachers for reading instruction. The purpose was to raise our > > > state test scores. Some of our first and second grade teachers seemed > > > to like this arrangement. It was "easier" and didn't require as much > > > planning, because they were only planning for one level or book. > > > However, many of them were new teachers and had not taught reading any > > > other way. Then the policy came up to third grade and fourth grade to > > > a group of veteran teachers and it only lasted one year. I really > > > felt like I lost out on truly "knowing" my children who left for > > > reading. I was never quite as sure of where they were and how far I > > > could "push them. I felt it truly fractured our classroom. They were > > > not with me for the rich discussion that evolves from reading > > > wonderful text together. I also had to spend more time on classroom > > > routine and expectations for behavior, as the children coming to me > > > were from four different teachers with different teaching styles. > > > Even though we are now ability grouped within the room for guided > > > reading, we come together for whole group lessons and we learn from > > > each other. I also think that if you only teach struggling readers > > > after a while it becomes difficult to remember where the bar should be > > > set and I think you can lose sight of what your children may be > > > capable of with your support and instruction. Our new assistant > > > superintendent in charge of curriculum does not allow any grade level > > > to send children to other classrooms for reading instruction. > > > > > > Leslie > > > > > > "When we do the best that we can, we never know what miracle is > > > wrought in our life, or in the life of another." --Helen Keller > > > > > > > > > ___ > > > Mosaic mailing list > > > Mosaic@literacyworkshop.org > > > To unsubscribe or modify your membership please go to > > > http://literacyworkshop.org/mailman/options/ > > > mosaic_literacyworkshop.org. > > > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > > > "We the People of the United States, in Order to form a more perfect > > Union, establish Justice, insure domestic Tranquility, provide for the > > common defence, promote the general Welfare, and secure the Blessings > > of Liberty to ourselves and our Posterity, do ordain and establish this > > Constitution for the United States of America." > > > > > > > > ___ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe 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] length of mini lessons
t;> but I just keep ignoring them, knowing that I'm doing what is best > for > > my > > >> students. > > >> Thanks, > > >> Mary > > >> - Original Message - > > >> From: <[EMAIL PROTECTED]> > > >> To: > > >> Sent: Wednesday, October 01, 2008 5:36 PM > > >> Subject: Re: [MOSAIC] length of mini lessons > > >> > > >> > > >>> I must reiterate your mention of when to do your read aloud. Read > > Aloud, > > >>> according to everything I've read and seen, is a separate entity, > not > > to > > >>> be > > >>> included in Reading Workshop minilesson. It can be referenced > during > > >> the > > >>> minilesson, but how in the world could a teacher teach a 10-minute > > >>> minilesson with > > >>> a read aloud included > > >>> > > >>> Leslie > > >>> > > >>> > > >>> In a message dated 9/26/2008 5:55:14 P.M. Eastern Daylight Time, > > >>> [EMAIL PROTECTED] writes: > > >>> > > >>> keep your mini lesson very explicit, and short. I do > > >>> realize it is hard to get the read aloud in, do the vocab, then > teach > > >> the > > >>> lesson, have time for them to practice with you, then they practice > > >>> independently, but if you keep the teaching part short, chances are > > >>> they'll > > >>> remember what you said and us what you said. > > >>> > > >>> One way to keep the length of your mini lessons short is to do the > > read > > >>> aloud at another time. That is a major tenet of Lucy Calkins' mini > > >>> lesson > > >>> structure. Just use the part of the text that matches your > teaching > > >>> point. > > >>> > > >>> Barb Parry > > >>> ___ > > >>> Mosaic mailing list > > >>> Mosaic@literacyworkshop.org > > >>> To unsubscribe or modify your membership please go to > > >>> > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > >>> > > >>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > >>> > > >>> > > >>> > > >>> > > >>> > > >>> > > >>> **Looking for simple solutions to your real-life > financial > > >>> challenges? Check out WalletPop for the latest news and > information, > > >> tips > > >>> and > > >>> calculators. ( > > http://www.walletpop.com/?NCID=emlcntuswall0001) > > >>> ___ > > >>> Mosaic mailing list > > >>> Mosaic@literacyworkshop.org > > >>> To unsubscribe 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. > > > > > > > -- > > Lori Jackson > > District Literacy Coach & Mentor > > Todd County School District > > Box 87 > > Mission SD 57555 > > > > http:www.tcsdk12.org > > ph. 605.856.2211 > > > > > > Literacies for All Summer Institute > > July 17-20. 2008 > > Tucson, Arizona > > > > > > > > > > ___ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > > > > > > > > > **Looking for simple solutions to your real-life financial > > challenges? Check out WalletPop for the latest news and information, > tips > > and > > calculators. (http://www.walletpop.com/?NCID=emlcntuswall0001) > > ___ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe 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. > > -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] AVID & Thinking Maps
Do any of you work with the AVID program? I learned about it when I moved to middle school. I truly like some of their procedures, organization, and activities. I dislike some. If you are using it, I was wondering how you incorporate with your curriculum. We've been told that Thinking Maps will be required school-wide this year. Again, I see there are some good things about them and not so good things. If you use them, how do you incorporate them into your daily work? -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Education Student Question
Good Luck! LOL I have about 2000 books in my personal collection. I have tried a sign out binder, a database on the computer, library cards on a ring; you name it. They all work to a degree. The trick is to find a system that is easy to manage and takes very little class time to use. No matter what I do, some of my best books always walk. I make it a point during my yard-saling jaunts and ordering, to get multiple copies of the most popular stuff. It's funny when kids come back from the high school with an armload of books they found from 6 or 7th grade. It's happened several times. I quit letting it bother me years ago. It became an obsession. Let me know what you come up with. Kim On Mon, Aug 11, 2008 at 5:09 AM, Jennifer Olimpieri <[EMAIL PROTECTED]>wrote: > Hi I am a Reading Consultant in CT. My partner and I are trying to come up > with an idea of a "Lending Library" for the students to have access to with > our own personal books that we have brought in from home. We have a lot of > them and are trying to come up with a way for the students to borrow them > and have them returned. We have a large transient population and we are > trying to make books available for those students that have no books at home > and even to those that do. Does anyone have any suggestions? I would > appreciate any ideas. > Jennifer > > Kristin Mitchell <[EMAIL PROTECTED]> wrote: > I spend A LOT of time modeling what I expect at the beginning of the year > (during the first 6 weeks we will practice these expectations until we can't > take it anymore!). This helps tremendously with blurters. But you'll always > have one...or one student will be so excited that they just can't help it! > > Seeing as there is rarely one correct answer during readers workshop, > blurters don't always ruin it for everyone. I also can be really good at > ignoring a blurter and calling on someone only to accept the exact same > answer. I do make sure to make eye contact and smile at the blurter so I > know they know why I didn't accept their answer...or sometimes I'll just > make a comment, "Oh, Johnny, thanks for raising your hand, what would you > like to add?" Or some such comment. > > But really, I believe setting the expectations early will help incredibly! > > Kristin Mitchell/4th/CO > "Be the change you want to see in the world" > -Ghandi > > > > - Original Message > From: kimberlee hannan > To: Mosaic: A Reading Comprehension Strategies Email Group > Sent: Sunday, August 10, 2008 2:10:16 PM > Subject: Re: [MOSAIC] Education Student Question > > There are several things I do, but ultimately it depends on the kid. I > have always had bigger kids, and they usually take to my teasing well. .If > I have a good relationship with the kid, I've been known to say real > quietly to the blurter, "I KNOW you know. Let's see what the other's > know..." with a wink. Doesn't work with all kids though. > > I teach the concept of "wait time" very early in the year. They can jot > their answers in their notebooks while the others are thinking. > > I often use pair/share. Everyone gets to talk then. I usually ask the pair > to share their partner's response. Makes everyone pay attention to what's > being said. > > I will also use an around the room idea. Everyone gets a turn to say their > answer, even if someone else says it first. Kids that don't have an answer > may borrow one of the other's. This works well with, "So, what do you > remember from yesterday?" or "What do remember about...?" > > I have also have a deck of regular cards for each class. Everyone's name is > on a card. Usually I take roll with them. I spread them out on a table. > They put their card in a basket on the end of the table. I gather up the > leftovers and plug it into the rool sheet. They know not to yell out > answers > when they hear the cards shuffle. > > > -- > Kim > --- > Kimberlee Hannan > 7th CORE-ELA & WH > Sequoia Middle School > Fresno, California 93702 > > The best teachers teach from the heart, not from the book. ~Author Unknown > > [EMAIL PROTECTED] > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please
Re: [MOSAIC] Wayne State Education Sutdent
When I do a miscue analysis (running record, reading inventory) it is to help drive my instruction. I need to know what the child will do independently. If a child has one of those pleading looks and tries to beg a word, I don't give it. I try to say nothing. I want to know what the child will do completely on his or her own. I note the frequency and duration of the pause. If necessary, I tell the child to do what he/she would do normally. I have had to encourage one or two to do the best they could and keep on. I've never had a child close the book and put it away. I know from what they do or don't do what I need to do next with that child. Side note: I never time a child, so I don't care if the pauses take 5 second or 15 seconds. I can tell just by reading with a child if they are "fluent" or not.I don't need to add to the pressure of the assessment by having a stopwatch in my hand.Some of the slowest CONSISTENT readers I've ever had were the ones who understood nearly every word they read. -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Education Student Question
There are several things I do, but ultimately it depends on the kid. I have always had bigger kids, and they usually take to my teasing well. .If I have a good relationship with the kid, I've been known to say real quietly to the blurter, "I KNOW you know. Let's see what the other's know..." with a wink. Doesn't work with all kids though. I teach the concept of "wait time" very early in the year. They can jot their answers in their notebooks while the others are thinking. I often use pair/share. Everyone gets to talk then. I usually ask the pair to share their partner's response. Makes everyone pay attention to what's being said. I will also use an around the room idea. Everyone gets a turn to say their answer, even if someone else says it first. Kids that don't have an answer may borrow one of the other's. This works well with, "So, what do you remember from yesterday?" or "What do remember about...?" I have also have a deck of regular cards for each class. Everyone's name is on a card. Usually I take roll with them. I spread them out on a table. They put their card in a basket on the end of the table. I gather up the leftovers and plug it into the rool sheet. They know not to yell out answers when they hear the cards shuffle. -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Personal Dictionary
I call spelling in my room Word Work. I don't teach spelling for the sake of spelling. The best way to learn to spellis to read and write constantly. But I do teach word parts, themes, relationships between words ala Janet Allen (*Words, Words, Words*) or Nancy Akhaven (*Accelerated Vocabulary*). When the kids are writing and get stuck on a word, I have several strategies they can use. If they are drafting, just spell it the best you can, circle it and move on. If it's a final draft or some sort of write up, I brainstorm strategies with them. Then teach them what I use. First, I teach them to read the room. I put lists and charts all over the place. Often, I have them try to spell it three different ways on a sticky note. Sometimes they decide one way is right, or the friend sitting next to them recognizes it. don't mind being a dictionary if they show me what they've tried. I don't discourage the dictionary, but I don't force it, either. I do, however, keep one next to my chart paper and use it. I use the one on my computer when I am doing something on the computer and projector. So I model it all. Do what's comfortable for you. My way may not work for all. Shoot, some years, they don't even work for me!! Good Luck, Kim On Sat, Aug 2, 2008 at 6:39 PM, <[EMAIL PROTECTED]> wrote: > Kim, > > What are the strategies that the kids use to help them figure out correct > spelling? > > Leslie > > > -Original Message- > From: kimberlee hannan <[EMAIL PROTECTED]> > To: Mosaic: A Reading Comprehension Strategies Email Group < > mosaic@literacyworkshop.org> > Sent: Sat, 2 Aug 2008 9:31 pm > Subject: Re: [MOSAIC] Personal Dictionary > > > > As it is done through mini-lessons, the kids write the Unforgivables, then > ave a partner check them. > During the independent time, after they've tried on their own, they show > the > ttempts to you IF they are still not sure. They only need you to write if > hey didn't figure the word out first. If they got it the word right, they > on't need you to do it for them. They used a strategy successfully, and > ove on. If not, you do it. YOU write it in the Individuals list. > This sounds like a huge time-consumer, but in the works, it's not. They > try > word they want to use. Still unsure, the show it to you. It's yes or no, > rite it in the folder (or not) and on they go. > I hope that answers your question. > im > On Sat, Aug 2, 2008 at 5:08 PM, Teacher Vega <[EMAIL PROTECTED]> wrote: > > Okay, I know this is a silly detail, but being a 5th grade teacher I need > all the guidance possible. > Do the students write the words on the folder? And if so, is it like a > grid > or something. > -Magaly :) > > please consider the environment before printing this email > > > -Original Message- > From: [EMAIL PROTECTED] [mailto: > mosaic-bounce > [EMAIL PROTECTED] On Behalf Of kimberlee hannan > Sent: Friday, August 01, 2008 9:44 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] Personal Dictionary > > Okay, > I have gotten several emails about this. I actually got it from a > fantastic > literacy coach I worked with a few years ago. > > The spelling folder is out all period (or all day for K-6) and used for > all > subjects. It does not go home. I have three goals by spelling this way: > 1. I have watched the kids writing get totally stymied by trying to spell > one word and all writing comes to a skidding halt. > 2. I want them to learn strategies to help them spell on their own. > Memorizing is NOT an effective strategy for most people. > 3. I want them to take the risk and try to spell a word, but still ask > for > help. > > Picture a regular manila file folder. > > No space goes to waste: Name is in the tab part. The very front cover is > labeled *Unforgivables*. Both the right and left inside are labeled * > Individuals*. The back cover is labeled *History.* > > *Unforgivables* is a whole class shared list. These are those *extremely > common* words that you think all kids should be able to spell by now. > These > are also words you notice are used and misspelled a lot. For your little > ones it's mostly the dreaded "sight" words. > > When I introduce the folder and the *Unforgivables *list. I ALWAYS start > with girl (gril), first (frist), and fr > iend (freind). This is when I teach > them the "Try It Out" spelling strategy.++ > > I show them the correct spelling, and I put the word on a chart which is > kept posted. They copy the word correctly on the folder and have a > partner
Re: [MOSAIC] Re (Mosaic) Personal Dictionary
I've always started and shown the process with the three words I mentioned: girl (gril), first (frist), friend (freind), and with my 7th graders, history (histroy). After that, I have a notebook next to me as I read and answer journals. I pull words from there. Kim On Sun, Aug 3, 2008 at 2:24 PM, <[EMAIL PROTECTED]> wrote: > Kim, > > Thanks for the post - I love the idea. I just wondered on the Unforgivable > list, do you start with those sight words printed or are they starting with > just the title and adding to the list? > > 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. > > -- Richard M. Nixon - "It is necessary for me to establish a winner image. Therefore, I have to beat somebody." ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Personal Dictionary
As it is done through mini-lessons, the kids write the Unforgivables, then have a partner check them. During the independent time, after they've tried on their own, they show the attempts to you IF they are still not sure. They only need you to write if they didn't figure the word out first. If they got it the word right, they don't need you to do it for them. They used a strategy successfully, and move on. If not, you do it. YOU write it in the Individuals list. This sounds like a huge time-consumer, but in the works, it's not. They try a word they want to use. Still unsure, the show it to you. It's yes or no, write it in the folder (or not) and on they go. I hope that answers your question. Kim On Sat, Aug 2, 2008 at 5:08 PM, Teacher Vega <[EMAIL PROTECTED]> wrote: > Okay, I know this is a silly detail, but being a 5th grade teacher I need > all the guidance possible. > Do the students write the words on the folder? And if so, is it like a grid > or something. > -Magaly :) > > please consider the environment before printing this email > > > -Original Message- > From: [EMAIL PROTECTED] [mailto: > [EMAIL PROTECTED] On Behalf Of kimberlee hannan > Sent: Friday, August 01, 2008 9:44 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] Personal Dictionary > > Okay, > I have gotten several emails about this. I actually got it from a > fantastic > literacy coach I worked with a few years ago. > > The spelling folder is out all period (or all day for K-6) and used for all > subjects. It does not go home. I have three goals by spelling this way: > 1. I have watched the kids writing get totally stymied by trying to spell > one word and all writing comes to a skidding halt. > 2. I want them to learn strategies to help them spell on their own. > Memorizing is NOT an effective strategy for most people. > 3. I want them to take the risk and try to spell a word, but still ask for > help. > > Picture a regular manila file folder. > > No space goes to waste: Name is in the tab part. The very front cover is > labeled *Unforgivables*. Both the right and left inside are labeled * > Individuals*. The back cover is labeled *History.* > > *Unforgivables* is a whole class shared list. These are those *extremely > common* words that you think all kids should be able to spell by now. > These > are also words you notice are used and misspelled a lot. For your little > ones it's mostly the dreaded "sight" words. > > When I introduce the folder and the *Unforgivables *list. I ALWAYS start > with girl (gril), first (frist), and friend (freind). This is when I teach > them the "Try It Out" spelling strategy.++ > > I show them the correct spelling, and I put the word on a chart which is > kept posted. They copy the word correctly on the folder and have a partner > on one side of them double check their spelling. It does them no good to > have a word misspelled in their reference folder. I will dictate several > words a day taking 5-8 minutes a day, tops. > > *Individuals* are ANY word they have tried to spell using "Try It Out" > strategy. More often than not they will bring the sticky they used and > ask, > "Is this the way you spell ?" If it's right, they copy the word onto > the list. If not, I do it for them. > > It's time consuming, especially at first, but it's useful and fun. > Especially when I walk around and kinda tease them, by pronouncing the > misspelled words phonically. We add more words along the way, by need. By > the end of the year, it's a hefty list. > > By 7th grade, I do very little editing during Writer's Workshop. It's > mostly > peer editing. However, the kids turn in final drafts inside the spelling > folder before typing. If I find two of the *Unforgivables* misspelled, I > stop and mark where I stopped reading. I give it back to the owners and > have them keep trying. Sadly, at the beginning, I only get through 3-4 > lines before I return it. It's quickly improves especially if they do > enough partner editing. > > The *Individuals* list I will just give reminders for, tell them to look on > their list. I may even add some to the spelling folder in another color > for them to use to edit. I am not as strict about those words. > > The *History* section is for any words related just to the history section. > If they are writing a paper for history, the theme words go here, and the > regular words go in the proper place. > > With the small guys (K-3) I think I would nest two folders together and > staple along the fold. I would divide the pages in half, both front and
Re: [MOSAIC] Personal Dictionary
Wonderful! I'm glad I could help. Kim On Sat, Aug 2, 2008 at 8:30 AM, <[EMAIL PROTECTED]> wrote: > Kim, > > Thanks so much for taking the time to "spell" this out for me.? It sounds > like a very organized, effective plan that I will share with my teachers.? > Thanks again. > > Leslie > > > -Original Message- > From: kimberlee hannan <[EMAIL PROTECTED]> > To: Mosaic: A Reading Comprehension Strategies Email Group < > mosaic@literacyworkshop.org> > Sent: Sat, 2 Aug 2008 12:43 am > Subject: Re: [MOSAIC] Personal Dictionary > > > > Okay, > I have gotten several emails about this. I actually got it from a > fantastic > literacy coach I worked with a few years ago. > > The spelling folder is out all period (or all day for K-6) and used for all > subjects. It does not go home. I have three goals by spelling this way: > 1. I have watched the kids writing get totally stymied by trying to spell > one word and all writing comes to a skidding halt. > 2. I want them to learn strategies to help them spell on their own. > Memorizing is NOT an effective strategy for most people. > 3. I want them to take the risk and try to spell a word, but still ask for > help. > > Picture a regular manila file folder. > > No space goes to waste: Name is in the tab part. The very front cover is > labeled *Unforgivables*. Both the right and left inside are labeled * > Individuals*. The back cover is labeled *History.* > > *Unforgivables* is a whole class shared list. These are those *extremely > common* words that you think all kids should be able to spell by now. > These > are also words you notice are used and misspelled a lot. For your little > ones it's mostly the dreaded "sight" words. > > When I introduce the folder and the *Unforgivables *list. I ALWAYS start > with girl (gril), first (frist), and friend (freind). This is when I teach > them the "Try It Out" spelling strategy.++ > > I show them the correct spelling, and I put the word on a chart which is > kept posted. They copy the word correctly on the folder and have a partner > on one side of them double check their spelling. It does them no good to > have a word misspelled in their reference folder. I will dictate several > words a day taking 5-8 minutes a day, tops. > > *Individuals* are ANY word they have tried to spell using "Try It Out" > strategy. More often than not they will bring the sticky they used and > ask, > "Is this the way you spell ?" If it's right, they copy the word onto > the list. If not, I do it for them. > > It's time consuming, especially at first, but it's useful and fun. > Especially when I walk around and kinda tease them, by pronounci > ng the > misspelled words phonically. We add more words along the way, by need. By > the end of the year, it's a hefty list. > > By 7th grade, I do very little editing during Writer's Workshop. It's > mostly > peer editing. However, the kids turn in final drafts inside the spelling > folder before typing. If I find two of the *Unforgivables* misspelled, I > stop and mark where I stopped reading. I give it back to the owners and > have them keep trying. Sadly, at the beginning, I only get through 3-4 > lines before I return it. It's quickly improves especially if they do > enough partner editing. > > The *Individuals* list I will just give reminders for, tell them to look on > their list. I may even add some to the spelling folder in another color > for them to use to edit. I am not as strict about those words. > > The *History* section is for any words related just to the history section. > If they are writing a paper for history, the theme words go here, and the > regular words go in the proper place. > > With the small guys (K-3) I think I would nest two folders together and > staple along the fold. I would divide the pages in half, both front and > back, including both covers. In the corner of each half, they could put, > AB, CDE, FGH, IJK, LM, NOP, QRS, TU, VW, XYZ. I would use the last halves > for very common content words. That way they haven't got to search all > those > words to find the one they are looking for. > > For those who have never heard of the "Try It Out" strategy: On a sticky > note the student tries three or four different spellings of a tricky word. > They can usually tell which one is the correct spelling, or a friend can. > I'd rather teach the kid a mini mini lesson than a whole word. I can also > celebrate what the kid does right. "You were only off by one letter!" > > I get entirely too wordy about this s
Re: [MOSAIC] Personal Dictionary
Okay, I have gotten several emails about this. I actually got it from a fantastic literacy coach I worked with a few years ago. The spelling folder is out all period (or all day for K-6) and used for all subjects. It does not go home. I have three goals by spelling this way: 1. I have watched the kids writing get totally stymied by trying to spell one word and all writing comes to a skidding halt. 2. I want them to learn strategies to help them spell on their own. Memorizing is NOT an effective strategy for most people. 3. I want them to take the risk and try to spell a word, but still ask for help. Picture a regular manila file folder. No space goes to waste: Name is in the tab part. The very front cover is labeled *Unforgivables*. Both the right and left inside are labeled * Individuals*. The back cover is labeled *History.* *Unforgivables* is a whole class shared list. These are those *extremely common* words that you think all kids should be able to spell by now. These are also words you notice are used and misspelled a lot. For your little ones it's mostly the dreaded "sight" words. When I introduce the folder and the *Unforgivables *list. I ALWAYS start with girl (gril), first (frist), and friend (freind). This is when I teach them the "Try It Out" spelling strategy.++ I show them the correct spelling, and I put the word on a chart which is kept posted. They copy the word correctly on the folder and have a partner on one side of them double check their spelling. It does them no good to have a word misspelled in their reference folder. I will dictate several words a day taking 5-8 minutes a day, tops. *Individuals* are ANY word they have tried to spell using "Try It Out" strategy. More often than not they will bring the sticky they used and ask, "Is this the way you spell ?" If it's right, they copy the word onto the list. If not, I do it for them. It's time consuming, especially at first, but it's useful and fun. Especially when I walk around and kinda tease them, by pronouncing the misspelled words phonically. We add more words along the way, by need. By the end of the year, it's a hefty list. By 7th grade, I do very little editing during Writer's Workshop. It's mostly peer editing. However, the kids turn in final drafts inside the spelling folder before typing. If I find two of the *Unforgivables* misspelled, I stop and mark where I stopped reading. I give it back to the owners and have them keep trying. Sadly, at the beginning, I only get through 3-4 lines before I return it. It's quickly improves especially if they do enough partner editing. The *Individuals* list I will just give reminders for, tell them to look on their list. I may even add some to the spelling folder in another color for them to use to edit. I am not as strict about those words. The *History* section is for any words related just to the history section. If they are writing a paper for history, the theme words go here, and the regular words go in the proper place. With the small guys (K-3) I think I would nest two folders together and staple along the fold. I would divide the pages in half, both front and back, including both covers. In the corner of each half, they could put, AB, CDE, FGH, IJK, LM, NOP, QRS, TU, VW, XYZ. I would use the last halves for very common content words. That way they haven't got to search all those words to find the one they are looking for. For those who have never heard of the "Try It Out" strategy: On a sticky note the student tries three or four different spellings of a tricky word. They can usually tell which one is the correct spelling, or a friend can. I'd rather teach the kid a mini mini lesson than a whole word. I can also celebrate what the kid does right. "You were only off by one letter!" I get entirely too wordy about this stuff, sorry. But I hope it helps. > Kim > --- > Kimberlee Hannan > 7th CORE-ELA & WH > Sequoia Middle School > Fresno, California 93702 > > The best teachers teach from the heart, not from the book. ~Author Unknown > > [EMAIL PROTECTED] > ___ > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Personal Dictionary
I take the easy way. I give my kids a manila file folder to use while writing. We label the inside pages "Unforgivables" and "My Words." As they write, I have them ask for spellings, so they get into the habit of compose using correct words. I am the only one allowed to write in the My Words section. They ask the word, I write it. Then they have it. When I add words to the "Unforgivables" list then they copy those. I can glance to see if they have written them correctly. They have the reference. I don't give spelling tests, so it works for them. Kim On Fri, Aug 1, 2008 at 7:52 AM, Patti Brooks <[EMAIL PROTECTED]> wrote: > > Good Morning! > Sorry for the cross posting but I'm looking for a good personal dictionary > to download and use with my second graders during writers' workshop. Anyone > have a good site? I tried searching with no success. I really llike the > one put out by edupress but don't want to pay the $$ for them. > Thanks in advance! > Patti > _ > i'm EMAILING FOR THE GREATER GOOD > Join me > http://im.live.com/Messenger/IM/Home/?source=EML_WLHM_GreaterGood > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Reading Zone/MOT...long
I teach 7th grade CORE (Language Arts and World History back to back with the same class). I have to jump on this! I very much agree with what Lisa said. I work with very hesitant, almost aggressively reluctant readers. They have the phonics down (hooray reading first...ackk...) but hate it so badly, they just won't do it. At first I thought the strategies were the answerhmmm. I read Reading Zone right after it came out. Her philosophy freaked me out a little. But as I read on, I began to think about my own reading. I realized Atwell has a great point. As teacher, I tend to spend a little time at the beginning of the year in Reader's Workshop exploring the strategies, as to what they know. But as a fellow reader, when I want the kids to pick up a book for pleasure, I want it quiet, unencumbered, nonthreatening, and FUN! If I need to teach a literary device, or plot structure, or even writer's craft(!) with fiction, I do it as read-aloud or do a shared reading.As I conference with individuals, if I see a blatant need, then I may teach a strategy to an individual or a impromptu small group. While I expect them to use the strategies if they need to, I still don't expect them to read fiction with a sticky note. Yet, when we pick up the history text, I teach the strategies implicitly! The strategies are must for NONFICTION. Reading strategies, note-taking strategies, studying strategies...When we read historical fiction, it's often for the history aspect, but we always read it first as literature, then go back for the historical element. On occasion, the kids will make the connection between the fiction and the nonfiction using the strategies. They'll refer to something in their notebooks. I don't discourage that. I usually applaud it. Remember, Atwell also works with older kids. In her private school, the kids have had the strategies as youngsters. Even training wheels on the bike slow you down if you already know how to ride. Atwell teaches history to these same kids as well. In *Reading Zone*, she mentioned using the strategies with the kids then. She only mentions it in passing. *Step by Step*, which Atwell compiled and edited, addresses a bit of the non-fiction stuff kids need to know to access nonfiction. I don't believe she has written anything about the history part of her teaching, specifically. I guess I have my mentors catagoried by fiction and nonfiction. When I think about fiction and writing I think of Atwell, Caulkins, Frank Smith, among others...When I think about teaching nonfiction and writing, I tend to think of STW, Janet Allen, and with my kids being older, Jim Burke, AVID strategies, levels of questioning, and Cornell Notes. That's just my two cents... -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] master's program reflective of mosiac
I got my credential and most of my master's from Fresno Pacific University here in Fresno, CA. Jean Finnacy is phenomenal. She runs the Language, Literacy, and Culture program. It's a private university and kinda expensive, but absolutely worth every begged, borrowed, or stolen penny. *Strategies that Work* was one of our textbooks, we've studied Constance Weaver, Janet Allen, Karen Earnst, Sandra Wilde, the Goodmans, Stephen Kraschen, ...You name it. I took lots of classes from Bonnie and David Freeman before they moved to Texas. I had to stop because of money, but I'd absolutely encourage you to look into it, or call them for recommendations in other areas. -- Kim --- Kimberlee Hannan 7th CORE-ELA & WH Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] middle school reading assessment.
You sound like you need a miscue analysis sort of assessment. The Goodman's are the ones to look at, but there are ooodles of folks that have written books about it. Google it. It is a lengthy test. But you don't use it with everyone. You use it with the kids that you know are struggling, but are unsure why. I have found it irreplaceable when I want to know EXACTLY what a student is doing when they read. No IRI or bubble test will tell me this. I know there are folks against it. But once I know where a kid is truly struggling, I can send them to the strategy to help fix it. THAT is what will show up on your numbers test. Good teaching is what will raise test scores... Kim On Sun, Mar 9, 2008 at 11:09 AM, gina nunley <[EMAIL PROTECTED]> wrote: > I have to chime in and agree about the need for multi-assessments. I have > had students who scored high on the SRI (scholastic reading inventory), low > on the state test, and middle of the road on QRI. I use a spread sheet > that has all the data side by side so I can surmise who really needs a > closer looking at. > > In regards to Lori's plea for continuing discussion about middle level > reading assessment I would be thrilled to do that. > > Moderators- Do we need to do this off this site? > > Our campus is trying to create an RtI model and of course progress > monitoring is the hurdle for us. QRI, STAR, SRI are all just to identify > reading levelsthey don't give short term "assessment for learning" > information. > > You know I am on this list because I am a believer in MOT and strategy > work. But I have to be honest...my attempt at using Ellin's strategy > interview bombed. I just couldn't squeeze it in, and then I had trouble > using it in a way that I could bring to campus meetings. > > > What I think is at the core of the progress monitoring dilemma is coming > to agreement on what you want to assess in reading. That then tells you of > course what you will be assessing on a frequent basis. I have to speak the > language of the campus committee but I am trying to avoid target goals like > will build vocabularywho decides that list? > > I'll stop before I babble. Again I'd like to have this ongoing > conversation. Should we find another place to do it? > > > > _ > Connect and share in new ways with Windows Live. > > http://www.windowslive.com/share.html?ocid=TXT_TAGHM_Wave2_sharelife_012008 > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair, ELA Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Guided Reading in Intermediate?
. In answer to your question: I went from 15 years in 5th and 6th to middle school. I still use *Strategies That Work *2nd. ed. (Stephanie Harvey and Anne Goudvis) with my 7th graders. The projects occasionally have to be matured, but the general idea doesn't. My "intervention" group love picture books, and so I use them a great deal to teach from. I do use the basal once in a blue moon. There are some good Gary Soto stories in it. They connect to him easily, because we're in the part of Fresno he's referring to in most of his writing. I feel that the strategies can be overdone and stagnating. We want the strategies to become innate, and they will with time, practice, and discussion. Once my GATE class shows me they have a handle on the reading, I let them fly. The grown up books manage to find their way into our Reader's Workshop at that point. I only use the strategies on an individual basis during individual conferences, to support those who have a need in that area. I refer a lot to *Writing About Reading* by Janet Angellilo. I really like her questioning and discussion about novels. I like stuff by Nancie Atwell, as always good, and Janet Allen is wonderful as well. Some more good middle school age stuff, I have used: *Tools for Thought: Graphic Organizers for Your Classroom* by Jim Burke *Reading Reminders: Tools, Tips, and Techniques* by Jim Burke If I had a million dollars, here's some of the list I'd invest in: I* Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers* (Paperback)by Cris Tovani *Reading Reasons: Motivational Mini-Lessons for Middle and High School (*Paperback) by Kelly Gallagher (Author)* * *Deeper Reading: Comprehending Challenging Texts, 4-12* by Kelly Gallagher These are things I have used as I fine tuned my Workshops. I have had a rough year with curriculum. I am a firm, hardened believer in the workshops format for reading, writing, and history. For the first time, our school has started working with Data Teams that require both formative and summative assessments' be analyzed three times a year. Then we are supposed use that data to focus on certain standards to bring up test scores. Many of you are dealing with this, I know. I found myself literally throwing out the umbrella plans I had meticulously made for the year to make room for these "focus standards." Needless to say, I have been beyond frustrated by this. SO what I am telling you comes from PAST experiences, certainly not from this year's. Nancy Akhaven *How to Align Literacy Instruction, Assessment, and Standards: And Achieve Results You Never Dreamed Possible* was a writer that helped me plan using the standards in a workshop format, without compromising my values and STILL help the kids get the information they need to be successful in testing. I look forward to using her ideas more deeply next year, as I refuse to give up what I feel is best for kids for the numbers game anymore. She works for our district now (hooray!) and I plan to her get in my room soon to do some demos. OK. I'll get off my soapbox now... -- Kim --- Kimberlee Hannan Department Chair, ELA Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Technology Use
*I was wondering what kind of access any of you have to technology in your own classroom or within the entire building? * The district is extremely varied in it's technology availability and usage. We have teachers very well versed in educational technology and a few who are still unsure ow to turn the computer on... My classroom is actually pretty well outfitted. I am piloting a class set of ASUS Eee computers that access a digital portfolio site that is being developed by our district. I have a data projector and tablet. My goal is to become as paperless as possible, using MS OneNote, SmartBoard, and blogs and such. We have wireless internet, but it has to be boosted in some areas. Right now our district is switching to a brand new district servers, which is fouling up the waters...but once the details are done, it should be a great system. *as well as how you use this technology in your own teaching practices?* Now that the kids have access to their own computers, my practices are getting more efficient. We use the tech every day. *Also, is there aTechnology person that supports you and the rest of your colleagues or are you kind of left on your own to figure it all out?* Most of the schools in our district are subject to technology assistance at the district level, slow and often missing completely. I am lucky, our site admin sees the importance of having a good IT on site. *One more question, How do you see technology and its applications for the classroom in the future?* Technology has HUGE future applications IF and only IF teachers are appropriately trained, not just in the programs themselves, but in troubleshooting and basic computer understanding. Even though we have a good IT guy on campus, he is too busy to be able to run to my room every time I have a problem., nor is he a teacher. He has the basics of each program, but not the details a person who uses it a lot. I do have to spend some time "fixing" the kids computers. We have established a routine for what to do if a computer goes down. But I couldn't have done that without many years of computer use on my part. Being taught in an afternoon inservice isn't enough to become computer literate. -- Kim --- Kimberlee Hannan Department Chair, ELA Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] donna skills and strategies
On Feb 16, 2008 12:19 PM, gina nunley <[EMAIL PROTECTED]> wrote: > Donna said> > Message: 4> Date: Fri, 15 Feb 2008 14:39:01 -0500> From: > "Kevin Kleinert" <[EMAIL PROTECTED]>> Subject: [MOSAIC] strategy and > skills> To: > Message-ID: < > [EMAIL PROTECTED]>> Content-Type: text/plain; > format=flowed; charset="iso-8859-1";> reply-type=original> > As a former > physical education teacher, when it comes to skills and > strategies, I > can't help but use a sports analogy. In the game of > basketball a player > must possess certain isolated skills such as dribbling, > passing, shooting, > and a solid defensive stance. These skills are > fundamental and constantly > refined. They in turn need to use these isolated > skills to learn. > implement and pull them all together to apply game winning > strategies of > complicated offensive plays and defensive match ups.> > In reading, their > are many skills one needs such as phonics, decoding, > encoding, using > context clues, identifying narrative elements, knowing when > meaning breaks > down, rereading, reading with fluency, using picture clues, > etc. and in > turn these skills are all needed to implement the strategies of > > inferencing, synthesizing, creating mental images, asking thick and thin > > questions, making connections etc.> > I don't feel my students need as much > clarification on whether it is a skill > or strategy, as much as I as their > teacher, need to monitor and assess my > students' skills and what > strategies they are ready to learn and/or can > apply.> > Am I making > sense?> > Donna Kleinert > > > > This conversation about skills and strategies if always on my mind as a > middle school teacher. I am not so much concerned about clarifying the > differences, as identifying what is worth focus at the middle level. > > I think to do these kids justice I have to decide where I will get the > most return on investment of time and practice. I simply can not make sure > I fix every weakness and close every gap that has grown over the years for > them. I have to decide what is most worth my doing. How have other middle > school teachers addressed this? > > > > > Gina> > > I also have this sports metaphor in my head as I teach. I share it with my kids at the beginning of the year in regards to their reading and writing. I use it mostly to help them see that while we practice a lot as a team, they have to do a lot of their fine tuning on their own. We all come from different places and have different skills. Even I have weaknesses as a reader that I have to work on. So, as a coach, I can only show them the way to throw free throws so much: They have to spend the hours alone practicing doing it over and over, remembering what was told to them and applying it in a way that makes sense to them. I have to tell you, though "I think to do these kids justice I have to decide where I will get the most return on investment of time and practice" is the same statement used by my district's "more bang for your buck." I hate it. I hate targeting particular standards for everyone because it gets more bang... When doctors operate that way, we sue them for malpractice. Each student (as each patient) should be dealt with as they come. I always feel like those that use that statement see us turning out Fords, not people. But with this group, I know I'm preaching to the choir. Kim > > _ > Need to know the score, the latest news, or you need your Hotmail(R)-get > your "fix". > http://www.msnmobilefix.com/Default.aspx > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair, ELA Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] smartboards
I have a tablet laptop and a data/video EIKI "Icky" projector and a large wall. I imagine the projector is the similar. The only thing you can't do without the board itself is go to the wall to move stuff or write directly to the wall. My laptop before didn't have the writing capability, but I just typed stuff. Download the software from the web site. It's free, and give it a try. Kim On Wed, Feb 13, 2008 at 7:56 PM, Debbie Goodis <[EMAIL PROTECTED]> wrote: > Kim, > Do you mean an ELMO computer and projector. I have that. > Debbie > > kimberlee hannan <[EMAIL PROTECTED]> wrote: You can do anything on a > SmartBoard you can do on a chalkboard or a chart > paper. I have TONS of sites but it will take ma couple of days to compile > them from booksmarks and such. I loved mine. However, if you don't have > on, you can still use the software if you have a computer and a projector. > Kim > > On Feb 13, 2008 6:37 AM, Diane Baker wrote: > > > Hi Tami - > > > > I have one in my room...the smartboard will come with software that will > > allow you to access a gallery of activities specifically designed for > > interactive teaching. There is a variety of subjects and grade level > > activities to choose from. > > I have also used a website called rainforestmath with some fun > activites. > > I often will type activities into a word document and you can access it > > directly as well and work with the document interactively with the > calss. > > There is also the option to use the scratch pad, which is a whiteboard > > connected to the computer. Once the lesson is over, you can transfer the > > writing you did to type and save it in a document for later use. > > I hope this helps... > > > > Diane > > > > > > > > From: [EMAIL PROTECTED] on behalf of Tami > > Sent: Wed 2/13/2008 6:42 AM > > To: Mosaic: A Reading Comprehension Strategies Email Group > > Subject: [MOSAIC] smartboards > > > > > > > > I am getting a smartboard for my classroom this month and I was > wondering > > if > > anyone has any experience with them or any websites they could > recommend. > > Thanks, > > Tami > > > > > > ___ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > > > > > _______ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > > > > -- > Kim > --- > Kimberlee Hannan > Department Chair, ELA > Sequoia Middle School > Fresno, California 93702 > > The best teachers teach from the heart, not from the book. ~Author > Unknown > > [EMAIL PROTECTED] > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > - > Looking for last minute shopping deals? Find them fast with Yahoo! > Search. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair, ELA Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] smartboards
You can do anything on a SmartBoard you can do on a chalkboard or a chart paper. I have TONS of sites but it will take ma couple of days to compile them from booksmarks and such. I loved mine. However, if you don't have on, you can still use the software if you have a computer and a projector. Kim On Feb 13, 2008 6:37 AM, Diane Baker <[EMAIL PROTECTED]> wrote: > Hi Tami - > > I have one in my room...the smartboard will come with software that will > allow you to access a gallery of activities specifically designed for > interactive teaching. There is a variety of subjects and grade level > activities to choose from. > I have also used a website called rainforestmath with some fun activites. > I often will type activities into a word document and you can access it > directly as well and work with the document interactively with the calss. > There is also the option to use the scratch pad, which is a whiteboard > connected to the computer. Once the lesson is over, you can transfer the > writing you did to type and save it in a document for later use. > I hope this helps... > > Diane > > > > From: [EMAIL PROTECTED] on behalf of Tami > Sent: Wed 2/13/2008 6:42 AM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: [MOSAIC] smartboards > > > > I am getting a smartboard for my classroom this month and I was wondering > if > anyone has any experience with them or any websites they could recommend. > Thanks, > Tami > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > -- Kim --- Kimberlee Hannan Department Chair, ELA Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] reading workshop
Most of those books were aimed mostly at elementary levels. While the stratgies are fantastic, they can be a bit hard to picture at the middle school level with the middle school departments and times. I would be sure to get a copy of *In the Middle* (Nancie Atwell) and *Seeking Diversity : Language Arts With Adolescents* (Linda Rief). Both are older texts and easy to get cheaply. I'm sure there are more, but these were the ones that really helped me get the vision I was looking for. Kim On Feb 2, 2008 6:20 PM, <[EMAIL PROTECTED]> wrote: > I am looking for a good powerpoint or journal article?on reading and > literacy workshop structures.? The teachers in our building have read > Mosaic, Harvey Daniels, Fountas and Pinnell, and Laura Robb...but we are > still struggling with envisioning what a literacy workshop looks like in a > 6-7 building.?? My principal suggested?I plan a?"workshop" where?teachers > learn about?"workshops."? > What are your thoughts???Thank you! > Joanie in Iowa > ? > > More new features than ever. Check out the new AOL Mail ! - > http://webmail.aol.com > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair, ELA Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] (Mosaic) Differentiating Work Stations
I agree with you, Mary. I taught 5th and 6th until two years ago. I teach 7th now. However, I think if I had the little people, I'd do the same thing, just at their level and model, model, model! They can still make charts and diagrams together with T. They can paste or draw math answers or whatever. They can still write what they learned or questions. I don't expect you would need to "do" a whole lot differently for the little people. Kim On Jan 5, 2008 5:34 PM, Mary Milner <[EMAIL PROTECTED]> wrote: > I google'd Interactive Notebook and got a site that was loaded with > information. A lot of the information was for secondary students or > advanced intermediate students, but I am thinking I can use some of the > ideas in a whole-class interactive notebook. (Yes, I know this obviates > the > whole point, which was differentiation. I've got a different goal in > mind, > though.) I have a blank big book and my students and I can do interactive > writing to record our thinking using things from the Interactive Notebook > format. Obviously it won't be all that sophisticated, but it's another > way > to go at recording our ideas. > > Any thoughts on this that would be helpful??? > > Mary M. > 1st grade/TX > > - Original Message - > From: <[EMAIL PROTECTED]> > To: > Sent: Saturday, January 05, 2008 7:04 PM > Subject: Re: [MOSAIC] (Mosaic) Differentiating Work Stations > > > > > > In a message dated 1/5/2008 7:45:16 PM Eastern Standard Time, mrs > > [EMAIL PROTECTED] writes: > > > > If you research Interactive > > Notebook-type notebook, you will find the notebook itself IS the > product. > > Kim > > > > > > > > Kim, > > > > This looks very interesting. I just googled it and most of the > > information > > appears to be for middle and high schools. Do you have any specific > > information for the primary grades? I do have my students keep a > > notebook in Reading > > class. They have a numbered section at the front where we record > > elements > > of the various genres that they need to know. Then we take notes on > > every > > story. The first two pages is a bubble map for the vocab and then the > > definitions of each vocab word. We also use it to take notes on > > different parts of > > grammar, but not much else. > > > > Rosie > > > > > > > > **Start the year off right. Easy ways to stay in shape. > > http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 > > ___ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe 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. > > -- Kim --- Kimberlee Hannan Department Chair, ELA Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] (Mosaic) Differentiating Work Stations
I have been in this for 17 years. I have whined right next to best of them. I did come to a conclusion though: I was the professional. If I knew my standards well, made sure they saw me use the textbook, I could have the kids do an Interactive Notebook-type notebook, and still follow, to some degree, the philosophy I am firmly grounded in. If you research Interactive Notebook-type notebook, you will find the notebook itself IS the product. Kim On Jan 5, 2008 4:38 PM, <[EMAIL PROTECTED]> wrote: > > In a message dated 1/5/2008 7:23:32 PM Eastern Standard Time, > [EMAIL PROTECTED] writes: > > Whining? Hardly. I am impressed that you are still an educator. What a > Brave New World we lived in. > > > > This is my sixth year of teaching, I started at age 39. I love working > with my students each day, but the paperwork and BS is unbelievable. I > don't > know what it was like to teach back in the good old days like some of my > colleagues, so maybe that is why I am still here. > > Rosie > > > > **Start the year off right. Easy ways to stay in shape. > http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair, ELA Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Differentiating literacy stations
HM does have what they call differentiation strategies in the Universal Access stuff. It's crud. PLEASE understand there is no one "correct" way of differentiating. As a professional, you need to asses what your kids know, and what they need to know. You need to do what THEY need you to do to get them there. I, personally, hate centers and find I spend too much time managing them. So I never did them. Another tip know your grades' state standards inside out and backwards. HM does NOT address all the standards. As you learn the curriculum, you will find what's done well enough and what's just yuck. Some of what you HAVE to teach will have to come from somewhere else, or your AYP will never go up. I spent the last few years of elementary in a situation where the powers that be didn't recognize anything but the text and the workbook as viable materials (gag). I found the textbook squashed both my and the kids creativity. SO, because I am stubborn and because to me a good teacher is an artist not a drill sergeant, I got creative. I also turned to the experts: Donald Graves' Investigating Series, *Strategies that Work* by Stephanie Harvey and Anne Goudvis, *Invitations*, *Transitions*, and *Conversations*, by Regie Routman. I read Janet Allen, Jim Burke, and so on. I just had a limited lens to think through. When I was in a situation where I HAD to use the textbook exclusively (barf) I took the text activities that came in the TE, the workbook (which I refused to use whole class), the word work, etc, and developed WRITING activities and presented them to the kids as menus. Out of seven activities, the needed to choose 4 to do. The writing that was an eeny teeny comment at the bottom of the page was rewritten and expanded to become the focus of the lesson. During the writing time, the kids had to do research through the offered extension activities I knew I had to use the textbook, so I tried to see how to take what the experts offered and apply it to a limited selection of text. It wasn't easy, but I finally figured it out. I used the textbook, but I tried to use it as a common text to teach strategies, questioning, and responding. The year I had to use the workbook, it became homework. I would still divide the 90 minutes into two 45 minute workshops. I would still do a whole group mini lesson based on a strategy, story, literacy term, etc. Send the kids off to work on buddy reading the story, taking notes or searching the text for whatever you want them to do. I would give them a list of response ideas while I would meet with small groups based on NEED, not level. I would gather the kids together at the end to share with me or one another to see how each one tackled the assignment. In writing, I would do the same thing except I would conference with kids individually about their responses and their strategies while they worked on the writing menus. It wasn't what I would have chosen. I fought it at every turn. But I felt like I was giving the kids the best with what I was given to work with. Please don't let this get to you. You will make it work for your kids. We can always help you. Keep writing and don;t get discouraged. -- Kim --- Kimberlee Hannan Department Chair, ELA Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Looping with your class
I taught multiage 4,5,6 for three years not too long ago. Multiage is the stepchild (and I think way more powerful) of looping. I can tell you tons, from experience, but not using statistics. Use my email below and write me privately if you'd like a few of the perks I discovered. Kim On Jan 4, 2008 3:33 PM, Kay <[EMAIL PROTECTED]> wrote: > Happy New Year all! > I realize this question is off topic, but the list has been so quiet > lately > that I can't find anyone's address to email privately. > Does anyone know of a good source for research - if there is any - > regarding > looping with your class? There are two teachers in my school who would > like > to try this next year and would like some info to back up their belief > that > it is good for students. The two teachers involved are currently in 4th > and > 5th grades and plan to present their idea to our principal next week. I > know Lori looped before she became a coach. > Anyone? > Thanks, > Kay in AZ > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair, ELA Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] National Geographic Sets - Ann
If they are the ones I had my last year in elem, they were fabulous! Good topics in both science and social studies with good pics and powerful language. They are written in four Guided Reading levels, each one based on a common theme. One of my favorites was Metamorphosis. One book on the Monarch Butterfly, and the Poisonous Tree Frog. I can't remember the others. Each book had some common vocabulary, and a few unique words. The idea was to read their books either separately or together as a group. The kids could then get together in heterogeneous groups and could discuss the theme through the topic of their book. You have choices of which direction you want to take it. They have several worksheet choices, most of which I never used, but they were there. Hope that helps. -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] ADVICE Needed: ELA/SS Core (long)
I am teaching World History along with Language Arts this year, keeping the kids two 54 minute periods. My goal was to teach Reader's Workshop three days a week and History/Writing Workshop two days a week. This has been a dismal failure. Then I came up with the idea of alternating narrative and expository text structures using the History standards as the topics for the expository genres, thus staying on the same topic for a couple of weeks at a time. But I see there is no consistency or predictability to build on. Has anyone successfully combined the workshops and standards for both subject in a logical sequence that makes sense? In addition, our school has begun to do data teams. This consists of a formative test and a summative test about three times a year. If we weren't already testing 12-15 days per school year, I would find a use for this because we do disassemble the tests into something we can use to plan. We GO OVER each and every item on the test with the kids. At least the kids know what they missed and why they missed it. We choose 3 specific standards (Focus standards) to deeply teach the kids each semester and those change as we see where the kids have gaps. I need feedback. I can use picture books, strategies, the text, and or any other useful text to teach. I thought I could center in on the "focus" standards specifically three days a week and stuff I see the kids need twice a week in my mini-lessons. By incorporating the history, I can teach the language arts through the history. I also would like to increase my collection of historical fiction to persuade more kids to learn facts embedded that way. But short of adding another 10 hours to the day, or just put the cot in at school, I don't know how I can plan for all of that. Has anyone combined the standards of history and ELA? May I see a sample of how you pulled it off? I am getting very discouraged. I makes logical sense in my head, but I can't seem to make it work on paper. Kim -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] ar
I guess I figure this: The schools I have been teaching at in the last 10 years have had teachers that contend that reading books in class is a complete and total waste of time. AR has been a compromise between reading real books and textbooks. While I don't need to use it myself to entice kids to read real books, teachers without the training and experience to enamor kids to read real texts can use the (stupid) trinkets to the same ends. I am like you , Laura. I can think of so much worse... kim On 9/2/07, Laura Cannon <[EMAIL PROTECTED]> wrote: > > AR was one of the first programs that got kids out of the basal-workbook > style of teaching reading, three reading groups placement in the basal by > your reading level and reading through the stories one by one. It got > kids > into the library and reading their books-not just keeping them in their > backpacks to turn in on library day. It was the first that I know of that > said kids must be given time in class to read-read, not mark worksheets or > complete a reading workbook. It is not the end all of teaching reading, > it > is another tool that a teacher can use. I fail to understand the > "hatred" > or "evil" label attributed to it. > > Laura C > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Accelerated Reader/trapped?
Joy, While I do understand your feelings, I must say I'd rather have the AR police at my door than HM police, or the OC police, or the Reading First police. In my experience with it, AR does expect the kids to read for long uninterrupted periods of time, with books (supposedly) at their level, with books they CHOOSE, has stupid little quizzes that mirror the STAR tests we give at the end of the year. It gets real books into kids' hands where perhaps there would be none allowed. There is still a great deal of good teaching you can do with it. You can, in fact, conference on those books, put together book studies, test on class read alouds, use partner reading with those books, do extensive responding or writing about the books that can incorporate deeper thinking. Books can be started and abandoned. If a book isn't exactly the best of books the kids can learn to think critically and discuss why that book was bad... It IS settling for something less than the ideal, granted, but I can think of SO many better reasons to throw up my hands a quit. Kim On 9/3/07, Joy <[EMAIL PROTECTED]> wrote: > > The folks I feel for are those trapped in a school/system where they are > forced to use it. So what to do in that instance? I've said that I'd leave. > Not always the easiest thing to do. So, in the meantime, the mortgage has to > be paid, families have to eat. What do you do until you can find another > position, or what do you do if you are in the "perfect" position, other than > being stuck with AR? > > This is where knowing your administration and their limits comes in > handy. I'm not suggesting that anyone be insubbordinate, but you have to > know your work environment. Do you have a good open relationship with your > administrator? How much fidelity do you have to show to the program? How > closely are your grades going to be scrutinized? (At my old school AR > results were viewable by the principal as were our computerized gradebooks.) > > Are you able to close the door and teach, or are the AR nazis going to > be at your door? Will you have to train your kids to pull out AR books > everytime someone comes to the door? Can you do Lit Circles and have > everyone take the test on that book? Can your students keep reading response > journals? > > Granted, this makes your job a bit more challenging, but if you're like > me, you'll want to do what's best for your students. If that means double > dipping, then that's what I'd do. > > > > > Joy/NC/4 > [EMAIL PROTECTED] > How children learn is as important as what they learn: process and > content go hand in hand. http://www.responsiveclassroom.org > > > > > > > > > > > > - > Got a little couch potato? > Check out fun summer activities for kids. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] ar
I have had access to AR for probably 10 years, but I refused to use it because I found it extremely limiting. The software the schools had was several years behind the newest books. It was frustrating to have the kids bring me a brand new book and I would have to say there was no test for it. BUT at my new school we are switching over to the internet version this year with its thousands of books and quizzes. I will not use the quizzes for my grading, but the school itself will have prizes. If they want to compete for those prizes, fine, but I will not push it. I will still expect responses for the books they read, regardless of whether they pass the quiz, since the quiz is level one question (right in the text). Unfortunately, at my level (7th) the kids can't use the book for the quiz. Their time is part of the score. Kim On 9/1/07, Laura Cannon <[EMAIL PROTECTED]> wrote: > > I have used AR for about 14 years and I would definitely agree with Bill, > Laura and Cheryle. I have a student teacher at the present time that used > AR in fourth grade and she loved it. It is an excellent supplement to a > reading program, holds kids accountable at the base level of comprehension > and is motivating even without rewards. Although, I think rewards can > have > a place, especially when working with low level readers and or > economically > underprivileged students who love little trinkets and don't read well > enough > yet for reading to be its own reward. Something a little extra helps that > motivation. I set goals every three weeks and set them low enough that > students can easily meet them and have time to read other books, or they > can > write a short report or some other type of activity for a non AR book to > make it count, or I write a test for the book. There is also a way to get > tests from the website-I think it is rather expensive-but then every book > AR > has a test for is available. Our school may do that next year. I do take > grades from tests. We are required to take grades on a regular basis from > grade level TAKS type assessments and below level students can score very > low on these, especially at the beginning of the year. AR reading is done > on their reading level so AR grades pull up their average. I meet > individually with my students to set goals and discuss whether they have > been met at the end of three weeks. It is a great individual conference > with my students about their progress and interests in reading. We don't > just set goals on points or number of books we set individual goals-like > let's try a chapter book next time or two nonfiction books. > > Laura Cannon > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Audio units to save teacher's voice/Off Topic
Hello, I got one very similar to that a year or two ago. I only use it for times I have lost my voice, allergy season or cold season. It was only $45.00 at Radio Shack. I find it distracting because it makes my voice sound funny, but it is effective. Kim On 8/14/07, Stephanie Sanchez <[EMAIL PROTECTED]> wrote: > > I had never thought of using on and was curious. I searched online for > something that would work on a teacher's budget. This is what I found! > > > http://www.schooloutfitters.com/catalog/product_family_info/cPath/CAT1_CAT21/pfam_id/PFAM645 > > Debbie Goodis <[EMAIL PROTECTED]> wrote: > Does anyone have any experience with wireless P.A. systems for > classrooms? I have a problem with the amount of talking I do and I'm looking > for a system. I can't seem to get anywhere on the web because I don't know > the exact name of the product. > Thanks in advance > Debbie > > > - > Boardwalk for $500? In 2007? Ha! > Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! > Games. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe 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. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] cloze activity
Ok..I was thinking chickens... Kim On 7/24/07, ljackson <[EMAIL PROTECTED]> wrote: > > Okay, so why I am thinking this going to turn out to be about > chimpanzees??? > > Lori > > > On 7/24/07 3:40 PM, "ginger/rob" <[EMAIL PROTECTED]> wrote: > > > My husband attended a workshop today where this cloze paragraph was > used. > > See how you would complete the sentences. More later. > > Ginger > > moderator > > + > > The questions that parents_ face as they raise children from > >infancy to adult life are not easy to answer. Both > >fathers and mothers can become concerned when health problems > > such as colic arise any time after the early stage to later > > life. Experts recommend that young children > > should have plenty of sunshine and nutritious food for healthy growth. > > Boys and girls should not share the same bed or even > > sleep in the same room They may be afraid of the dark. > > > > > > > > ___ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > -- > Lori Jackson > District Literacy Coach & Mentor > Todd County School District > Box 87 > Mission SD 57555 > > http:www.tcsdk12.org > ph. 605.856.2211 > > > Literacies for All Summer Institute > July 17-20. 2008 > Tucson, Arizona > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Following Lesson Plans & Round Robin Reading/Shared Reading
RE: TA's and SUBS Following Lesson Plans I have had subs that don't follow lesson plans. I make sure they don't return. I am the write up queen when it comes to subs, but the teachers want the names of my subs all the time. Your TA should be following the plans you leave. She/he has no business making changes. We are the ones who have to stand up for what we think is right for our kids... As far as round robin goes...I don't do round robin reading per se...I do read aloud mini-lessons early in the year. It's part of the voices I want to have the kids hear in their heads as they read. I often read characters in (horribly fake)Southern, British, accents. I explain that when I see the character in my head, that's the voice they speak. When I read aloud, that character has to have as close to that voice as I can reproduce. We talk about what makes a good reader interesting to listen to as they read aloud. We discuss polite ways of prompting IF correcting needs to be done at all. This leads up to whole class community (shared) reading. I do community reading with all the kids having the novel and following along. I train them early in the year to just jump in and read when they are ready. No warning, they just start. It does interrupt, but after a couple of days practice, it works. It may take a word or two overlap, but I'll back off and let them read. The kids learn to pause at the end of long passages or when they are tired of reading, so someone else can pick it up. At first, I'll pick it up between readers, then soon they are doing this with for each other. It's like passing a speaking stick without the stick. Some kids read one paragraph, some a page. If some never want to read, so be it. If they choose to read and need some coaching, I'll coach. Then everyone gets to hear the on the fly mini-lesson. By the end of the year the process is almost magical. I hear them using this process in small groups. You hear kids who would never have taken the risk actually try. You hear reading aloud without interruption except for the occasional "You go ahead." or "Excuse me." I am blended into the woodwork, and they are reading aloud by themselves. -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Students who don't learn to read
Our district does that with the Reading First mentality, especially in the primary grades. When the literacy coaches (reading police) come around all in a certain grade level need to be on the same page. At my last school the Reading First folks from the state told the teachers that they should be able to go from room to room and see the same lesson. The teachers are expected to carry the TE around with them and be referring to it. One teacher at my last school came in one morning and the furniture had been rearranged by the lit. coach because she didn't agree with the teacher's philosophy. We, as teachers, are being set up for failure. In my 5th and 6th grades, I got sneaky, keeping two set of lesson plans. I taught the kids the strategies and the importance of reading. I used the text for mini lessons only. I kept the textbooks on the table and taught the kids to pick them up when the admin. came in. I finally had to escape elementary to get rid of that. Ironically, in now in 7th grade, I see the results of that sort of teaching. The kids get have a horrible time reading and comprehending, among many other bad attitudes. We won't even discuss writing. Please remember that it is not your fault that you can't meet the needs of your kids. The politicos that sit in the cushy chairs don't have a clue. We cover their butts. Since there is no trust, they give us the script, just so they can say they did everything they could. It has to be the kids' fault they aren't reading, or the teachers' fault. It certainly can't be the program's fault. Everything you say is true. And yes, any monkey off the street can follow the script. How do we fight this? We keep up the good fight. We get the kids to read and LOVE it. We point out to the parents what works and get them to watch their children. We get on the committees and leadership teams. We go to the board meetings at the district and state level. We get our voices out there. We talk to people. Try to convince them to change their votes. We keep reading and stay on top of the current research. Stay informed. kim On 7/21/07, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote: > > > In a message dated 7/21/2007 8:13:36 AM Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > Wow! I thought we were the only school that heard the word "fidelity"! > Not > only that, but we are required to keep the teacher's manual with us at > all > times. > > Not only I'm I not meeting the needs of 90% of my students but I feel I'm > ZAPPING the joy of reading right out of the students - all of them! > > Cathleen > > PS I hate blue dots! (You know, from the teacher's manual that tell you > when to stop and talk.) > > > >From Jane: > That is AWFUL!! Why pay someone with a teaching degree? It sounds like > they could hire people who don't even have a diploma as long as they can > read > the teacher's manual. > We have new standards in SC and I have spent many hours this > summer revising > my curriculum (also incorporating more of the comprehension > strategies) and > loving every minute of it! I am totally on my own to teach as I want as > long > as I cover the standards, and there is really no one paying > attention that I > do that! I really feel for those of you who are not allowed to make the > curriculum your own. I feel for your children, too. Through no fault of > your > own, you are not allowed to meet their needs. Jane in SC :-( > > > > ** Get a sneak peek of the all-new AOL > at > http://discover.aol.com/memed/aolcom30tour > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] The whining thread!
I'm with you , Bill. Not only are we the "teachoholics," we are often the ones that keep up the positive attitudes. That gets very difficult once in a while...very heavy. Once in a while, we all need our 12 step program. I also delete things I don't want to read. Everyone has the right to vent sometimes. Vent away folks. Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Combining reading, writing, and history standards
Thanks, all of you for your help. I will be reading from all of the information. When I taught sixth grade, I combined subjects, but not with the precision that I will need to for the standards to be well covered. kim On 7/18/07, Linda Lavoie <[EMAIL PROTECTED]> wrote: > > HI Kimberlee, > All content teachers are required to integrate and document the > integration > of all reading, writing and when possible math standards. My district has > adopted the National History Standards 5-12 as the guide to use and we are > currently working on a k-12 curriculum that will include all literacy > areas. Rhode Island has not adopted standards for History/Social Studies > yet, so each district is struggling through that process. This is the > site > for my states department of ed., lots of good ideas and/or at least a > place > to start. Sorry I can't attach our curriculum for you but it is not ready > at > this time. > > This is Rhode Islands http://www.ride.ri.gov/Default.aspx > > Connecticut also has a pretty good site > http://www.sde.ct.gov/sde/site/default.asp > > and I refer to Maryland's site a lot for curriculum ideas > http://www.marylandpublicschools.org/MSDE > > http://www.chariho.k12.ri.us/teach_learn/standards_based_classrooms.htmSome > thoughts to help with a mission and vision statement for your department > > Linda > > > > > On 7/18/07, kimberlee hannan <[EMAIL PROTECTED]> wrote: > > > > I am sitting down with a few teachers in my department soon to put > > together > > three sets of standards: reading, writing, and history. I have empty > > page > > syndrome. I hardly know where to start. Do any of you teach both ELA > and > > History with a combined set of standards. What does that look > like? How > > do > > you do it? Do you give them equal time or do you emphasize one or the > > other? > > > > Any ideas or opinions? > > > > -- > > Kim > > --- > > Kimberlee Hannan > > Department Chair > > Sequoia Middle School > > Fresno, California 93702 > > > > > > Laugh when you can, apologize when you should, let go of what you can't > > change, kiss slowly, play hard, forgive quickly, take chances, give > > everything, have no regrets.. Life's too short to be anything but happy. > > > > [EMAIL PROTECTED] > > ___ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Combining reading, writing, and history standards
I am sitting down with a few teachers in my department soon to put together three sets of standards: reading, writing, and history. I have empty page syndrome. I hardly know where to start. Do any of you teach both ELA and History with a combined set of standards. What does that look like? How do you do it? Do you give them equal time or do you emphasize one or the other? Any ideas or opinions? -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Complacency vs. Implementing What I've Learned
The quote "in my experience" means exactly that. Over generalizing doesn't apply to my personal experience, not will I apologize for that experience. I am glad you are so with it and up to date. We have some folks in our union that are the same way, and they fight hard for what's rightfully ours. IN MY EXPERIENCE you are (all) a rare exception. Read what I said. I wasn't bashing the likes of you. I was bashing those who aren't like you and use their involvement with the union to cover their butts. It is those who have made it difficult for the rest of us who want to make changes that would be positive for kids. Kim On 7/18/07, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote: > > I am seriously offended by these recent emails. I am a union leader in > both my state and local chapters. I am also a very dedicated teacher. I > have taught for more than 20 years and work hard at my profession to stay on > top of new ideas and methodologies. Be careful about over-generalizing on > this topic. I am currently fighting a reprimand for insubordination because > I supplemented the basal curriculum with something that was not suggested in > the text; I shared music from a gospel/blues singer, Mahalia Jackson, after > the students read a story about her. I fight for the contract because it's > an agreed upon understanding between the district and teachers. If we don't > stand up for our rights, someone else, namely administrators, will require > us to do whatever they want. I have no doubts that I was targeted because I > speak up, ask questions and am a union leader. Take a look at your > district's history. Many of the benefits you receive now is because > previous teachers fought f > or them. > > Michele > Salem, Oregon > > -- Original message -- > From: "kimberlee hannan" <[EMAIL PROTECTED]> > > I so agree with you. The bad apples ruin the basket for > everyone. Believe > > me are bad and vindictive principals. I know first-hand. Those of us > that > > are teaching for June, July, and August "(and we know who WE > are)," seem to > > also be the ones who are the most involved in the union. Now I am NOT > > bashing the union. I have great respect for the folks who protected me > when > > I needed protecting. But in my experience, the ones who go ballistic at > > meetings, picket when a member of the school board farts, and quotes the > > contract chapter and verse, are the ones who wouldn't have a job without > > their involvement in the union. > > Kim > > > > > > On 7/18/07, Debbie Goodis <[EMAIL PROTECTED]> wrote: > > > > > > I always thought that WE (the teachers in general) who do NOT do our > jobs > > > adequately (and we know who WE are) are the ones who are really the > reason > > > the powers that be "tell" us what and how to teach. I saw it in Head > Start, > > > when there was an arrogance among some teachers to relax and not go > the > > > extra mile, I think around the same time it became unpolitically > correct to > > > fire people or write them up based on poor job performance. Suddenly, > we > > > couldn't find a way to get rid of the bad or dead weight and so we had > to > > > force them to do the job by making them conform to a "program" of > teaching. > > > I used to direct centers and it was very difficult to let a teacher go > > > (preschool, not public) because of the "liability." And we all know > how > > > difficult it is to get rid of teachers in public schools. The unions > mostly > > > protect the slackers, it seems to me. (I do realize there are bad and > > > vindictive principals, too) I would be curious to know if anyone > thinks I'm > > > way off base here, or if > > > this might be part of the picture. > > > Debbie > > > > > > > > > > > > > > > ----- > > > Building a website is a piece of cake. > > > Yahoo! Small Business gives you all the tools to get online. > > > ___ > > > Mosaic mailing list > > > Mosaic@literacyworkshop.org > > > To unsubscribe or modify your membership please go to > > > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > > > > > > > -- > > Kim > > --- > > Kimberlee Ha
Re: [MOSAIC] Complacency vs. Implementing What I've Learned
I so agree with you. The bad apples ruin the basket for everyone. Believe me are bad and vindictive principals. I know first-hand. Those of us that are teaching for June, July, and August "(and we know who WE are)," seem to also be the ones who are the most involved in the union. Now I am NOT bashing the union. I have great respect for the folks who protected me when I needed protecting. But in my experience, the ones who go ballistic at meetings, picket when a member of the school board farts, and quotes the contract chapter and verse, are the ones who wouldn't have a job without their involvement in the union. Kim On 7/18/07, Debbie Goodis <[EMAIL PROTECTED]> wrote: > > I always thought that WE (the teachers in general) who do NOT do our jobs > adequately (and we know who WE are) are the ones who are really the reason > the powers that be "tell" us what and how to teach. I saw it in Head Start, > when there was an arrogance among some teachers to relax and not go the > extra mile, I think around the same time it became unpolitically correct to > fire people or write them up based on poor job performance. Suddenly, we > couldn't find a way to get rid of the bad or dead weight and so we had to > force them to do the job by making them conform to a "program" of teaching. > I used to direct centers and it was very difficult to let a teacher go > (preschool, not public) because of the "liability." And we all know how > difficult it is to get rid of teachers in public schools. The unions mostly > protect the slackers, it seems to me. (I do realize there are bad and > vindictive principals, too) I would be curious to know if anyone thinks I'm > way off base here, or if > this might be part of the picture. > Debbie > > > > > - > Building a website is a piece of cake. > Yahoo! Small Business gives you all the tools to get online. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] reading conferences, a bit long
I would do that too. I made a bunch of stickies with Pass This Out on them. Slapping them on a pile. It's great the way they pick up the routine. Also, when I pass back notebooks, I spread them out on the floor. I put on some music with a beat. It's a fun way to start the morning, walking around searching for yours. I always laugh when these big kids come in with, "AWWW, Ms. Hannan!!!" Kim On 7/17/07, Debbie Goodis <[EMAIL PROTECTED]> wrote: > > Elisa, > As I read different ideas from the list serve and in the book, On Solid > Ground, I learned that the students have their own notebooks. They have the > responsibility of using them during reader's workshop. I did this a little > last year. Each child had a Reading Response Notebook and they had to > respond to one title per week. They kept this notebook in their book box, > and brought it to reading conference. I feel like I "got my feet wet" last > year with regards to Reader's Workshop and now I'm ready to have a more > involved program. So, the notebooks this year will be like I read in OSG. > They will respond to text in the notebook, keep track of genres they read, > keep track of words they need to learn to spell and I will use the book to > write comments for further practice with reading strategies, running records > and I'll use all this information WITH them as they practice the strategies > in Independent Reading Time. Now, if they are the one's who must get their > book out before > reading workshop, bring it to me, use it during workshop and then return > it to the basket in the library, I think there will be more of a chance that > it won't fall by the wayside when things get busy, because you know how > second graders can be about routine.you couldn't change anything without > a room full of comments...they'd keep you on track. > > I use kids often to keep me on track. whenever I have an important paper > to hand out the next day, I just put it on one of the student's desks. Don't > you know that when that student comes in the next morning the first thing he > does is bring the papers to me and ask me what he should do with them. Of > course, I tell him to hand them out!! Problem solved! > > I guess I'm going to try to use this great energy more often, to my > benefit this year. > > Debbie > > > - > Pinpoint customers who are looking for what you sell. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Publishing Kids' Writing
One of the things I'd like to begin next year is the opportunity for my kids to publish their writing to the outside world. I have a few basics that I want to try, local stuff. But I feel that's a part of my program that's been sorely lacking. I'd like to have many different FREE resources to offer. Are there any websites, magazines, companies that you use to publish kids' writing, stories, letters, book reviews, poetry? -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] OT: complacency and keeping this conversation afloat
>>>In reality I know (and read here) that many of our colleagues are being corralled into addressing the basal and only the basal and it is such a sad commentary on the complacency of our profession that we are not kicking and screaming louder at some of the atrocities (like removal of all books but basals?).<<< My old principa would see my 6th graders reading a real book. I would get one of the dreaded "see me" notes in my box. After she informed me my kids were faking their reading, I would be lectured about how HM was to be the focus of my teaching. I could quote any statistics, authors etc. It made no difference to her. She towed the company line. After three years of going back to my room in tears, listening to mediocre evaluations, my hair falling out, antidepressants, gaining 60 pounds and wondering what my next career would be, I decided I had had enough. She made a comment as I was walking by her office one day about how we needed to get the "most bang for our buck" and HM is the only focus, I blew. I slammed the books I was carrying onto the table. I yelled at her telling her she didn't now what she was doing. Those kids are the focus. The standards are the focus and she had no business being in education! Interestingly, my district reassigned (read ad FIRED) 19 principals last year. She was one of them. >>>Instead this list works to talk about the classroom and to help each other out in the classroom the best that we can despite whatever roadblocks we each have within our teaching systems.<<< >>>That way our talking would not interfere with the purposes of the list, but we could keep talking about this and people could bypass these posts if they are not interested? I do not know if this would appropriately address the issue of staying focused versus the issue of free conversation or if it is even needed, but I thought I would jump in and ask the question.<<< We can just mark it OT, so those who don't want to discuss it can delete the conversation. We also don't want to drag ourselves down. This group is a very positive and supportive group. Many of us are in difficult situations, but many of us have been there and can offer suggestions to help. Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Complacency vs. Implementing What I've Le arned
I always felt like I was training my Labrador, Bubba, when I was forced to use the script: Everyone say "a...a...a" "Good boy..." "Sit...Stay...Good Boy." If he was following the program word for word, each and every kiddo was getting what they were supposed to get. What about the kid who can't access what he's "supposed to get" because it's not what he needs? THAT is the CLB of NCLB... Kim On 7/15/07, Beverlee Paul <[EMAIL PROTECTED]> wrote: > > If he was following the program word for word, each and every kiddo was > getting what they were supposed to get. However, it never felt like > teaching to me and now I know why! > > Did it feel a bit more like "Call and Response"? > > _ > Local listings, incredible imagery, and driving directions - all in one > place! http://maps.live.com/?wip=69&FORM=MGAC01 > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Complacency vs. Implementing What I'v e Le arned
Our district has 45 elementary schools and 17 middle schools (at last count). Besides the control issue, I think our district adopts a curriculum because we are wooed due to the size of our district. However, our standards are more and more becoming the focus of our teaching. What used to be a day by day pacing guide based on the textbook is now a map focusing on the standards per quarter and a product demonstrating what that looks like. We still have a few that are uncomfortable with others not using the "adopted" curriculum. But it's focusing more on the standards and not so much on the textbook. I tend use the text for a mini-lesson once in a while, but mostly it sits on the table or in the shelf. Kids will pick it up on their own occasionally. I have to remind folks sometimes that we teach children, not curriculum... -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] reading conferences, a bit long
When I was in elementary, this was my favorite way: I buy a box of mailing labels. Run them through the printer so that each child's name is on them. You can print whatever you want on them. I make my notes on them as I conference with the kids, then stick them on a sheet in a binder with the kids' names on them. I used a notebook once, but it got heavy and fell apart. Once their sticker was used, they were done for that round. You can buy big ones or small ones. I used the 3" long ones. I learned to keep my comments to the point. I didn't do as much conferencing this year with the change to middle school with it's short periods and thousands of children (ok...I exaggerate), but I'd like to go back to that. It makes grading easier, or talking to parents, or sped. teachers. You just take the page and everything's right in front of you. I have had parents take copies of it to go over at home as well. Kim On 7/15/07, Waingort Jimenez, Elisa <[EMAIL PROTECTED]> wrote: > > Well, Lisa that's the thing. I haven't yet found what works for me. > I've tried lots of different methods but I get involved with the kids > and then I forget to jot things down or to check things off > or to write down notes. In the past, the one record keeping tool > that worked best, though it wasn't completely satisfying for me, > was an adaptation of what Nancy Atwell uses: a checklist with > some shorthand to keep track of what kids were doing during writing > workshop. I adapted it somewhat to reading workshop. I should > probably go back to that form and try to make it work better after I > figure out what it is that I want to keep track of. However, one thing > that did work about the Taberski notebooks was having a place for > running records that wasn't a loose sheet of paper. I then enjoyed > discussing with kids what I saw them doing or asking them > what they noticed (need to do more of the latter though). > > If anyone wants to share what works for them, please do! > Elisa Waingort > Calgary, Canada > > Elisa, > > I had to laugh when I read about the On Solid Ground > notebooks...I tried them too...a nightmare for me! :o) > I was mad at myself for spending that money! I wish > they had worked, because I do think it's a really neat > way to keep your records. It is always nice to hear > from another teacher who not completely organized with > paperwork...sometimes I feel like a minority! > > So, what do you feel has worked the best of all of the > methods you've used? > Lisa > 2/3 IL > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim
If I am a proficient reader, reading aesthetically, why would I want to slow down? I think we are so used to hearing about kids that struggle with reading, that we don't take into consideration the proficient reader. Many of my kids are proficient aesthetically, but not efferently. If I were studying the book for a book club, then sure, I would slow down naturally. I would encourage my kids too as well. We read for different purposes, in different ways.If you know you miss stuff, then you are right to slow down. I, personally, would be very frustrated at anyone who tried to slow me down. I would just quit reading. Kim On 7/15/07, Waingort Jimenez, Elisa <[EMAIL PROTECTED]> wrote: > > I agree. Paying attention to your inner voice interrupts the flow of your > reading but it also helps you comprehend better. I think we, the adults, > are so unused to doing this that it feels unnatural. I would like to keep > at it and see if it does make a difference. But, I haven't reached this > goal yet. It's too easy to revert to familiar ways. I want to try to do > more > of that this year because I notice that when I read a novel I often read > it > too fast. I know that I should stop more often to think about my reading. > If I was involved in a reading group, time is a factor here, I think I > would be > more cautious about doing this. What do others of you think? > Elisa Waingort > Calgary, Canada > > but the only time I "hear" any > voice is when I actually think about it. Then it interrupts the flow of > my > reading. > 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. > > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim
I guess it depends on what I am reading. When I am reading a simple novel, I am almost unaware of the words. I tend to read in pictures. If I am studying a book, then I may be more aware, but the only time I "hear" any voice is when I actually think about it. Then it interrupts the flow of my reading. Kim On 7/15/07, Waingort Jimenez, Elisa <[EMAIL PROTECTED]> wrote: > > I think we all have an inner voice we just don't always know how > to identify it or what to do with it. Since reading Mosaic I've had > to retrain myself to listen for that voice and how it affects my > comprehension or lack thereof. And I continue to struggle with this. > Elisa Waingort > Calgary, Canada > > I do. > > Nancy Creech > > They don't have an inner voice when reading silently so > they don't "hear" the miscue in their heads... > > > > > > > > ** Get a sneak peak of the all-new AOL > at > http://discover.aol.com/memed/aolcom30tour > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Nancie Atwell's The Reading Zone
I BELIEVE EVERYTHING WE DO IS INFLUENCED BY THE LENS WE LOOK THROUGH. I ALSO DON'T THINK THERE NEEDS TO BE A MIDDLE OF THE ROAD. I WORK WITH MIDDLE SCHOOLERS. ANYTHING THAT HELPS MY KIDS BECOME EFFICIENT, PROFICIENT, HABITUAL, GOOD READERS...(OR WHATEVER THEY ARE CALLED THIS WEEK), ARE NECESSARY TOOLS FOR ME TO TEACH. I LOVE THE STRATEGIES AS WELL, BUT THEY ARE ONLY TOOLS, A MEANS TO AN END. I GUESS I AGREE WITH ATWELL.. I'M AFRAID THE SOME MAKE THE STRATEGIES THE CURRICULUM RATHER THAN USING THEM AS A TOOL. ONCE MY KIDS HAVE INTERNALIZED A PARTICULAR TOOL, I DON'T CONTINUE TO REVISIT IT, UNLESS I SEE A NEED FOR IT. I HAVE SEEN THE SITUATIONS WHERE THE STRATEGIES BECOME A HUGE HINDRANCE TO THE FLOW OF READING. ESPECIALLY ON THOSE OCCASIONS WHEN I HAVE USED THOSE STRATEGIES TO BE MY ACCOUNTABILITY, RATHER THAN FOR THEM. KIM On 7/14/07, gina nunley <[EMAIL PROTECTED]> wrote: > > First, I apologize if this has been discussed and I missed it. If so just > let me know and I'll search archives. > > I am curious as to the response to Nancie Atwell's The Reading Zone. I > have > not read it, but have read much discussion of its key pointsone being > that she saves any strategy lessons and application for the most difficult > reading. She says she attempted it during Reading Workshop and felt it > was > ineffective and in fact compromised her student's reading experience. > > I am certainly not a person who ever sees things in black or white, and so > I > can make my peace with a middle road. Just curious how dedicated strategy > teachers responded to this book. Gina > > _ > > http://imagine-windowslive.com/hotmail/?locale=en-us&ocid=TXT_TAGHM_migration_HM_mini_pcmag_0507 > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Complacency vs. Implementing What I âve Learned
I'm sure many won't agree with me, but I am going here anyway. This is the questions that's been asked since the dawn of education. People have gotten entire doctorates on this. But here it is from my simple teacher's view. I believe the answer to your question is the almighty dollar. The higher up the food chain you go the less important the kids are and the more important the money becomes. You and I know the score. We are in the trenches and see the little faces every day. We understand that people are all different. The principal sees them even less than we do (usually the ornery ones) and the superintendent only sees the ones we choose to parade in the front. These children are numbers on a page and nothing else. Many with control of the money want to run education as they would a factory turning out Fords. Save money. Do it efficiently. No waste. Everyone in the group gets the same education at the same time. If you don't learn as fast or as well than the expectations, you are defective and pushed aside (thrown into intervention or special ed.). I am so sick of hearing "more bang for your buck" in staff meetings, I could spit. The government and private sector have a different agenda than we do. They want happy little automotons that smile and do what they are told. I know someone who works for a large government agency. He has made it very clear to me on more than one occasion that they don't want thinkers. This agency won't hire anyone who knows too much. They want compliant, obedience-trained people to read the directions and follow them. No creativity, no questions, no challenges. Commercial curriculum is developed with this in mind. Textbook companies thrive on manipulating the numbers so that you will find all the answers you seek in their textbook. We are not professionals in their eyes. Those that sell the books don't want us to be able to manipulate their systems. They want monkeys to be able to use their systems so that they continue to look good and keep making that money. Because they see nothing but numbers, our research isn't always respected. We understand that children are all different and learn at different rates. Numbers can't always appropriately show what they want to see. Nor are anecdotal records easy to manipulate to fit a specific agenda. They need that agenda to continue sucking money our of our districts. Sorry to be so cynical. Did I answer your question? We have to keep fighting for what's right. Those same atomotons that we are educating now are the ones who will be running the world when we get old. If they can't think, reason, and creatively tackle problems, the future is doomed. Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Combining comprehension strategies and basals
It happened here too. Teachers were told to take home anything that wasn't part of the basal program and any materials that weren't with the basal and any real books were removed from the classrooms. No joke. Kim On 7/11/07, Zoe Jackson <[EMAIL PROTECTED]> wrote: > > You have to be kidding about the cart. > Thanks for your suggestion about the scope and sequence. > On Wednesday, July 11, 2007, at 08:14 PM, Linda Lavoie wrote: > > > The scope and sequence of skills in a basal is a good thing.also > > lots of > > ideas and strategies for beginning teachersthese skills can be > > applied to any literature..I am not familiar with the new mcGraw > > Hill > > materials, but they probably have included differentiated instructions, > > suggestions and materials for teachersscope and sequence also > > provides consistency for grade level conversation..it's a starting > > point > > for teachers who have not developed strong instructional skills in the > > reading area...your lucky that your district didn't send a cart > > around > > to "pull" other material from your shelves (that actually happened in > > my > > district), and that you have the 'freedom' to supplement the texts with > > other materials... > > > > On 7/11/07, Zoe Jackson <[EMAIL PROTECTED]> wrote: > >> > >> Although our faculty is familiar with teaching reading comprehension > >> through strategies, they are not yet practiced. The administration, > >> for > >> numerous reasons, ordered McGraw-Hill reading materials for us to > >> begin > >> using. The money is spent. The books are on the way. Who of you > >> have > >> found ways to combine strategies and basal texts? We DO have freedom > >> in the classroom to make choices in how and what we teach, but of > >> course, we will be expected to use the new texts in useful ways. > >> Eagerly awaiting your suggestions, > >> Zoe > >> > >> > >> ___ > >> Mosaic mailing list > >> Mosaic@literacyworkshop.org > >> To unsubscribe 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. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Combining comprehension strategies and basals
When I was forced to use a basal textbook, I used it as a whole group text to have shared reading and to teach the strategies. If you have leeway in how it's used, you can decide which stories are best to teach which strategies. Another way I used it (a long time ago) was to teach the process of a literature study. The kids chose a story they wanted to study in a small group. We went through the process. It was a stretch and I use a real novel now, but in a situation where you have no choice, it can be done. kim Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] The Big Five (in Reading), the NRP and how it has dismepowered teachers
ions, media commentaries, and > promotional literature for various commercial programs. > --- > > > And so, (back to me, Elaine) It is a big mistake to see the research > and that panel's decisions as somehow sacrosanct. It hurts to see so > many teachers turn their power over to a lot of people who are SO far > removed from the realities and the complexities of the the classroom. > The vast majority of the panel were behavioral psychologists, not > teachers. > > As such, they tended to approach reading from a slice > and dice perspective. The research and ultimately the panel's findings > were driven by the methodology. They insisted on research that followed > a medical model experimental/treatment group compared to a control > group. > > This type of research must necessarily cleanse all extenuating > variables from the process. The problem with an absolute insistence on > that medical model approach is that real reading is complex and so are > classrooms and they cannot be reduced to single variables and > then have those hot house conclusions somehow generalized living > classroom cultures. > > Therefore, the panel focused on what could be sliced, diced and > measured and to a great extent, they ignored the complexities of real > kids, and real reading and real classroom life. > > Think about this-- each of those five sections of the report was not > only treated separately in reporting the research-- > at no point were they ever put together. This is a reflection of a > world view that sees reading a set of discrete skills rather than an > integrated process and that is is the view of that largely traditional > panel most of whom never taught a real kid. > > It hurts to say this too, but a lot of what they focused on was driven > by their own interests, to say nothing of their own financial vested > interests. In other words, those five elements that are held sacred > were arbitrary and based on "Let's do this" rather than any objective, > outside research criteria! I wrote the following and was going to post > it but I was worried that it sounded too confrontational or negative. > > Every time some one mentions those sacred Big Five elements, I've been > tempted to post how those elements were actually decided upon. So if > this sounds too nasty, please forgive me. > > > Those five elements were NOT deemed to be essential by the NRP. That is > a myth. I'm attaching part of a commentary written by Joanne Yatvin who > was the panel member closest to the classroom and who wrote the > minority report. I would add, that there were appalling methodological > flaws and unevenness within each section of the NRP as well as across > the subgroups. > > Those panel members as Elisa points out, had not just > their own philosophical, but their own financial stakes dependent on > the research findings. In fact, many went on to become members of > "expert" Reading First panels and essentially mandated their own > products to schools. The huge investigation by the Office of the > Inspector General found appalling conflicts of interest. Reid Lyon > himself --after using his position to pave the way, and blasting > teachers and schools and university teacher prep programs, -- went into > the private sector and set up his own schools of education. > > This is a wonderful list-serve with so many wonderful people on it and > I hate to sully the energetic and sincere discussions here with this > negative reality. But it is that negative reality of financial > interests combined with a lot of arrogance and disrespect for real > teachers that is drives what's "in" and what's "out" Phonics can be > old. Fluency can be sold. Asssessments and scripted programs can be > sold with the collateral bonus that they can control teachers and kids' > thinking-- But ssr is not profitable. > > And yes, as John notes-- watch out when Reading First and DIBELs hit > the middle and high school. It's coming! > > Again, I'm sorry if this is outside the intent of the listserve. To me, > it's hard to isolate comprehension from research, from mandates and > mandates from politics and politics from profit for some researchers. > It's all connected, It's part of the mosaic. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] To Renee and others about complacency
ing > >> to be > >> gone as a profession if something doesn't change. And it'll go with > >> "a > >> whimper not a bang." Too many with integrity and intelligence just > >> plain > >> won't be able to stand seeing that script one more time. They'll go. > >> And > >> the ones left? They'll be the ones who cruise in 10 minutes before > >> school > >> to take up their post and administer the day. > > > > Well, I certainly agree with this, and in fact I would venture to say > > that there are some folks out there who are actively working for this > > to happen. All the writers of NCLB may not have intended this, but it's > > the result. > > > > Those teachers who would speak out need to be supported in staff > > meetings. I can't tell you the number of times I have spoken up, been > > the ONLY one who has spoken up, and everyone else just sits silently, > > so some wackadoodle thing gets pushed through, and then later four or > > five people will come to me privately and tell me they agreed with me. > > > > What is the matter with people? > > Renee > > > > > > "If you choose the quick and easy path, you will become an agent of > > evil." > > ~Yoda > > > > > > > > _______ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe 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. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim
THIS IS THE ONE I HAVE EXPERIENCE WITH: http://www.u.arizona.edu/~kgoodman/emma.html. WE TALKED ABOUT IN MY MISCUE ANALYSIS CLASS. IT WAS A WHILE AGO AND I DON'T REMEMBER IT ALL EXCEPT WHAT I SAID BEFORE. MAYBE SOMEONE ELSE KNOWS MORE. KIM On 7/9/07, Keith Mack <[EMAIL PROTECTED]> wrote: > > The comment about eye movement, well, uh...caught my eye. > > I too read something years back about eye movement. It is very interesting > to watch this and also differences between students and styles. I used to > have students also watch eye movement of peers in group/partner settings. > > It's not really something you can self-evaluate so a good way to get kids > talking (not that they need help with that). But more than that it makes > you > reflect on what it is that good readers do with their eyes. Hopefully > someone on the list has info on research. > > Keith Mack > [EMAIL PROTECTED] > http://www.literacyworkshop.org > > > -Original Message- > From: [EMAIL PROTECTED] > [mailto:[EMAIL PROTECTED] On Behalf Of kimberlee hannan > Sent: Monday, July 09, 2007 3:03 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim > > In my experience, pointing to a word slows a reader down. Contrary to > what > we would think, studies of the eye movement of a reader shows that reading > is not linear, but the eye moves ahead, and back as needed to make > meaning. > I forget who did the studies. > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim
In my experience, pointing to a word slows a reader down. Contrary to what we would think, studies of the eye movement of a reader shows that reading is not linear, but the eye moves ahead, and back as needed to make meaning. I forget who did the studies. I want to say it was one of the Goodmans. If you have a child track their reading, they slow way down because the tracking itself becomes a roadblock. In fact, I discourage reading aloud to oneself and tracking habitually, when reading silently, for that reason. However, since most of the reading we do in life is silent, and if fluency needs to be that important, timing a silent read makes great sense. I just don't know how you would differentiate that from testing...especially with the pressure involved. KIm On 7/9/07, Diane <[EMAIL PROTECTED]> wrote: > > On Jul 9, 2007, at 3:27 AM, RASINSKI, TIMOTHY wrote: > >> Elisa: It very likely is slow and halting during silent reading -- > >> readers who read in a slow an labored way orally, tend to read in a > >> very similar way when reading silently. > >> > > How can we possibly know this? > > > > > An idea: The rate could be found by timing the student as he silently > reads a passage. Pauses would be apparent if the student pointed at each > word as he reads silently. > > Loving this discussion! > > Diane > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Release of Responsibility
>> > >> > >> - > >> Get the free Yahoo! toolbar and rest assured with the added > >> security of > >> spyware protection. > >> ___ > >> Mosaic mailing list > >> Mosaic@literacyworkshop.org > >> To unsubscribe or modify your membership please go to > >> http://literacyworkshop.org/mailman/options/ > >> mosaic_literacyworkshop.org. > >> > >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > >> > > > > -- > > Lori Jackson > > District Literacy Coach & Mentor > > Todd County School District > > Box 87 > > Mission SD 57555 > > > > http:www.tcsdk12.org > > ph. 605.856.2211 > > > > > > Literacies for All Summer Institute > > "Literate Lives: A Human Right" > > July 12-15, 2007 > > Louisville, Kentucky > > > > http://www.ncte.org/profdev/conv/wlu > > > > > > > > ___ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe 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. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Fluency versus Automaticity and comprehension - low readers all Grade
I know you didn't write this to me, but I am butting in, These students are have completed three to four years of Reading First. That is the problem. There is no writing stressed in RF. I totally understand where you are coming from. I think you are absolutely got them on the right track. They sound like they've been "fonticated (read as: Drilled to death with phonics)" but never taught any reading strategies, except skip it. Nor do they have the idea the little black squiggles in front of them are supposed to make sense. You are doing the best thing for them. You have them for only two weeks? You can do miracles with the reading aloud, thinking aloud. I wouldn't try to do too much. Teach the making sense of print as deeply as you can. See if you can entice them to pick up the books on their own. I taught a class of 3rd graders in a five week summer school four years ago. With just what you're doing, the kids went up at least 5 DRA levels. Three went 15 levels. Hang in there. Don't stress on what you can't do. Smiles Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim
I may be speaking out of ignorance, here. But, maybe I need a specific definition of "fluency." In the measured definitions of DRA, HM, or any other testing, I see it as speed. When you time something, speed is a factor. However, as I think about it, to be fluent in speaking a foreign language, say, fluency refers to the ability to make oneself understood in intonation and smooth flow. IF that's the definition, then yes, fluency is crucial. I can hear whether a child understands. In fact I always write in my notes, "reads for understanding" if I hear it. If a child reads painfully slow and monotone, I know we've got a problem. If a child reads so fast I can't understand the words, we also have a problem. Smiles, Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim
I don't have all the research to back me up. I just have several years' experience. Experience tells me that with most kids: When a kid understands what he/she is reading, fluency shows it. I use myself as an example. I see fluency as a performance. I have always told my kids I was a frustrated actress, and my novel or book is my chance to perform. With experience, as Tim said, with poems, songs, discussions, etc, the fluency is unavoidable. I feel reading a nonsensical passage, reading a passage cold, and timing a kid reading adds undue pressure on the reader and does not give an accurate measure of anything. The comprehension is the goal. I make silly metaphors between something the kids relate to and reading. So I do it automatically. Reading I think of as similar to learning to skate. At first I'm slow and awkward. With time, coaching, practice, and a few falls, I get better. Pretty soon I am smooth, fast, and efficient. Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim
I HAVE A SIMILAR PROBLEM IN MIDDLE SCHOOL WITH OLDER READERS. THEY ARE SO CONCERNED ABOUT HOW THEY SOUND, THEY TOTALLY MESS UP THE TEXT. WHEN I READ ALOUD, I OFTEN AM THINKING ABOUT SOMETHING ELSE, AND I READ WITH ACCENTS AND VOICES. I HAD A KID TELL ME LAST YEAR (A VERY GIFTED READER) THAT HE HATED READING ALOUD BECAUSE WHEN HE READ TO HIMSELF HE READ PICTURES, NOT WORDS. WHEN HE READ ALOUD, HE COULDN'T THINK ABOUT ANYTHING BUT HIS WORDS AND HIS NERVES. I AM OF THE OPINION THAT AS READERS, WE LEARN TO READ AT DIFFERENT SPEEDS AS WE NEED TO. I READ A NORA ROBERTS (A SECRET HOLIDAY OBSESSION FOR ME) MUCH FASTER THAN I READ ONE OF MY MASTER'S TEXTBOOKS. I DON'T PUT MUCH CREDIBILITY INTO THE NEED TO HAVE THE KIDS READ AT A CERTAIN SPEED. I NEVER EVEN TIMED KIDS WHEN WE DID THE DRA (LUCKILY, I WASN'T CHALLENGED ON IT). AS LONG AS THEY COMPREHEND, WHO CARES. MANY OF MY EL KIDS READ PAINFULLY SLOWLY, BUT WHEN IT COMES TO DISCUSS, THEY UNDERSTAND OFTEN BETTER THAN MY 'FASTER' READERS. I WOULDN'T WORRY ABOUT IT TOO MUCH. THE GOAL IS TO MAKE MEANING. IF THEY DO THAT, THEY ARE ALREADY DOING FINE. imho. Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim
I WOULD TEST HIM WITHOUT THE FLUENCY PART. IT ALSO TAKES THE PRESSURE OFF OF HIM AND ALLOWS HIM TO RELAX. YOU MAY FIND HE'LL DO BETTER. KIM On 7/7/07, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote: > > I really think that he has a processing problem. He had a difficult birth. > No one has been able to get to the bottom of his problem but during the > year, I > pretty much gave up on the fluency part and concentrated on the > comprehension (even though others were still worried about the fluency > part because he > score so low on his DRA) After reading your posts, I feel like I did the > right > thing! Thanks > > Sue > > > > ** See what's free at > http://www.aol.com. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] run on sentences- was Sentence Combining
I have them read that section out loud. They begin to hear the big stops (period) and the little pauses (commas). I used to call it a "self" conference. I don't even try to explain the rules to them. They will never catch them all, but neither do I initially. It's the repetition that makes it work. With all the reading we do and writing we model, they pick up most of their mistakes really fast. I also discourage the "don't worry about spelling and punctuation" during freewrites and drafting. I encourage them to use their best spelling and grammar as they compose to (hopefully) avoid some of the terror of revision. Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Sentence Combining
The prof who demo-ed it went from the smaller pieces to the larger piece. She took her sentences directly from the kids' writing. The one she took from the novel made the meaning scaffold in a way, adding a new part each round. She doesn't tell the kids where the paragraph is in the novel. They discover it on their own, and the familiarity opens the discussion (I assume). Never mind about the books on the subject. Just hashing it out by telling you folks, I am pretty sure I know what I want to do with it...thanks for allowing me to think aloud. Kim On 7/5/07, thomas <[EMAIL PROTECTED]> wrote: > > So would you call sentence combining the exercise of taking separate > sentences (say either from a predetermined series of grammatical > constructions that you want kids to try out and/or from kids' writing and > you want them to consider variations) and comabining them for various > effects? Just curious about the differencestarting from the smalller > parts and making a whole? > > Or starting with a whole and using that whole to create an experience by > breaking it down into kernel sentences and then having kids experiment > with > putting them back together? Not sure if I made clear that the kids had > not > seen the author's sentences. I broke them down into kernel sentences and > they worked on combining those in various ways which we talked about > before > actually seeing what the author had done. > > Just confused. > > On 7/5/07 5:39 AM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: > > > thank you S ally for your explanation. I would not call this strategy > > sentence combining. It sounds more like sentence innovation-taking a > > sentence > > from a text and making it your own. > > Maxine > > > > > > > > ** See what's free at > http://www.aol.com. > > ___ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Sentence Combining
The way it was presented to us was the prof put a sentence on the overhead. --- The house stood on the corner.. and then showed us another sentence. --- The house was blue. she asked us to combine the sentences. We gave her several. --- The blue house stood on the corner. --- The house, that was blue, stood on the corner. Obviously some were better grammatically than others. She continued: Combine this one with the other. --- The house had a tall fence around it. and we gave her: --- The house with the tall fence on the corner, was blue. --- The blue house on the corner had a tall fence around it. --- The house on the corner with the tall fence around it was blue. She said it was mainly a revision strategy, but I can see it being used for a whole lot more than that. She took a long drawn paragraph from Across Five Aprils. She broke it down into its smallest pieces. We combined it together and discussed the vision we were getting as we dealt with each part. Finally we read the actual paragraph. Not only was our sentence very close to the actual author's, the paragraph made complete sense. She said if we did that with shared novels before we got to the complicated ones, they made much more sense to the kids and they are familiar. I thought there would be books about this strategy. I moved since the CATE conference and the paperwork is in a box somewhere on the back patio. Hopefully, I will find it before may daughters inherit it. Kim Kimberlee Hannan Department Chair Sequoia Middle School Fresno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Where do you get your website?
I have a question. I want to learn how to make and maintain my own website. I want sections for the kids to put their writing, links to blogs, webquests, book reviews, announcements, homework and so on. For all of you that are techies and have your own websites: What groups do you go through? Do you pay? I am aware of a few that offer web sites for free. I don't mind paying a few dollars a month. I could google this but you are my first reference for teachers. Help! -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Sentence Combining
I'll look for those things. Thanks. Kim On 7/4/07, Beverlee Paul <[EMAIL PROTECTED]> wrote: > > Yes, I've used this technique for many years and I still love it. I've > used > it more with second graders, but also with first graders on an individual > basis. > > Wy back when, Bill Martin did great work with this in most anything he > wrote, but I'm especially thinking of the teacher's guides of his Sounds > of > Language series that, I THINK, was published by Holt, Rinehart, and > Winston. > If you can ever get any of those materials, do; they're worth their > weight > in gold. Personally, I've thought many times of Bill Martin the last 5 > years. I'm so glad he was still alive to see that we as a profession > finally caught on to what he was telling us for decades about sounds of > language and teaching kids to read. And I'm even happier that he didn't > get > to see the gigantic 3 and 1/2 decade leap backwards the profession has > made > since his death. > > The other resource that would be helpful for this is to get a high school > teacher's composition textbook. With the background from the workshop you > attended, you will be able to transfer the concepts from that to whatever > level you need. > > Good luck! > > > > I saw a demonstration of this from a professor from Florida (I think) at > the > CATE conference in the spring. It was fascinating how she managed to get > us > to take teeny tiny sentences, like what many of my kids write, and turn > them > into a good meaty sentence very similar to the original in Across Five > Aprils. > > I understand this is NOT a new technique. She used it for revision, ELD > students, and reading comprehension. > > [EMAIL PROTECTED] > > _ > http://newlivehotmail.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. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Sentence Combining
I saw a demonstration of this from a professor from Florida (I think) at the CATE conference in the spring. It was fascinating how she managed to get us to take teeny tiny sentences, like what many of my kids write, and turn them into a good meaty sentence very similar to the original in Across Five Aprils. I understand this is NOT a new technique. She used it for revision, ELD students, and reading comprehension. Has anyone had any experience with this? Kim -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] conferencing
Cool. I will put it on the top of my Amazon WIsh List...I order a professional book or two every month. I can get them used that way. Kim On 7/3/07, Debbie Goodis <[EMAIL PROTECTED]> wrote: > > Kimberlee, > I am reading On Solid Ground right now and she is very explicit on how to > do conferencing. I really think I should have read this book first, but I'm > getting so much out of it now. She's so clear that I'm "getting it." > Debbie > > > > - > Be a PS3 game guru. > Get your game face on with the latest PS3 news and previews at Yahoo! > Games. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Another mosaic: The reading-writing connection
I tried something new last year. I took samples of the writing and word work we did in class, blew them up and titled it "Here's how we learned it..."and made a huge floor to ceiling chart. Next to that I blew up released test questions in writing strategies and vocabulary and mounted it next to that. I labeled it "Here's What it Looks Like on the Test" It amazed me how many kids were able to connect the way we learn with the phrasing on the test. I guess I think about this way: I have never met a person, adult or child, who could read and write well, that couldn't pass just about any reading test handed to them. Good teaching and A LITTLE constructive test strategy is enough. But the good teaching is the key. Kim On 7/3/07, Bill Roberts <[EMAIL PROTECTED]> wrote: > > > - Original Message - > From: "Beverlee Paul" <[EMAIL PROTECTED] > >And we could go a little further, maybe. For > > instance, what happens when the processes fall out of balance, for an > > individual? for a class? for a profession? > > You mean like the state writing tests? I have had major disagreements > with > some of the teachers at my school about this. Some believe that you > should > teach the structure and have the kids basically fill in the blanks. If > you > ever look at some of the actual test examples you will see that GOOD > writing > is NOT a key to a good score, but if you follow the format, you can get a > good score. I disagree with the process and say you can teach the format, > but you should also teach how to be personally expressive and write, not > just for a 20 minute test, but for a lifetime. > > If that isn't out of balance, I don't know what is.. > > Unless it's the teachers who teach how to READ for the state test and show > how to find answers, but NOT how to fully comprehend. There are a few > teachers on staff who believe that bilge > > Bill > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Strategies that work
I studied the first edition pretty deeply in my Master's classes. I have found the 2nd one to be remarkably different. I would get the second one. It is geared a little more toward the issues we face today verses ten years ago. Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Mosaic Digest, Vol 11, Issue 2
Feel better. We are ALL in the same boat. Well, I don't know what state you are in and the standards for your level. SO I will tell you what my experience has shown me happens here. I have always taught 4th grade up. My knowledge of primary is through observation and teacher's information. I have had extensive experience with Houghten-Mifflin and limited with Open Court. CA is Reading First country. Reading First, as some interpret it, is totally phonics based. Teachers here are not allowed to go outside of the textbook and the script to teach any other materials. The phonics is the center of the universe. The belief is that once the kids know the phonics the comprehension comes automatically. That is so not true. Even more not true for second language learners... especially those whose paperwork says EO, but in reality is mom and dad lied, so their kids wouldn't get put into ELD classes. Most of the kids you are getting are what I have heard referred to as "False Positives." They call out the words very well, but haven't got a clue what that word means. They do not need more phonics. These kids don't connect that the funny little squiggles they are looking at are supposed to MAKE SENSE to them. They don't know that they have to write the story intheir minds. They need you to read aloud to them, picture books, novels, expository text. Not just once, but four or more times a day (not a joke). They need to write what they learned. Teach them reading strategies ala Strategies that Work, and Mosaic of Thought among other good ones. They need hours of independent reading every week. They need chances to read an discuss what they've read: Literature circles, Reading Journals, Reading Buddies, Book talks. They need word study options. Nancy Akhavan's new book: Accelerating Vocabulary is a treasure chest of wonderful ways to connect word study to the rest of the day. I hope you have success with these guys. The old they get, the harder it is to help them figure out hoe to catch themselves up. -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] books as presents
Yea, I think you're right. However, in my experience, the older the book looks the harder it is to get the kids to pick up the books off the shelves. Even if I book talk it. Kim On 7/2/07, Bill Roberts <[EMAIL PROTECTED]> wrote: > > Actrually, if you can find older editions of the books from the mid ;70's > or > '80's, they will last longerbetter made. Modern books don't hold up > to > many readings... > > > >> You might also try Scholastic and similar places onlinethey give > bulk > >> discounts so you can buy 25 or 30 brand new books for $2 or $3 each > >> Bill > > > > > > > > > > Just a comment: I have found that the bulk discount books that > Scholastic > >> sells are very cheaply put together. The pages slide out of the middle > >> the > >> first time the kids open the books wide. I have found that if I cover > >> the > >> books with clear contact paper and use a strip of book tape inside the > >> front > >> and back cover where the beginning of the gluing starts, usually the > >> first > >> page or second page in, they hold together a lot longer. They will > last > >> years instead on months this way. > > > > > >If you are looking to spend less money, contact paper is a little > > expensive, but searching out and replacing a favorite book is > >even more expensive. > > > > Kim > > --- > > Kimberlee Hannan > > Department Chair > > Sequoia Middle School > > resno, California 93702 > > > > > > Laugh when you can, apologize when you should, let go of what you can't > > change, kiss slowly, play hard, forgive quickly, take chances, give > > everything, have no regrets.. Life's too short to be anything but happy. > > > > [EMAIL PROTECTED] > > ___ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] books as presents
> You might also try Scholastic and similar places onlinethey give bulk > discounts so you can buy 25 or 30 brand new books for $2 or $3 each > Bill Just a comment: I have found that the bulk discount books that Scholastic > sells are very cheaply put together. The pages slide out of the middle the > first time the kids open the books wide. I have found that if I cover the > books with clear contact paper and use a strip of book tape inside the front > and back cover where the beginning of the gluing starts, usually the first > page or second page in, they hold together a lot longer. They will last > years instead on months this way. If you are looking to spend less money, contact paper is a little expensive, but searching out and replacing a favorite book is even more expensive. Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] ? about 3 min assessment
The DRA has both narrative and expository passages for the kids to read. At least the first edition Intermediate did. Kim On 7/1/07, Deidra & Jim Chandler <[EMAIL PROTECTED]> wrote: > > Are non-fiction books ever used for comprehension assessment? This > question > came up on another mailring. I couldn't think of any books used for this > purpose but I thought perhaps someone on this mailring might know more > than > me. > > (I'm new to this mailring and have been reading posts for some time. This > is > really my first question to ask related to your discussions on > comprehension.) > Deidra Chandler > MA Early Childhood > MultiSensory Structured Language Intervention Tutor > MA Reading ( graduating in Dec. 07) > > > - Original Message - > From: "RASINSKI, TIMOTHY" <[EMAIL PROTECTED]> > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Sent: Sunday, July 01, 2007 8:09 PM > Subject: Re: [MOSAIC] ? about 3 min assessment > > > There is also a Grades 1-4 Three Minute Assessment book. > > Timothy Rasinski > 404 White Hall > Kent State University > Kent, OH 44242 > 330-672-0649 > Cell -- 330-962-6251 > FAX 330-672-2025 > [EMAIL PROTECTED] > informational website: www.timrasinski.com > professional development DVD: http://www.roadtocomprehension.com/ > < > https://exchange.kent.edu/exchweb/bin/redir.asp?URL=http://www.roadtocomprehension.com/ > > > > > > From: [EMAIL PROTECTED] on behalf of Joy > Sent: Sun 7/1/2007 7:23 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] ? about 3 min assessment > > > > OOps! That is what is on Amazon. > > Joy <[EMAIL PROTECTED]> wrote: I noticed the 3 min. assessment book > starts at 5th grade. Is there one that would be good for early fourth > grade? > > > Joy/NC/4 > [EMAIL PROTECTED] > How children learn is as important as what they learn: process and content > go hand in hand. http://www.responsiveclassroom.org > <http://www.responsiveclassroom.org/> > > > > > > > > > > > > - > Looking for a deal? Find great prices on flights and hotels with Yahoo! > FareChase. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > Joy/NC/4 > [EMAIL PROTECTED] > How children learn is as important as what they learn: process and > content > go hand in hand. http://www.responsiveclassroom.org > <http://www.responsiveclassroom.org/> > > > > > > > > > > > > - > Yahoo! oneSearch: Finally, mobile search that gives answers, not web > links. > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe 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. > > -- Kim --- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Corrections/assessment/DRA
Absolutely. My experience is with the DRA with 6th graders. I liked the literature they had the kids read. I also liked the way they had both narrative and expositive. I often used both initially. I found the narrative reading levels two years lower than the expositive...but that's another topic. I usually found if I cheated and did the questions orally and made notes as to the kids answers, they often scored very high. When asked to do the same thing in writing, the kids; scored plummeted. I have found when the kids haven't been taught good writing strategies, even if they are voracious readers, their writing suffers. In my mind, if I have to rely on a written response to determine reading comprehension, then it's a writing test. The skills are absolutely related, but are not necessarily identical, and the difference grows especially as the students go up the grade levels. Kim Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
