Re: [MOSAIC] Mentor Texts
I would love a mentor list for 3rd... - Original Message - From: "Betty Laughlin" To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Tuesday, June 9, 2009 5:04:58 PM GMT -05:00 US/Canada Eastern Subject: Re: [MOSAIC] Mentor Texts I would like a list of mentor texts for 2nd grade too if anyone has one. --- On Mon, 6/8/09, Moyer, Rob wrote: > From: Moyer, Rob > Subject: [MOSAIC] Mentor Texts > To: "mosaic@literacyworkshop.org" > Date: Monday, June 8, 2009, 6:48 AM > We are beginning to write Independent > Reading Workshop Unit sof Study. We are trying to > match grade levels up with Great literature as mentor > text. Does anyone have any suggestions for great 5th > Grade mentor texts? or list of mentor texts by grade > level. > > Rob > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Strategy discussion
Joy- I can help in any way. I just joined this discussion group, so I'm new at this. Gwen - Original Message - From: "Joy" To: "Mosaic" Sent: Tuesday, June 9, 2009 9:31:13 PM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] Strategy discussion I've read the posts about the upcoming strategy discussion, and it strikes me that many of you are looking for lesson ideas rather thanmore forms, templates, or "stuff." I know that we have the best teachers on this list, and this seems like a natural focus for us. I'd like to add that I'd like to hear about specific texts you use with your class. While the strategies work with any text, I'm particularly interested in learning about reading selections used in various grades that provide a clear example of each strategy. (Mentor texts, if you will.) I think it would be great for us to develop a list like this to help teachers who are beginning with strategy instruction. I'd be willing to keep a list of the texts and strategies, anyone willing to revise/edit the list to make sure I don't miss something? Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Running Record/Reading Level Question(s)
Angela- It certainly sounds like your adminster & Literacy Fac. were extremely confused. I'm a third grade teacher and I use DRA as an assessment three times a year. I test in October (i'm looking for level 30, which would be on level if they did so successfully in the independent category), March (i'm looking for 34), and June (38). Any number above would be considered above level and below-below level. Hopefully this helps. The fifth grade teacher should have a training DVD that came with her kit. Check it out... Gwen Original Message - From: "Angela Almond" To: mosaic@literacyworkshop.org Sent: Tuesday, June 23, 2009 9:54:26 PM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] Running Record/Reading Level Question(s) I apologize in advance for this very lengthy and somewhat rookie question. I have been teaching for 6 years. My first year I was told I needed to complete running records on each student. That was it. No kit (didn't even know there was such a thing at the time) and no benchmarks or goals as to what fourth grade students should be reading at. I went into the Literacy Lab and made my own kit, pulling books from the leveled reader library. I did running records on each student 3 times that year with no clear purpose or goal. My second year, a Literacy Facilitator was hired. When I asked her about it, she told me my kit was fine and gave me a guide as to what levels were expected at each grade level. I was told that fourth grade needed to be reading at a level 40 by the end of fourth grade. That said, our leveled readers only went up to Level 40. So I've never been exactly clear as to what was expected of fifth grade. A few years ago, we got a new Literacy Facilitator. She made new levels. Third grade students should be reading at a Level 32 by the end of the year, fourth grade a Level 36, and fifth grade a Level 40. Once again, I thought this was terribly convenient, since our leveled reader library only went to Level 40. Also, she told us to formally assess the students every month. Suddenly, halfway through this school year, our principal decided everyone should have a kit for doing running records. He polled each teacher. K-1 had one kit (not sure of which one), 2-3 had Rigby, I (fourth grade) had my own make-shift kit, and fifth grade had a DRA kit. One was ordered for me. It was Rigby. It only goes up to Level 30 so this year I could have used it on a total of 2 students. I became very confused and began researching. Everything I have seen, says that students should be reading at a Level 38 by the end of third grade. I guess my questions are: Is it normal for schools to be so haphazard with what assessment they are using? What (if they exist) are standard expected levels for each grade? I am unfamiliar with DRA but the DRA kit that fifth grade uses has Level 24, 28, 34, 38, 40, 50, 60, 70, and 80. What about the in-between levels? Our North Carolina End-Of-Grade tests are lexiled. Shouldn't the levels we expect our kids to be reading at match the state tests? I know all of this is very elementary and I should have probably figured this out before now. However, I am very confused about all of this (as you may be able to tell in my ramblings) and have asked all of this to our Literacy Facilitator who keeps telling me to just keep doing what I've been doing. Please help me understand this! If you have any great books, websites, or other resources, I don't mind learning on my own. I just need some guidance because I just can't seem to wrap my mind around this! Angela Hatley Almond, NBCT Fourth Grade East Albemarle Elementary School All email correspondence to and from this address is subject to North Carolina Public Records Law which may result in monitoring and disclosure to third parties, including law enforcement. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Confusing student & RTI
What is his first language? I have a student who is displaying similar behaviors in my first grade class. I just started him and two others on the Fountas & Pinnell's Intervention System for struggling readers. - Original Message - From: "Freida Hammett" To: mosaic@literacyworkshop.org Sent: Tuesday, February 2, 2010 5:43:23 AM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] Confusing student & RTI This child needs help and I am at a loss as to how to go further with him. He is reading with me on a one to one basis every day and is currently half way through the Scott Foresman series for first grade of individual books (used for guided reading). Here is a list of my observations so far: First grade student, second language (been in our school for three and a half years now and the ESOL teacher is also concerned about him), held back in kindergarten. Doesn’t know shorts vowel sounds and some consonant sounds (but can tell me the name of the letter). Sometimes reads well, sometimes doesn’t. For example, couldn’t read the word “have” and after an interruption by another student when reading to me, he returned to the reading and read the word correctly. On target with DIBELS (unfortunately our only resource for reading assessment). Long term memory problems learning sounds unless working on something every day. Able to remember messages to give to parents but not the visual difference between sh and st, for example –but it seems like he is not paying attention to the word and assuming the next word will have the same combination, (Observation from when working on individual words when reinforcing a phonics lesson.) Substitutes words that makes sense but not visually related to the word on occasion, but then he also substitutes words that don’t make sense and are visually related (“of” for “for” as an example). I also have the feeling that he memorizes text by reading it over and over (he reads the book to other students after he and I work on it). One reason for my thinking this is that he puts his finger over the words before he says them, and sort of jerks his finger along the line—almost like taking a quick glance at the word then covering it up—when he reads. My question is what do I focus on to collect information and how do I collect it for RTI? I have never done an RTI and the person responsible for helping at my school has not given any help—she seems not to know herself. The EIP teacher says she will help but then can’t find the time—I’m offering to help her so she can. In the meantime, can any of you wonderful and supportive people help me get started? Do you have any suggestions for strategies to help him? Questions to ask him to clarify what his approach is? THANKS!Freida ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Interactive/Shared Writing
I was wondering if anyone could pass along some ideas for interactive and shared writing. I teach 1st grade and I feel I don't do enough of either activity. I some ideas!!! Please help!! Gwen - Original Message - From: re...@aol.com To: mosaic@literacyworkshop.org Sent: Friday, April 2, 2010 3:54:38 PM GMT -05:00 US/Canada Eastern Subject: Re: [MOSAIC] Retelling Stacey - thanks for the idea. It's like an easy version of Braidy! Thanks to all of you have posted ideas. Greatly appreciated. I began with "what were you thinking/seeing in your movie as you read (this page, this section, etc.). Really helped me to see where the gaps were. Things are looking up for this little one! m. -Original Message- From: STACEY LUND To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Fri, Apr 2, 2010 12:35 pm Subject: Re: [MOSAIC] Retelling Several of our teachers have made retell beads with their class, which is a set of colored pony beads on a ribbon, then used as a bookmark. The beads are strung on so they slide, much like a golf counter. Kids can then keep it in their independent reading book and practice the skill on their own after the teacher has modeled how to use it. Each bead is a different color, representing a part of a retell: Purple-Character(s) Green-Setting Yellow-Problem Blue (three different colors of blue)-3 main events Orange-Solution White-Connection/Reflection/Observation We made an anchor chart for students to refer to as they are learning what each color means. You could also add a picture cue next to the color and story element, especially to support ELL students. Sounds like this student would need LOTS of modeling and help with the blue beads, picking out which events are most important. Depending on the level of student, the white bead can start out as an observation, and build to a connection and reflection. Hope that is helpful! Stacey >>> Susanne Lee 4/1/2010 3:00 PM >>> I would love to know what that organizer was also. --- On Wed, 3/24/10, Waingort Jimenez, Elisa wrote: From: Waingort Jimenez, Elisa Subject: Re: [MOSAIC] Retelling To: "Mosaic: A Reading Comprehension Strategies Email Group" Date: Wednesday, March 24, 2010, 8:41 AM Hi Martha, Can you share the retelling graphic organizer you used? I wonder if that will offer some clues as to why it didn't work for the other child and what to do next? Thanks, Elisa Elisa Waingort Grade 2 Spanish Bilingual Teacher Spanish Learning Leader Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. —Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ Hi colleagues. I need some help. I am working with two little munchkins in 2nd grade. They can both read like the wind, but both demonstrated lots of trouble retelling on the DRA2. We backed up and spent time with lots of pretelling activites, cohesive ties. We read easy books with clear story elements. We sequenced pictures from the story that were photocopied. We did activities to visualize the setting, etc. So far, so good. Then we began working with Vicki Benson's retelling graphic organizer, and for one of the students, it was an Aha moment and his retellings have grown. He's on his way. So I am celebrating his successes. However, the other student is dead stuck in the water. When asked direct questions - who were the important characters, what was the setting, etc., she does relatively well consistently. She does an adequate job retelling with pictures with LOTS of wait time in between her thoughts, but I can't seem to move her beyond that. Any suggestions/strategies you can suggest for me to try would be greatly appreciated. Thanks. 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. -Inline Attachment Follows- ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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
Re: [MOSAIC] {MOSAIC} Small Moments - Fiction or Nonfiction?
I would say small moments are in the non fiction genre, like memoirs. They need
to be true stories from your life. That is a huge part of what makes a story
classified as a small moment.
- Original Message -
From: "Margaret Jones"
To: "Mosaic: A Reading Comprehension Strategies Email Group"
Sent: Thursday, October 13, 2011 10:13:37 AM
Subject: Re: [MOSAIC] {MOSAIC} Small Moments - Fiction or Nonfiction?
That's exactly the situation which is causing me confusion. I thought the Small
Moments children wrote during Writers Workshop and which were then published
would be considered Realistic Fiction, and therefore, fiction. Can anyone else
weigh in to please help me understand this? Thanks!
- Original Message -
From: Janie Rodriguez
Sent: 10/13/11 09:30 AM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] {MOSAIC} Small Moments - Fiction or Nonfiction?
Hi, According to Lucy Calkins ,"Personal Narratives are chronological stories
about one's life." They contain characters, the central character will be the
author. Personal Narratives are focused stories about one moment. Personal
Narratives are a genre of their own. They should be real stories that happened
to the writer. Personally, I would not categorize them as Fiction or
Non-Fiction. When students write fiction stories that may have happened then I
think we call those "Realistic Fiction" stories. I hope this helps. Janie
Rodriguez Writing Specialist Valley Hi Elementary "Writing is Individual, we
must draw from all we know, and feel in order to create something beautiful."
(Heard;Calkins) CONFIDENTIALITY NOTICE: This email message and attached
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not authorized to reveal any of this information to any other unauthorized
person. >>> margie...@email.com 10/13/2011 5:57 am >>> Hi All, I have no formal
schooling in Readers or Writers Workshop but I understand Small Moments to mean
Personal Narrative Writing. What I don't understand is, is it considered
fiction or nonfiction, or could it be either? What do you think? Thanks! Margie
Jones, MLS Media Specialist South Street School 129 South Street Danbury, CT
06482 ___ Mosaic mailing list
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Margie Jones, MLS
Media Specialist
South Street School
129 South Street
Danbury, CT 06482
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