[MOSAIC] Top!Urgent Please
How are you doing? I reallyhope you get this soon. I traveled to UK on a short vacation trip andunfortunately for me the hotel i lodged got caught-up by fire. All myvaluables including cash and cell phones were destroyed during theinferno and the hotel's phone line was also disconnected. I will explain details when i arrive back.Please i need your Financial Assistance to relocate to another hotel and also arrange for my travelingdocuments.Let me know if you can help me out? suzie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Middle school literature
Could members teaching middle school please consider and post book titles most commonly taught with a comment about their suitability for supporting common core standards? Looking to buy more books for our middle school! Thank you ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] persuasive writing + social media
if you go to You tube and type in persuasive speech or persuasive advertisements many different examples come up. This is the link to one that was created by a teacher for third grade. http://www.youtube.com/watch?v=RNEbuQowSY4 There was also some made by students...great choice there. From: natasha domina natashadom...@hotmail.com To: mosaic@literacyworkshop.org mosaic@literacyworkshop.org Sent: Tuesday, 19 March 2013 7:41 PM Subject: [MOSAIC] persuasive writing + social media I was thinking it would be fun to start a unit on persuasive writing (for 4th graders) with a clip from some tv show but I'm totally not up on current shows. Do any of you know any good clips of someone trying to persuade someone else of something? (I do have the book I Wanna Iguana, and plan to use that as well. I'm just trying to branch out and use some pop culture--something new for me.) Thanks! Natasha ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] ELL Asian High school students
What is the level of English I wonder that your school accepts in taking in ELL students? Is there a 'standard' that is being met before students are being admitted? What is the ELL testing before the students enter? It takes seven years for a non-English speaker to develop the level of academic vocabulary to be on an par with native English speakers so yes we are expecting so much if we expect these kids to even sit SATs. There are a number of strategies that you can try in supporting them. The first is to request from teachers key unit vocabulary. The students can then use Google translate to translate the words or some other tool to determine what the Engish word is and to be familiar with it. It would be expected that the school is offering some sort of support in terms of a 'differentiated' instruction program to support these kids. Text books with detailed pictures, diagrams, headings. Where possible diagrams should be drawn on whitebaords with vocabulary and the explanation of concepts. It would be really helpful if the students could have all presentations/slideshows used after the classes and that they be allowed to use IT to record lessons for later review. It is also important that the students are able to discuss their understanding in their 'own language' with each other to build their understanding of what is being taught...and no this does not go against supporting the English program but in the end will support it. If the kids are being taught a 'curriculum' we have to make the arrangements for them to be supported in that the best way. The assessments need to be tailored to show understanding and not English ability. The most difficult task for any ELL student is to speak and you might actually be surprised at how much is understood by the reading but the difficulty is in conveying the understanding. Where possible I would supply the kids with taped books to listen to the language and read, just right reading level materials to work with fluency and there are a never ending supply of websites that could be used independently. I would be strongly encouraging your administration to look at hiring teachers to work with these kids and for there to be an understanding set with parents about what the outcomes that can really be expected are. Good luck!! From: Michelle Parascandola plongsh...@aol.com To: mosaic@literacyworkshop.org Sent: Monday, 18 February 2013 3:10 PM Subject: [MOSAIC] ELL Asian High school students I am a newly hired literacy teacher for a K-12 private school. While I've worked with reading remediation for grades K-8 and occasional work with American high schoolers, this school has had a large influx of Chinese and Korean students in grades 9-12. They are literate in their own languages but their English (spoken) is pretty choppy and their reading levels in English seem pretty low. How can I best support them in the high school English classroom when there are no ESL supports and a strict curriculum to adhere to? Is it realistic to expect them to perform well on SAT's after only 2 or so years here? Thanks in advance for your support! -Original Message- From: mosaic-request mosaic-requ...@literacyworkshop.org To: mosaic mosaic@literacyworkshop.org Sent: Mon, Jan 28, 2013 3:53 pm Subject: Mosaic Digest, Vol 77, Issue 14 Send Mosaic mailing list submissions to mosaic@literacyworkshop.org To subscribe or unsubscribe via the World Wide Web, visit http://mail.literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org or, via email, send a message with subject or body 'help' to mosaic-requ...@literacyworkshop.org You can reach the person managing the list at mosaic-ow...@literacyworkshop.org When replying, please edit your Subject line so it is more specific than Re: Contents of Mosaic digest... Today's Topics: 1. Re: DIBELS online (Amy McGovern) -- Message: 1 Date: Sun, 27 Jan 2013 19:59:08 -0600 From: Amy McGovern mcgovern_amy64042...@hotmail.com To: mosaic listerve 2 mosaic@literacyworkshop.org Subject: Re: [MOSAIC] DIBELS online Message-ID: blu176-w39f585d635284c591faa65e9...@phx.gbl Content-Type: text/plain; charset=iso-8859-1 We use DIBELS 6th edition to progress monitor. It has worked well for us, kindergarten through 5th grade. The Online tool is very nice because it will help you see if what you are doing is actually working. For example, if the data begins to flat line, the online progress monitoring graph marks it with a yellow dot. And if it flat lines too long, the dot will turn red and suggest that a change be made. These added measures help teachers determine if they should increase time, switch the focus to a different skill, dig deeper with other diagnostic measures...etc. Again, as a progress monitoring tool, it has been a helpful
Re: [MOSAIC] Looking for research on using iPads to improve reading accuracy
The following list is my no means exhaustive but there are a number of really interesting dicussions about the use of mobile devices in the classroom. It might not be exactly what you are looking for in terms of research and ELA but my interest in how we use IT to enhance student learning tends to have us moving towards a more child centred/inquiry approach and a shift in pedagogy. Why use an expensive item like an ipad if you are just going to use it the same way you would use a book? How can you ensure that how you use the ipad will enhance learning? Is it only about student engagement? How are you going to tranfer files from the ipad for eportfoliios and as records of student achievement and are you? These are all questions I have grappled with for the past few months. Success with student reading and an IPAD. Well, I will publish my 'independent research study' comparing MAP and DRA in May for two students who were struggling sixth grade readers (DRA Level M/N at the start of the year) and for whom I turned nearly all reading instruction into IPAD reading with specific instruction. apps and expectations. Waiting on permission from parents to post a film of the students discussion on how their reading changed to teacher tube. If you are interested in this and a blog on using IT to support the teaching of ELA please feel free to contact me by email for the link. Papers and posters published re the iPad and mobile devices * Dr. Ian J. Shepherd and Dr. Brent Reeves: iPad or iFad – The reality of a paperless classroom * Jeffrey Brand and Shelley Kinash: Pad-agogy: A quasi-experimental and ethnographic pilot test of the iPad in a blended mobile learning environment * Jacqui Kelly and Judy Schrape: 100 days with an iPad: Lessons learnt and apps acquired * Nathaniel Ostashewski and Doug Reid: iTeach, iDance: Using the iPad in the body-kinesthetic teaching context * Swee-Kin Loke, Mark Lokman, Michael Winikoff, Jenny McDonald, Rob Wass, Maryam Purvis, Richard Zeng, Christoph Matthaei, Peter Vlugter: Lessons in designing sustainable mobile learning environments * Karen M. Scott, Sharon Kitching, Daniel Burn, Marianna Koulias, Dianne Campbell Megan Phelps: “Wherever, whenever” learning in Medicine: Interactive mobile case-based project * Thomas Cochrane and Roger Bateman: Smartphones give you wings: Pedagogical affordances of mobile Web 2.0 * Kathryn MacCallum and Lynn Jeffrey: Identifying discriminating variables that determine mobile learning adoption by educators: An initial study * Henrik Valstad: iPad as a pedagogical device * Norshuhada Shiratuddin and Syamsul Bahrin Zaibon: Local content game: The preferred choice for mobile learning space * Jenny Waycott and Gregor Kennedy: Mobile and Web 2.0 technologies in undergraduate science: Situating learning in everyday experience * Nathaniel Ostashewski and Doug Reid: iPod, iPhone, and now iPad: The evolution of multimedia access in a mobile teaching context * Robert C. Meurant: The iPad and EFL Digital Literacy ~ Robert Meurant has written quite a few papers in this field of study. * Brian Ferry: Using mobile phones to enhance teacher learning in environmental education From: Cindy Brovold cindy.brov...@isd477.org To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wednesday, 18 April 2012 5:08 PM Subject: Re: [MOSAIC] Looking for research on using iPads to improve reading accuracy Your question addresses research; the only research related to technology that I've heard comes from Dr. Marzano and speaks of time allocation. His research reports needing to have students interacting about 75% of the time to see academic improvements. We also need to remember that it is the teacher behind the tool and the design of the lesson that makes an impact on learning, not the tool itself. Most important to consider is the instructional strategies and student interaction when using tech devices. With that said, I did receive a listing of the top five APS recommended by teachers through NEA. You should be able to access the short video clip through nea.org. Here is the list: 1. Fish Schoolhttp://itunes.apple.com/us/app/fish-school-by-duck-duck-moose/id367567459?mt=8 2. The Numberlyshttp://itunes.apple.com/us/app/numberlys/id491546935?mt=8ign-mpt=uo%3D4 3. Facejack http://facejackapp.com/index.html 4. Toontastic http://www.nea.org/tools/tips/toontastic-ipad-app.html 5. Storykit http://itunes.apple.com/us/app/storykit/id329374595?mt=8 Have fun! On Mon, Apr 16, 2012 at 11:22 PM, Pamela Soderquist sodi...@comcast.netwrote: Our school district is offering technology grants this year and my first grade team has decided to apply. After watching one of our 2nd grade teachers embrace technology, doing an
Re: [MOSAIC] fountas Pinnell BAS
Just a question. How long would the written part of the test take place? How much class time is taken (per student) to get through the testing? From: Melissa Kile tchkg...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wednesday, 25 January 2012 12:51 PM Subject: Re: [MOSAIC] fountas Pinnell BAS Jacki, Our school has the FP Assessment Kits (older edition the new). We currently have 2-3 per grade (with 5-6 teachers). We are discovering that isn't enough. We really need one per teacher, since we do our running records at pretty much the same time (beginning/middle/end of year, and as needed for some kids). A few weeks ago, you could see us running up and down the halls getting books from each other. Kind of a pain. It is easy to use, but will take a little longer due to the comprehension conversation. We previously used Rigby's kit, and we just handed the questions to the kids to answer after they read to us. The conversation, which I really like, takes longer. You can count on 10 minutes for Levels A-H, and 15 minutes for the higher levels. We don't typically do the writing portion of the comprehension. I highly recommend 2-3 people on your staff get trained on how to use this kit, either by really studying the CD videos and teacher's guides, or by going to a workshop held by Heinemann. Then, I highly recommend training your staff before they get their hands on the kits. I don't use the data management component, and I don't know if anyone on our staff does. It looks pretty handy, tho. I would say the kits are worth the $350 or so that they cost. As far as I know, most everyone at our school likes them. Melissa/VA/2nd On Wed, Jan 25, 2012 at 4:59 AM, Jacqueline Brick jacquelinebr...@asmadrid.org wrote: Hello, Our school is considering purchasing the latest edition of the Fountas Pinnell Benchmark Assessment System. We are not sure if we need to order one kit per classroom, or one kit per grade level (we have 3 classes per grade level) We currently use Reading A-Z Running Records and correlate them to FP, but want to know how FP kit works. If you use FP: Do we need one kit per grade level or one kit per teacher? Is it easy to use? Do you use the data management component? Any information would be appreciated, as it is a huge expense and I want to make sure it is worth it. Thanks, Jacki American School of Madrid ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive -- *Melissa Kile* Second Grade Teacher, Auburn ES Tasting Room Mgr., Foggy Ridge Cider www.foggyridgecider.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
Re: [MOSAIC] Assessment/Questions about Assessment
How do you use assessment results to improve your teaching and therefore student outcomes? Do you use more than one assessment to assess a specific skill? What do you do when your observations and the formal assessment are conflicting in the information they give? What emphasis do you place on informal assessment and to what extent is it a part of your 'assessment'? Do you review your assessments regularly? Do the assessments give you the information you need? How do you use technology to assist you in your assessment procedures? Do your students have a 'say' in the type of assessments that best suit their particular learning styles? is the same assessement for all students fair? From: Patrice Dimare lamm...@aol.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, 11 September 2011 5:46 PM Subject: Re: [MOSAIC] Assessment/Questions about Assessment Hi Everyone, I am trying to put together a survey on assessment for a course I am taking. We have to come up with questions on assessment. If anyone has any burning questions on this topic, please share. Some examples... * What value do you place on standardized test? *What are the most valuable assessments you utilize and why? *What assessments do you use that effectively inform your instruction? *How do you differentiate your assessment practices? If you have any other wonderings about assessment, assessment tools, assessment practices or assessment validity please share. Thanks! ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Synthesis in 1st grade
The end of the year is at time for celebration Sandra and I want to cut and paste your letter and send it to every teacher in my school. Your letter is proof in the pudding as we would say that you have taught your students to really think about the process of reading and have given them a skill that they will now always carry with them. FIRST GRADERS...wow. This is what being part of Moaaic is, a place to share the reading strategies that have worked, how they have worked and how against all odds they have worked. You should celebrate and wear your new title high on your head to guide and support the reading lives of hundreds of more first graders --- On Sat, 28/5/11, Sandra Stringham sos...@sbcglobal.net wrote: From: Sandra Stringham sos...@sbcglobal.net Subject: [MOSAIC] Synthesis in 1st grade To: mosaic@literacyworkshop.org Received: Saturday, 28 May, 2011, 12:15 PM Its been a very long year and yet today I felt hope for my little ones. I teach a class of 33 at risk 1st grade students at a Title I school. I can't even begin to describe the behavior and social issues I have faced this year that interfered with learning and still interfere! Some I have never faced before.a long, long year...but today... I've been teaching about synthesis. We began with retelling as a step before, then we moved into summarizing and now this week, by using a think aloud, the kids observed last week that synthesis is changing your thinking as you read. This week, using the book Jin Woo by Eve Bunting, with think aloud and conversations, the students decided that synthesis was changing your thinking as you read and using your synthesis. I asked the students to draw a picture of what synthesis meant to them. Here are a few highlights: One student (and this was a student that had severe behavior issues and I was happy if she held a book in her hand, right side up, earlier in the year) said: I think synthesis is changing our ideas and what we know in our schema. I told her I hadn't thought of that before...but she is right...sometimes we have the wrong idea in our schema, and as we read, we have to change that as well. I told her how smart her thinking was!!! Her smile could light the room!!! Another student--one who used to sing and hum through readers workshop- compared synthesis to adding details to your writing. As you read, you are adding to your schema-the details that make the story bigger-so your thinking gets bigger. And when you use your schema-you get smarter! A 3rd student said when you synthesize...your schema gets bigger, too. Another student (1 of the 24 I had on intervention plans) drew a picture of a person growing from a baby to an adult...just stick figures, but you could clearly see the progression. She said synthesis is like growing up. You change as you grow and learn and as you synthesize, your thinking gets bigger and bigger. Finally, one student compared synthesis to planting a seed. Your first thinking is like planting the seed. Then just like the seed begins to grow, so does you 2nd thinking (her words)then your 3rd thinking (her words) she compared it to the flower that the seed grew into. She drew a picture of the seed...the seedlingthe full plant...and labeled it with the synthesis stages. So.with 1 more week to gotoday made it all worthwhile. Through it all, I guess I was reaching them. I just wanted to share because we had some behavior issues in the afternoon that really brought me down...and I wanted to end my day...remembering the great things they can do. Why we persevere-it makes it all worthwhile! Sandi Elgin, IL And I'm going to sign my name for the first time as: National Board Certified Teacher-Literacy; 2010 (Hey...I never get to do that---so humor me!) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Suggestions needed
This is not a phenomenon for teachers or indeed for students. I have seen this happen over and over again with children who finally ‘discover’ reading. It’s the student who also for a period of time prefers the library to outdoor recess, who never has a book out of their hand. Remember when you finally learned how to ride a bike and never wanted to get off? Up and down the street and your parents calling you in and you calling back one more minute. I don’t remember anyone saying, well write about it, or track how many miles you ride, or ride a bigger or smaller bike now to see how good you really are. It was understood that you were relishing your new skills, enjoying it to the maximum, taking every opportunity to enjoy and practice now that you no longer wobbled and lacked confidence. You rode and rode and rode until one day you found the basketball and you started shooting baskets with the same determination but you still rode your bike every day. The role of the teacher here it to look at the overall gains and learning taking place with the reading and the fast pace of new learning with vocabulary, comprehension and then actual transference to writing skills. It’s important to look too at what the background of this student is. Was he always a reader? Are there books at home? Are there opportunities at home to read? And importantly, how much time is offered in the classroom at other times for independent reading? Is there a problem at home? Is this an escape? Or is this a far more engaging option? I am guessing the teacher is looking for establishing balance for this student and balance is a skill that needs assistance and some element of self-evaluation by the student. Are there rubrics or exemplars by which the student is measuring the quality of his rushed work? At grade four the student is more than able to now make judgments about how well his work compares to the expectation. This could be a good place to start. But, my final word on this. Let him ‘ride his bike’ but with some ‘qualifiers’ (helmet, distance, time) stated. What a joyful problem this is. --- On Thu, 21/4/11, judy fiene jfie...@gmail.com wrote: From: judy fiene jfie...@gmail.com Subject: [MOSAIC] Suggestions needed To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Thursday, 21 April, 2011, 12:22 AM Hi All, I'm looking for suggestions on what to do with a 4th grade boy who likes to read and won't do anything else but read (I know, hard to believe). He reads instead of doing his homework. He finishes his in-class schoolwork fast in order to read. The teacher tells her class that if they finish their work early they could read. So, this fellow finishes early -- rushing -- and then reads. He has become somewhat passive in wanting to do anything but read. Any ideas on how to help his learning be more enriched because of his willingness to read?? Judy Education would be so much more effective if its purpose were to ensure that by the time they leave school every boy and girl should know how much they don't know, and be imbued with a lifelong desire to know it. --Sir William Haley, British newspaper editor and broadcasting administrator Please consider the environment before printing this message. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Somewhere, sometime I had a document on a guide for what administrators need
Nan the first link is fantastic thank you and just what I was looking for, and I had the same problem with the second didn't open for me either. Such a valuable document in another way as our school has just taken on the 'five minute' frequent visits from administrators who might appreciate knowing what they are looking for. Suzanne From: Sherry R Elmore scou...@chatham.k12.nc.us To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tue, 28 September, 2010 3:32:08 AM Subject: Re: [MOSAIC] Somewhere,sometime I had a document on a guide for what administrators need The walk through document is great!! The second link brings up a error file...can not open. Could you check to see that the link is correct? Sherry Curriculum Coach Chatham Middle School _ From: Nan Lafferty [mailto:mnlaff2...@yahoo.com] To: 'Mosaic: A Reading Comprehension Strategies Email Group' [mailto:mos...@literacyworkshop.org] Sent: Mon, 27 Sep 2010 20:06:25 -0400 Subject: Re: [MOSAIC] Somewhere, sometime I had a document on a guide for what administrators need The FCRR developed an Adolescent Literacy Walk-Through for Principals: A guide for Instructional Leaders Grades 4-12. http://www.centeroninstruction.org/files/Adol%20Lit%20Walk%20Through.pdf Scroll down to near the end for several different templates. and eight scenarios illustrating the use of these templates here: http://www.centeroninstruction.org/files/Eight%20Scenarios%20Illustrating%20 ALWP.pdf I didn't see much for the younger grades, though. Nan to see in a great literacy classroom. It was an outline of what great literacy teaching looks like actually. Can't find it anywhere, does anyone have it or know what I am talking about? Many thanks. S ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 Message was sent through the Chatham County Schools E-Mail Server All e-mail correspondence to and from this address is subject to the 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] Somewhere, sometime I had a document on a guide for what administrators need
Got it thanks Nan. From: Nan Lafferty mnlaff2...@yahoo.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tue, 28 September, 2010 5:11:46 AM Subject: Re: [MOSAIC] Somewhere, sometime I had a document on a guide for what administrators need It doesn't all fit on one line. Copy and paste to make sure you get the whole thing. Nan The walk through document is great!! The second link brings up a error file...can not open. Could you check to see that the link is correct? Sherry Curriculum Coach Chatham Middle 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Somewhere, sometime I had a document on a guide for what administrators need
to see in a great literacy classroom. It was an outline of what great literacy teaching looks like actually. Can't find it anywhere, does anyone have it or know what I am talking about? Many thanks. S ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Somewhere, sometime I had a document on a guide for what administrators need
No it was more a guide for what administrators should see when they walk into a literacy classroom. The one that Nan supplied for grades four and up was perfect. I'll have a look though too at f and p. Thanks. From: Dluhos Sara (31R024) sdlu...@schools.nyc.gov To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org; Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tue, 28 September, 2010 12:52:23 AM Subject: Re: [MOSAIC] Somewhere, sometime I had a document on a guide for what administrators need the first thing that popped into my mind was Fountas Pinnell. Is this what you are talking about? I use their book as the basis for how I run my classroom. It works like a charm, even with the behavior problems. -Original Message- From: mosaic-bounces+sdluhos=schools.nyc@literacyworkshop.org on behalf of suzie herb Sent: Mon 9/27/2010 6:10 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: [MOSAIC] Somewhere,sometime I had a document on a guide for what administrators need to see in a great literacy classroom. It was an outline of what great literacy teaching looks like actually. Can't find it anywhere, does anyone have it or know what I am talking about? Many thanks. S ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] DRA
I've been following the discussion on assessment and have noticed that a couple of people have said that there school is no longer using the DRA. I've been using the DRA for about five years now (two different schools) and have found it to be most informative for driving instruction and it sits well with my personal philsophy and that of many of our esteemed authors who support Mosaic. So could the people who have written about no longer using DRA discuss why not and what they now use please. From: alesch...@aol.com alesch...@aol.com To: mosaic@literacyworkshop.org Sent: Sat, 11 September, 2010 6:45:06 PM Subject: Re: [MOSAIC] data collection for analysis The kind of low-tech data Betsy describes is much more useful to the teacher than the standardized test data that is so popular now. In addition the low-tech data is fairer and more comprehensive in it's judgement of the student and by extension the teacher. Arlyne NYC In a message dated 9/11/2010 12:37:25 P.M. Eastern Daylight Time, betsylafont...@gmail.com writes: My school using a fairly low-tech but effective means of assessing the students' reading progress. At the start of the year, the Student Support Services team (which consisted of ESOL, Learning Support, and the school counselor) tested the reading abilities of each child in our elementary school using a running record. The tester started where the student tested out at then of last year or for new students, where the classroom teacher believes is the student's reading level. It took two intense weeks for the SSS team and lots of pullouts for the classroom teacher. But at the end we had a comprehensive data on each child's reading levels. This process is repeated at the end of the year to track progress and to reflect on our teaching practice and methods. This is the third year my school is doing this. The first year it was a bit of a mess because some testers had different lens on when they were testing. Some put more emphasis on fluency while others only tested for comprehension. In the second year, the testing team met every day to discuss the process, streamline and normalize their practice. In the third year, this process is sleek, fast and the end product, the data, is extremely valuable to the classroom teacher. For writing, we have a writing test. With a common prompt, each child writes a story. No names are on the writing test. Then the writing tests are divided among the classroom teachers and are scored using a rubric based on the 6 traits (ideas, sentence fluency, mechanics, voice, organization and word choice). This data is collected and used to drive the classroom instruction for each child. Like the reading, this process is repeated towards the end of the year. On Tue, Sep 7, 2010 at 11:06 PM, Jeana Wise jw...@marshallschools.comwrote: What types of data does your schools collect for anaylsis? My district is using Aimsweb, but I am thinking that other forms of data may be helpful when looking at interventions for our struggling students. My district no longer gives the DRA, either. Jeana Wise K-4 Literacy Coach jw...@marshallschools.commailto:jw...@marshallschools.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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
Reader's theatre and 'just right books' are the key. From: Yingling yingli...@frontiernet.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wed, 10 March, 2010 4:10:29 AM Subject: [MOSAIC] Fluency Does anyone know of an intervention program proven to improve fluency in upper elementary grades? Right now we have Soar to Success and Great Leaps. But, these programs aren't helping our 4th/5th grade fluency. Any ideas? Thanks, Jenni ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] sorry to ask
I want to ask, what is the best web site to go to, to order high quality books in bulk that can be used for classroom libraries, guided reading and literature circles...and what would be even better if they were leveled. From: Suzanne Atchley satch...@childressisd.net To: mosaic@literacyworkshop.org mosaic@literacyworkshop.org Sent: Fri, 5 March, 2010 3:27:14 AM Subject: [MOSAIC] sorry to ask need to ask a question. thought i did it correctly. not. wanted to know what is the best reading series to adopt. messed up last time. don't want that again. 1st grade-texas. thanks. Suzanne Atchley Childress Elementary 300 Third Street SE Childress, TX 79201 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] encouraging reading at home.
I have just read Jan's post about the follow up activities that she has the children do to demonstrate that they are reading at home. It seems such an authentic way of engaging kids in the process, and this is what our aim actually is. I am going to start this in my classroom next weekI've used not a homereading log but a homereading journal. It requires the kids to follow up with their home reading on whatever inclass strategy we are working on. I've taken and adapted many bits and pieces from the mosaic resource list to do this. By focusing on the strategy, it gives the parents an opportunity to understand how we are teaching reading and giving them more information about the type of things we do in reading. Sending home a rubric which has to be completed by the child with parent supervision is great. The reading fluency rubric from Mosaic was a big hit and a number of kids told me that their parents were 'getting it' and understanding more about what fluency looked like. Education with the parents is a big thing, educating our kids to engage in the strategies we are teaching is the aim of home reading as well as good reading practice. I think it's a great topic to start the school year, on a school wide level but anytime to actually discuss, what do we want from home reading? What can we do to encourage it? How can it look so that we are encouraging not only daily routines but supporting what we do daily? Great post question. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] sorry to ask
I'm looking for both actually. From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Fri, 5 March, 2010 4:39:05 PM Subject: Re: [MOSAIC] sorry to ask Perhaps we should clarify the question. Are you looking for materials to use in guided reading, or texts that are leveled to support/promote independent reading? Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me To: mosaic@literacyworkshop.org Date: Fri, 5 Mar 2010 09:26:11 -0500 From: bonner...@aol.com Subject: Re: [MOSAIC] sorry to ask I have used Pioneer Valley, a publisher that offers excellent guided reading books with characters students love. They even offer some beginning chapter books at lower levels (12-18ish). The Bella and Rosie (dogs) series are my students' favorites, even my struggling 3-4 graders who need easier text. We also often order from Rigby, in fact I'm preparing an order right now! They also offer high-interest books for guided reading. Beth Bonner Iowa City Community Schools Title 1 Reading/Language Arts Resource Specialist -Original Message- From: suzie herb sz_h...@yahoo.com.au To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Fri, Mar 5, 2010 12:47 am Subject: Re: [MOSAIC] sorry to ask I want to ask, what is the best web site to go to, to order high quality books n bulk that can be used for classroom libraries, guided reading and literature ircles...and what would be even better if they were leveled. rom: Suzanne Atchley satch...@childressisd.net o: mosaic@literacyworkshop.org mosaic@literacyworkshop.org ent: Fri, 5 March, 2010 3:27:14 AM ubject: [MOSAIC] sorry to ask eed to ask a question. thought i did it correctly. not. wanted to know what is he best reading series to adopt. messed up last time. don't want that again. st grade-texas. thanks. Suzanne Atchley hildress Elementary 00 Third Street SE hildress, TX 79201 __ osaic mailing list os...@literacyworkshop.org o unsubscribe or modify your membership please go to ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. __ osaic mailing list os...@literacyworkshop.org o unsubscribe or modify your membership please go to ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] reading schemes
I am in a new school that does not have everyone teaching reading in the same way. The curriculum coordinator is looking at bringing in a reading scheme to ensure that instruction is more consistent across grade levels. We have classroom libraries but there is concern that implicit teaching of strategies is not really happening. What do you think about taking this approach with getting into a reading scheme which still has the leveled books but is more directed about how to teach what and when? Experience with a good program or the name of a school or district I could visit to see it first hand would also be appreciated. Thank you for your help with this one. __ Win 1 of 4 Sony home entertainment packs thanks to Yahoo!7. Enter now: http://au.docs.yahoo.com/homepageset/ ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] writing scary stories or guns
My concern is how appropriate is this as a prompt? And what would we expect from using a prompt such as this? I wouldn't want to go into the house, would you? A house that nobody comes out of. The prompt is not grade appropriate, whoever it was that gave it. A grade three prompt if you need such a thing would be, I feel scared when.. but to be counter balanced by 'I feel brave when What is the purpose of the prompt? What are we expecting from a third grader in response to such a prompt? Limits do not have to be set but rather through the model of good language and description modelled by the teacher and the stronger models of good literacy from books/stories and other student writing. This will encourage and expand the thinking of our students beyond the 'quick fix' of the AK 47. Talk to your third graders about what makes them scared and how they deal with fear, and move away from prompts that promote the most negative of thinking and quick fix solutions. Just thoughts. --- On Mon, 26/10/09, Kelly Andrews-Babcock kandrews-babc...@killinglyschools.org wrote: From: Kelly Andrews-Babcock kandrews-babc...@killinglyschools.org Subject: Re: [MOSAIC] writing scary stories or guns To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Monday, 26 October, 2009, 6:46 AM Sue, I heard Ralph Fletcher speak last year on boy writers and gore. He basically said boys love gore and want to write about it, but if a topic is disturbing to you his teacher, then the student is asked to discuss it with his parents and have their permission to write about it in school. Perhaps you bring the problem to the class and let them help solve it. (Although it may not go as you wish.) Kelly AB On 10/25/09 12:49 PM, Sue expecting2...@comcast.net wrote: Hello everyone, I teach 3rd grade and every year I go through students writing stories about guns/violence or scary not Halloween stories. I teach in a rural area and students do hunt and we talk about the difference between writing a story with a gun that is about hunting or video game violence. Last year I had a child obsessed with writing scary stories and I eventually let him write but he could not share with the whole class because I had kids that would get scared. I am wondering how you handle this in your room. I don't want every story to only be a happily ever after story or stop them from writing but I need to have some limits. I just had a little boy write this story and he is SO excited and he wants to share it. I don't want to dampen his enthusiasm for writing but.. Scary is presumed here because they are Halloween prompts and we talk about the difference here as well. Although maybe I shouldn't even encourage this with the prompts. It began with a prompt I got from Laura Candler: No one was ever seen going into the old house at the end of the street. No one was ever seen coming out. So when my friends and I saw lights flickering in the attic, we just had to go check it out.. Here is what he wrote: When I went in I had to climb a creaky staircase. Crek. Finally I got to the top. I looked over to the other wall. I saw a AK47. I grabbed it. When I looked back I saw..dancing skeleton dragging a chest full of candy. I ran up to the skeletons and said eat led BB Bones were scattered all over the place. I went home and ate all of the candy. Brp. The end. Should I go back and help him think of another way, without the gun to get the candy Just not let him share it with the whole group. Let him share it and use it as a lesson about not using the guns- maybe have the class brainstorm other ways to get the candy. It is early in the year and I want to get this under control now. The other problem I have is kids writing something that happened in a movie or tv show. Sometimes I think they have a good story but when they read it to the class the kids are like.that happened on blah, blah, blah... HELP Sue ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. __ Get more done like never before with Yahoo!7 Mail. Learn more: http://au.overview.mail.yahoo.com/ ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to
Re: [MOSAIC] Mosaic Digest, Vol 38, Issue 5
I think the question of 'retests' has to include a discussion about how assessments are being done in a school. Are there 'formative' assessments along the way. Shouldn't those be an indicator of just how well the teaching and learning is going? Shouldn't the final assessment be a summative assessment but with all the steps along the way mapped for both the teacher and learner? Just thoughts. --- On Wed, 7/10/09, jvma...@comcast.net jvma...@comcast.net wrote: From: jvma...@comcast.net jvma...@comcast.net Subject: Re: [MOSAIC] Mosaic Digest, Vol 38, Issue 5 To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Wednesday, 7 October, 2009, 11:56 AM Lori, I completely agree with you about the common sense of allowing retests. On the other hand, particularly thinking of our classroom tests on spelling or the end of a unit in math or science, I'm wondering if retakes don't give the test more importance than it merits. Does that make sense? Your fan, Judy - Original Message - From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Tuesday, October 6, 2009 3:57:45 PM GMT -08:00 US/Canada Pacific Subject: Re: [MOSAIC] Mosaic Digest, Vol 38, Issue 5 I vote in favor of retakes. If our goal is to understand and master material, it seems to me to fly in the face of common sense not to allow learners to revisit materials in hopes of gaining understanding. Lawyers can take the bar multiple times. Drivers can retake their driving exams. My college minded son will take the ACT more than once. Teachers taking the Praxis get retakes. However, if a test is intended only to measure a child as if he or she is a pot of boiling water, then I suppose some argument might be made against retesting. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me Date: Tue, 6 Oct 2009 14:45:08 -0400 To: mosaic@literacyworkshop.org From: sophia.whitta...@browardschools.com Subject: Re: [MOSAIC] Mosaic Digest, Vol 38, Issue 5 If you have an opinion please respond. Why should or shouldn't teachers give re-takes on tests/assessments? Sophia Whittaker, NBCT Media Specialist Gator Run Elementary 1101 Glades Parkway Weston, FL 33327 754-323-5850 http://teacherweb.com/FL/GatorRunElementary/MrsWhittaker/ Act as though what you do makes a difference. It does William James The School Board of Broward County, Florida expressly prohibits bullying, including cyberbullying, by or towards any student or employee. (See Policy 5.9: Anti-Bullying for additional information.) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. __ Get more done like never before with Yahoo!7 Mail. Learn more: http://au.overview.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.
Re: [MOSAIC] documenting SSR
Leslie I can't agree with you enough. The benefits of SSR are more than just the reading time that individuals have. It's the routine, the 'expectation' and the modelling. There is some great research on what has happened to library borrowing in middle schools where ALL SCHOOL SSR reading took place at the same time. Last year I had a 'non reader'...who lived for the time to spend devouring 'graphic comics' after having spent probably a good couple of months not motivated to engage with anything during the time. It seems he had never had been given the time to find how to use a quiet reading time and it took experience and the modelling of others. I love this time. I love to grab my latest read or one of the books I plan as a read aloud and use this time to engage in what I am reading, feet curled up, pillow supporting, and just as annoyed as the kids when the time to finish arrives. It's a 'routine' that leads to engaged reading, and it's one that is fostered with modelling, good book selections, comfortable surroundings and an atmosphere of expectation that this indeed our SSR time. Children need to learn to read silently for extended periods but it doesn't happen without 'setting' the conditions up. --- On Sun, 9/8/09, Stewart, L lstew...@branford.k12.ct.us wrote: From: Stewart, L lstew...@branford.k12.ct.us Subject: [MOSAIC] documenting SSR To: mosaic@literacyworkshop.org mosaic@literacyworkshop.org Received: Sunday, 9 August, 2009, 12:01 AM I have a question/concern regarding SSR and accountability. Is there research that says that by making children accountable for personal reading turns them into lifelong readers? Isn't there a point when we can trust the children and ourselves without having to have a document filled out? Last year I had my students keep a silent reading log (along with a guided reading notebook and a homework reading log) and write me a letter once a week about their personal reading book. I did that for much of the school year until I realized it was taking time away from actually reading and diminishing the enjoyment factor for some students. I also did not feel that I learned anything about my students that I didn't already know without all the paperwork. Leslie Grade 3 Teacher lstew...@branford.k12.ct.usmailto:lstew...@branford.k12.ct.us 203-481-5386, 203-483-0749 FAX To feel most beautifully alive means to be reading something beautiful, ready always to apprehend in the flow of language the sudden flash of poetry. ~ Gaston Bachelard ~ http://thinkexist.com/birthday/september_24/ ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. __ Find local businesses and services in your area with Yahoo!7 Local. Get started: http://local.yahoo.com.au ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Do we really need to teach explicit strategies?
Heather, your head is not full of new questions as much as questioning what this is all about. The premise is that we are teaching our students to think about their reading and 'the strategies' with 'some' explicit teaching will show those who have not worked it out themselves, how to 'think' and what things can be 'thought' about. Another point as been made in this conversation about our own reading and what we bring to it, and how it changes from one year to the next. Everytime we read the same book again, we develop a new or different understanding...it doesn't matter how old we are or how good a reader or how many times we have read the book. We are thinking, making the 'connections' that matter now and finding new 'hidden' meaning. Nobody has taught us new 'strategies' but every reading experience, life experience, discussion, movie, television program, brings a new level of experience, knowledge and understanding to what it is we are reading. I have re read books and though, after years and years, why didn't this jump out at me then, it's so obvious? It's the same for kids. We are so busy teaching 'strategies' that we don't tap into what is already there in understanding and then using what the kids are telling us as examples of 'buidling on prior knowledge', 'making inferences', 'connections' etc etc etc. When someone says the kids have insights way above what the teacher expected, it's true, when we allow the kids to go with the book and not 'teach it to destruction' we find out so much more about our kids as readers. I will never forget reading 'Lucy's Bay to a group of fourth graders and the level of responses that just was far beyond any teaching of strategies could ever have asked for. It was a story every child could relate to in terms of being left being responsible for a sibling and something going wrong...but from that experience and knowledge came a depth of comprehension that surpassed anything I could have imagined. I'll never forget one child saying it's okay that the brother has forgiven himself but will Lucy (the sister who drowned) ever forgive him? I guess those are the sorts of questions being asked by kids about books that they 'become engaged' in that we are seeking. The whole 'connection' and discussion has to become 'natural' and part of the thinking of the kids without thinking, 'wow I am using the inference strategy now and two days ago I used the 'connection strategy'. That's not how we read. We are teaching and guiding deeper level thinking. Don't you think? --- On Fri, 12/6/09, Heather Green heath...@gmail.com wrote: From: Heather Green heath...@gmail.com Subject: [MOSAIC] Do we really need to teach explicit strategies? To: Mosaic@literacyworkshop.org Received: Friday, 12 June, 2009, 11:31 PM An earlier post really got me thinking about this. Do we REALLY need to teach explicit strategies? The quote someone posted earlier from a book-- something like-- we use these strategies when reading materials high above our reading levels like highly technical reading-- got to me. That these are more study skills... I realized I couldn't agree more. Do you think it would be enough to just get our kids to be voracious readers? (I teach 1st grade). Do you think it would be enough to teach just ONE strategy which would be Readers think while they read. You could MODEL the different ways readers do this-- by using their schema, making predictions, and connecting the text to themselves and other texts, but do we really need to go further than that? Could we ask students to do all these things by just having book club discussions where students, even 1st graders, get to talk about the books they're reading? My head is full of new questions ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Need a Holiday? Win a $10,000 Holiday of your choice. Enter now.http://us.lrd.yahoo.com/_ylc=X3oDMTJxN2x2ZmNpBF9zAzIwMjM2MTY2MTMEdG1fZG1lY2gDVGV4dCBMaW5rBHRtX2xuawNVMTEwMzk3NwR0bV9uZXQDWWFob28hBHRtX3BvcwN0YWdsaW5lBHRtX3BwdHkDYXVueg--/SIG=14600t3ni/**http%3A//au.rd.yahoo.com/mail/tagline/creativeholidays/*http%3A//au.docs.yahoo.com/homepageset/%3Fp1=other%26p2=au%26p3=mailtagline ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Do we really need to teach explicit strategies?
With all due respect, I don't think anyone in replying to this post about explicit strategies is saying not to teach them but rather how we are teaching them. The focus in the last number of posts has been about developing 'reader's thinking' and isn't that what teaching strategies is all about? I doubt very much that you did not teach comprehension strategies when you were teaching readinganyone who has ever talked about what has been read with their students has been teaching comprehension strategies but just not giving all the 'elements' a name. Asking your two year old, 'what do you think is going to happen?' is teaching a strategy. It starts from the day we start reading to and with our kids. We just never thought to call it 'inference' or 'making connections' or identifying which 'megacognitive' strategy was being developed at a particular time. We never thought to teach a 'strategy' a week because we were using all strategies all the time. Tell me a teacher who has never said to a class with a picture story book, 'what do you think this is going to be about?' or, 'what is the picture telling you? Or have you ever felt like this, when and why? And I'm not talking about superficial questions and answers but when children are probed to explain their thinking and why. The questions that are coming up over and over about teaching strategies has to do with the 'contrived' nature of it that we are feeling now with teaching reading comprehension. I'll never forget one of my students saying to me this year when he was deeply engrossed in reading to please, please not talk about it or ask him to stop and think about it as he was so enjoying what he was doing? I didn't stop him. Was I wrong? --- On Sat, 13/6/09, cnjpal...@aol.com cnjpal...@aol.com wrote: From: cnjpal...@aol.com cnjpal...@aol.com Subject: Re: [MOSAIC] Do we really need to teach explicit strategies? To: mosaic@literacyworkshop.org Received: Saturday, 13 June, 2009, 11:21 AM Well... I have been in the teaching business long enough to have taught both ways...comprehension strategies and no comprehension strategies. I will say this. I have richer talk and better conversations because of the strategies. We need to give kids the language to talk about books. I think we miss the point when we say either teach the strategies or talk about books. Strategies are a tool...for comprehending and talking about books... one that readers should be able to draw on and use consciously or subconsciously to help deepen understanding and enrich a discussion. We DO over do things. I agree...but I think many, many kids need to see different ways of thinking and talking about books. That is where modeling strategies comes in. Decoding strategies have to be taught. Why would we ever think we don't need to teach comprehension strategies? Jennifer In a message dated 6/12/2009 9:32:17 A.M. Eastern Daylight Time, heath...@gmail.com writes: An earlier post really got me thinking about this. Do we REALLY need to teach explicit strategies? **Shop Dell’s full line of Laptops now starting at $349! (http://pr.atwola.com/promoclk/100126575x1221881320x1201406166/aol?redir=http:%2F%2 Fad.doubleclick.net%2Fclk%3B215218036%3B37264217%3Bz) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Need a Holiday? Win a $10,000 Holiday of your choice. Enter now.http://us.lrd.yahoo.com/_ylc=X3oDMTJxN2x2ZmNpBF9zAzIwMjM2MTY2MTMEdG1fZG1lY2gDVGV4dCBMaW5rBHRtX2xuawNVMTEwMzk3NwR0bV9uZXQDWWFob28hBHRtX3BvcwN0YWdsaW5lBHRtX3BwdHkDYXVueg--/SIG=14600t3ni/**http%3A//au.rd.yahoo.com/mail/tagline/creativeholidays/*http%3A//au.docs.yahoo.com/homepageset/%3Fp1=other%26p2=au%26p3=mailtagline ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] possible weekly study of strategies?
please include me for the weekly discussion on strategies. --- On Mon, 8/6/09, Stein, Ellen H. est...@bcps.org wrote: From: Stein, Ellen H. est...@bcps.org Subject: Re: [MOSAIC] possible weekly study of strategies? To: 'Mosaic: A Reading Comprehension Strategies Email Group' mosaic@literacyworkshop.org Received: Monday, 8 June, 2009, 11:09 PM As a new member, please include me as well. Ellen Stein Reading Resource Teacher Riverview Elementary School 410-887-1428 est...@bcps.org -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of sheila eisen Sent: Sunday, June 07, 2009 10:47 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] possible weekly study of strategies? As a literacy coach, as well as a reading specialist, I'd love to take part in this! This is the perfect time to get organized Sheila in Illinois --- On Sun, 6/7/09, lesp...@aol.com lesp...@aol.com wrote: From: lesp...@aol.com lesp...@aol.com Subject: Re: [MOSAIC] possible weekly study of strategies? To: mosaic@literacyworkshop.org Date: Sunday, June 7, 2009, 9:14 PM let's do this but keep it on the listserv and anyone who's interested can take part. Leslie In a message dated 6/7/2009 8:09:32 P.M. Eastern Daylight Time, readg...@aol.com writes: Sharon, This does sound like an awesome idea. Once I am out for the summer (NYC goes til the bitter end 6/26), I will be in a better position to go thru my materials. I have no doubt that the other members will be as interested as I am in participating. Arlene in NYC In a message dated 6/7/2009 7:38:22 P.M. Eastern Daylight Time, lh...@cinci.rr.com writes: I am fairly new to this group and now that I'm out for the summer I feel like I have time to really think about how to use the different strategies as well as research more information. Forgive me if this has been done, but would anyone be interested in doing a weekly study of each of the strategies - for example, one week on questioning, the next on visualizing, etc? Each week we could talk about different resources you use, books, strategies for teaching and sharing any materials you have created. I'd be willing to create a website linking anything shared so that we could all have ready access to the materials. If this has been done already or you know of somewhere with all of this information, please let me know. If you are interested in doing a weekly strategy study, please respond and perhaps we can set something up. Sharon ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 found the real 'Hotel California' and the 'Seinfeld' diner. What will you find? Explore WhereItsAt.com. (http://www.whereitsat.com/#/music/all-spots/355/47.796964/-66.374711/2/Youv e-Found-Where-Its-At?ncid=eml cntnew0007) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 found the real 'Hotel California' and the 'Seinfeld' diner. What will you find? Explore WhereItsAt.com. (http://www.whereitsat.com/#/music/all-spots/355/47.796964/-66.374711/2/Youve-Found-Where-Its-At?ncid=eml cntnew0007) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. Need a Holiday? Win a $10,000 Holiday of your choice. Enter
Re: [MOSAIC] How to teach comprehension to fluent reader
I wonder what you are using to test her reading comprehension. If you are using the DRA you will find her just right reading level. It will be at a low level yes, but the starting point for building comprehension. The test will also enable you to see very clearly just what it is this child needs in terms of what her strengths are and what the focus for her should be. You might find for example that she does have a good 'literal' understanding but is unable to use context clues to build on 'inference'. It's really a matter of pin pointing just what aspect of comprehension is the difficulty or working on what the priority will be and going from there in your support of her. It might be as simple as her not being able to make connections at all. How much of what you are really saying to her in class is understood I wonder? There is a huge amount of literature on what EAL learners need to develop reading comprehension skills and the difference in approach that is needed. The comprehension of EAL learners is not based on their inability to understand what they have read but an understanding of language. If you think about your own language learning experiences, or if you have not learnt a language, try reading something in Indonesian for example. Even with no understanding it is easy to read and there are enough words for you to get a really good idea of what the text might be about. But, how much you understand is not based on your ability to read, that is the easy part. The issue is that so many of our EAL kids blitz the 'reading' part and parents jump up and down with joy saying, 'they can read English'..But they are not reading as such. Our school has actually developed a reading/writing continuum for EAL students which helps guide the teacher in knowing what skills need to be built upon whilst identifying what is being used by the student on s regular basis. It has long been established through research by Cummins (1996) and others that an ESL student starting primary school with little or no English can take from 5–7 years to reach the same level of English as his or her age-equivalent peers. Adolescent students are generally able to make more rapid progress in language development in the initial stages than young childrenall factors that need to be considered when teaching reading. --- On Thu, 28/5/09, demiller...@aol.com demiller...@aol.com wrote: From: demiller...@aol.com demiller...@aol.com Subject: Re: [MOSAIC] How to teach comprehension to fluent reader To: mosaic@literacyworkshop.org Received: Thursday, 28 May, 2009, 12:57 AM Has anyone tested her reading comprehension in her native language? Cathy Title I Reading -Original Message- From: Emily Welch ewe...@jones.k12.ar.us To: mosaic@literacyworkshop.org Sent: Wed, 27 May 2009 10:07 am Subject: [MOSAIC] How to teach comprehension to fluent reader I am a third grade teacher with a class made up largely of English language learners . I have one student who has continuously challenged me this year. She is a fluent reader (latest assessment on a grade level text was 97% accuracy and 106 wcpm), but her comprehension is terrible. Even when I allow her to use a book to retell/answer questions/etc, she still struggles with even the most basic of comprehension skills. I have tried a variety of things throughout the year that my other students seem to benefit from, but I just haven't found what works for this particular student. Please let me know of any strategies you have found that work to help an already fluent reader comprehend what she is reading. Thank you!!! Emily Welch Third Grade Russell Jones Elementary ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Need a Holiday? Win a $10,000 Holiday of your choice. Enter now.http://us.lrd.yahoo.com/_ylc=X3oDMTJxN2x2ZmNpBF9zAzIwMjM2MTY2MTMEdG1fZG1lY2gDVGV4dCBMaW5rBHRtX2xuawNVMTEwMzk3NwR0bV9uZXQDWWFob28hBHRtX3BvcwN0YWdsaW5lBHRtX3BwdHkDYXVueg--/SIG=14600t3ni/**http%3A//au.rd.yahoo.com/mail/tagline/creativeholidays/*http%3A//au.docs.yahoo.com/homepageset/%3Fp1=other%26p2=au%26p3=mailtagline ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Math Journals
I have my kids use a math journal by setting what their goals for the week are and then at the end of the week describing how they met their goals and what they understood or did not It's great reading after having tried to teach division of fractions let me tell you. We do a chart too that says on one side, I get this because and on the other side, I don't get this because or I have the kids answer a specific question about their understanding. --- On Wed, 1/4/09, Maureen Morrissey mobil...@optonline.net wrote: From: Maureen Morrissey mobil...@optonline.net Subject: Re: [MOSAIC] Math Journals To: aj81...@yahoo.com, 'Mosaic: A Reading Comprehension Strategies Email Group' mosaic@literacyworkshop.org Received: Wednesday, 1 April, 2009, 10:25 AM Hi Shirley, Writing in math has become more expected over the last few years. Keeping a meaningful journal, not one that is just a time-filler, is a great way for students to write their way to meaning in math. I have my fifth graders write explanations of strategies, write letters to others explaining a math concept, and use numbers, drawings, tables, and words in their journals to work through math problems. I hope this helps, Maureen Morrissey ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Enjoy a better web experience. Upgrade to the new Internet Explorer 8 optimised for Yahoo!7. Get it now. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] heartbreak
I have followed your posts here for a long time B, and in following your posts have been witness to your dedication and passion for the highest possible best practice of literacy instruction. To stand by now and watch the loss of teaching staff and what so many have worked so hard for is shattering. And that is stating the obvious. There will be a place for your wonderful teachers and for you. And, we can only hope that those kids who most need what you were giving them are not the biggest losers in all of this. I am truly sorry Bev. So sorry. --- On Sun, 15/2/09, Maureen Robins mrobinss...@gmail.com wrote: From: Maureen Robins mrobinss...@gmail.com Subject: Re: [MOSAIC] heartbreak To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Sunday, 15 February, 2009, 4:43 AM where are you located? On Sat, Feb 14, 2009 at 12:28 PM, Beverlee Paul beverleep...@gmail.comwrote: Dear Friends, I guess this is a Dear John kind of post, in a way. Ironically, this list is the only place I can actually talk about what just happened in our school district. You probably understand at least as much about the depth of despair our staff feels. The backstory: We are 2 and 1/2 years into a strong, district-supported, balanced literacy movement, which follows on the heels of years of workshop, etcetera teaching, always reaching toward best practice. We have what I consider an extraordinary staff. We won the 2008 International Reading Association Exemplary Program Award for our state. I can't imagine why any of us would reach deep down to understand effective comprehension, or any other kind of effectiving instruction, given the latest events in my district. Why would we want to know more and more about what is out there to make a better way? Our superintendent just announced yesterday that, in addition to the layoff of 20% of our staff which was announced in December, we're about to commit to an enormous outlay of funds -- to purchase Reading Mastery. Our school has a 64% poverty rate (free and/or reduced lunches), a 25% mobility rate, a 35% minority rate, 2400 square miles in our district (think something larger than two of our states--Rhode Island and somewhere else), an extraordinary staff, and wonderful families. But RM has guaranteed that all our children will TEST at least in the upper half of the nation (probably higher) by the end of third grade. Anybody have any openings for 25 amazing teachers? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. Make Yahoo!7 your homepage and win a trip to the Quiksilver Pro. Find out more ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Departmentalization, boxes and reading comprehension.
Reading through the discussions about to departmentalize or to not departmentalize and what is best for kids the ‘little boxes’ song seems to reverberate. We have boxes to fill in, boxes to tick, assessment boxes, report boxes, boxes to teach, subjects in boxes, teachers in their boxes and children in the very special box. And we are all doing what is the very best for the children because as you know, ‘research’ tells us!!! Everything has become so departmentalized and ‘boxed’ that the very essence of one of the most significant factors in teaching which is the teacher student relationship is somehow overlooked; although you will find a great deal of quality research on the topic. A simple task, think back to your school years and remember. What do you remember? It’s probably your most successful experiences and moments of confidence as a learner don’t your think? And who alerted you to your moment of success, but that smiling, encouraging, teacher who understood your shyness, or your stutter, or you fear of making a mistake.That’s what children remember too. Ask your students what they remember from last month or last year about their ‘school life’ and so often it’s the ‘teacher’…and underlying that, how the teacher’s knowledge of them supported their learning although the child cannot articulate that. As the teachers of young hearts and minds do we teach ‘little boxes’ or do we teach individuals who as the very individuals they are have very different learning styles and needs and home support? The demands of teaching across all subjects in a classroom is not an easy job for any teacher and as the ‘directives’ and paper work expectations rain down upon us we are looking for short cuts and ways to try and do the job we used to do. I see that and I understand it. But, the core of our job is the nurturing and support of our children and their learning. We can’t and don’t teach boxes. We have been ‘directed’ to have the students reach a certain level in the standards and benchmarks box but we don’t teach boxes. We want our children ‘to understand’ and make authentic connections. And that means to comprehend not just what they read and are reading but the discussions and the language and the life around them.The comprehension strategies we are ‘teaching’ in reading are an integral part of every type of instruction/activity we are engaged in. We move from math to social studies to reading, knowing that Johnnie has a real problem with formulating questions. We move in and out of activities knowing that Mary Beth needs work with making connections. It’s integral to our understanding of what we are teaching and the students in our classroom to know these students so well that the continual support and guidance spans everything we do. The reading/learning specialist comes in and we are able to say, well guess what happened in terms of a behavior or a skill that can be built upon in reading but didn’t happen in reading. Yes we can teach boxes in boxed blocks. I have no doubt of that. And yes there is going to be evidence of learning but how can the success or improvement be measured compared to the ‘regular’ classroom growth? What is the quality of interaction with kids that you meet for one hour a day as compared to a whole day? What is the quality of relationship? What is the true quality of your instruction based upon the needs and knowledge of the students in your classroom? The ticking of the boxes is the easy part. The hard part is not becoming a box, teaching a box. --- On Sat, 14/2/09, cnjpal...@aol.com cnjpal...@aol.com wrote: From: cnjpal...@aol.com cnjpal...@aol.com Subject: Re: [MOSAIC] Debbie Miller's Teaching with Intention (was departmentalization) To: mosaic@literacyworkshop.org Received: Saturday, 14 February, 2009, 10:54 AM Elisa... What's not to like??? It's Debbie Miller! :-) Actually, one of the statements near the beginning of the book really got me thinking. She wrote about how important it is for each of us to really think about what is important for us in reading instruction...consider what it is we believe. She encourages each of us to really think about those things and commit it to paper. And then, when you are planning, teaching, and reflecting upon your teaching, you run everything through that lens. It makes your teaching so much more focused and deliberate... (thus the title Teaching with Intention.) Debbie actually writes that it isn't as important to believe certain things but to have carefully thought through those beliefs to begin with. So, in my journal I am writing and rewriting my belief statements about reading. I have been working on this off and on since Christmas when I got Teaching with Intention and read it. Some of my struggles as I try to come up with my five top beliefs about reading and reading instruction
Re: [MOSAIC] departmentalization
Three cheers Beverlee. I would want to get research on the type of teacher who should be teaching a first grader And produce that for discussion. Good for you Dee for challenging and wanting to do something proactive. Will try and find what I can for you in the next few days. --- On Thu, 12/2/09, beverleep...@gmail.com beverleep...@gmail.com wrote: From: beverleep...@gmail.com beverleep...@gmail.com Subject: Re: [MOSAIC] departmentalization To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Thursday, 12 February, 2009, 5:47 AM Well, you could start by reminding them to use their common sense and what they know about chuld development! Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Delores Gibson dgib...@dps109.org Date: Wed, 11 Feb 2009 12:35:24 To: mosaic@literacyworkshop.org Subject: [MOSAIC] departmentalization Does anyone have and/or know of where I can go to find research on departmental teaching for FIRST GRADE? Some of the teachers want to seen six year olds from room to room (switch classes) for reading and math. I'm opposed because I believe strongly in self-contained classroom for first grade. Instead of just doing it because it might be easier I can't get anyone to tell me what research supports or does not support this for first grade. HELP Dee 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Make Yahoo!7 your homepage and win a trip to the Quiksilver Pro. Find out more ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Seeking Help
You would need to get a reliable tool that can determine growth over the eight weeks. If we were setting it as a smart goal at my school it would be be set in terms like this, 'that 99 percent of students achieve an increase of at least ten percent in the inference component of the DRA assessment by May' it has to be measureable and you have to have a base line assessment...data toolto show growth. That's how I see smart goalsSuzanne --- On Wed, 17/12/08, Dwight Delahunt dwight.delah...@ottawacatholicschools.ca wrote: From: Dwight Delahunt dwight.delah...@ottawacatholicschools.ca Subject: [MOSAIC] Seeking Help To: mosaic@literacyworkshop.org Received: Wednesday, 17 December, 2008, 2:19 AM Thanks for your thoughts. I have receiuved an especially helpful link to a possible assessment instrument and Herb's comment reflects the complexity of developing a given strategy focus knowing that all the strategies are in an orbit and converge in the mind of the reader. Inferencing is the focus of the learning and has been chosen after analyzing various data; provincial assessment, CASI, PM Benchmarking. As Herb mentioned scaffolding is required; but kids at al levels make inferences ; and can expand the ability to do so toward gaining deeper comprehension. While we understand the meaning of a SMART goal it is the measuring part that for which I have particularly requested input. Your help is appreciated. thanks Dwight mosaic@literacyworkshop.org dwight.delah...@ottawacatholicschools.ca ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Start your day with Yahoo!7 and win a Sony Bravia TV. Enter now http://au.docs.yahoo.com/homepageset/?p1=otherp2=aup3=tagline ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Seeking Help
I will think about this for you but when you think of all the other strategies that must be in place, 'connections, questioning, predictions and even visualizing (Miller 2002) as part of the inferencing strategy it's not an easy task to break down for the SMART goal is it??? Will keep thinking on it... --- On Tue, 16/12/08, Dwight Delahunt dwight.delah...@ottawacatholicschools.ca wrote: From: Dwight Delahunt dwight.delah...@ottawacatholicschools.ca Subject: [MOSAIC] Seeking Help To: mosaic@literacyworkshop.org Received: Tuesday, 16 December, 2008, 1:50 AM HI folks, I am a principal of a K-6 school in Ottawa Ontario. A central initiative in this district is to develop a SMART goal related to comprehensive Literacy. For varied reasons we chose to focus upon the comprehension strategy of Inferring. My colleagues have had extensive opportunities to explore Mosaic and 7Keys. We are required to establish baseline data, mid-point data and summative data for a 6 - ~8 week focus on this strategy. While no strategy is taught in isolation and inferencing falls into several categories from word meaning to attitudes, actions, effects etc.it is a real challenge to develop a fomative and summative assessment that is valid, reliable and capable of revealing stages of understanding. I have looked at simple multiple choice approaches, cloze procedures, short response and essay items. I have seen different rubrics to guide assessment. I need to get beyond the true/false - fill in the blank and multiple choice format to a more discriminating assessment. If anyone can offer some direction or share their experience I would be very grateful with thanks Dwight Delahunt dwight.delah...@ottawacatholicschools.ca ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Start your day with Yahoo!7 and win a Sony Bravia TV. Enter now http://au.docs.yahoo.com/homepageset/?p1=otherp2=aup3=tagline ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] for Carol: question about high school student
What a wonderful Golden moment for you Carol...how wonderful, this boy must see in you someone to support something he wants and doesn't know how to begin. I would find out what his sport passion is, i know Tony Hawker the skateboard king has done so much for boys and reading. But, if he loves some game, find some person he admires. And then my advise, it's not about him reading the entire book, but finding with him the chapters that capture his interesteven better if there is a chapter he relates to in some way. Encourage just the chapter. Bite size. Set a small goal. You might find, that it's the next chapter he wants to read...and if you can try and get a number of books for him to browse to identify the style or interest that grabs him. What a shame he has not had someone like you in his life sooner...Good Luck. --- On Sat, 13/12/08, carol minkoff cmin...@gmail.com wrote: From: carol minkoff cmin...@gmail.com Subject: Re: [MOSAIC] Re (Mosaic) Reflections on units of study (long...) To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Saturday, 13 December, 2008, 2:16 AM I love this, too! It makes reading strategically so much more meaningful for the students. Question: I am doing some volunteer work in a high school program in which students who have been suspended choose to participate as an alternative to just staying home. Many of the kids are very bright, but have emotional issues. Yesterday a student approached me and explained that he has not been able to read a book, even for pleasure, from beginning to end because he looses focus and starts thinking about other things. Before he knows it, he is reading the words, but not paying attention to the text. He said that when he takes his medication, it can help, but doesn't really do the trick. He will only be in the program 4 more days--then he returns to class. He asked me if I could help him in anyway; he wants very much to overcome this problem. He said that he prefers non-fiction, and he is interested in sports biographies, but has many other interests as well. Does anyone have suggestions of high interest non fiction? He is in 11th grade--and an honors English student. I want to stay away from anything that might be sad or depressing, as this could be an issue for him. There is very little time to work with these kids as they only attend the program while on suspension. Also, it is rare for these kids to demonstrate motivation...and I really don't want to let him down. Suggestions would be Greatly appreciated Thanks so much, Carol Carol's Classroom Independent tutoring and reading coach Former teacher in Montgomery County, Maryland On Fri, Dec 12, 2008 at 8:48 AM, Ljackson ljack...@gwtc.net wrote: I am so with you and Frank! How can a strategy become the unit of study? Isn't it a tool to access the unit, to make it richer and help kids get the big ideas? In a nonfiction study, isn't it a natural to shine a light on determining importance to support study habits and synthesis to support students in learning to internalize and re-represent information? That is the conclusion I drew after a couple of years of trying to teach a unit around a strategy. So I try to help teachers design meaningful units of study and then to ask themselves, is there a specific strategy or two that I would like to 'shine on' here, so that children can expand their ability to think more meaningfully about what they are learning? Do I seen opportunities to remind students that previously focused upon strategies can apply in this new sort of reading--to help them generalize strategies across genre and text types? I am finding that beginning with immersion in genre, often with a writing or performance (speaking/listening/viewing) project in mind, that the strategies fit in like puzzle pieces. It would be my hope that by spotlighting strategies with our younger learners, that we can move students towards a natural and more integrated use of strategies across their DAY and across their LIVES. It is about so much more than reading... Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 - Original message - From: kuko...@aol.com To: mosaic@literacyworkshop.org Date: Thursday, December 11, 2008 9:02 PM Subject: Re: [MOSAIC] Re (Mosaic) Reflections on units of study (long...) I just came away from Frank Serafini's workshop today and realized how closely aligned his thoughts were to the posts on the listserv as of late he is a very funny man who makes you think about why you do what you do in your practice. his big talk today was about comprehension strategies and his feelings that perhaps we are taking the strategy instruction a bit too far and teaching as if
[MOSAIC] DRA
I need some help from grade four teachers up to middle school who use the DRA with their students. Do you use the assessment to identify just 'right' levels by finding the exact 'independent level' or do you use it to find instructional and then focus 'instruction' accordingly? A bit of a problem in our area. We have 'no kids left behindmost of our fourth and fifth graders are in the range of 34 (lowest grade four to fifty in grade five). Thoughts, ideascomments...greatly appreciated. Start your day with Yahoo!7 and win a Sony Bravia TV. Enter now http://au.docs.yahoo.com/homepageset/?p1=otherp2=aup3=tagline ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] community book
This is a fantastic idea and one I will store away for the future. It wouldn't work at my current school because 'the book has to be at the just right level' for every reader I can't imagine having to DRA all the parents as well!!! I can imagine how easily this could become a yearly event and a focus for the community with the school. It's a great idea. Thanks for sharing. --- On Sun, 7/12/08, kim lum [EMAIL PROTECTED] wrote: From: kim lum [EMAIL PROTECTED] Subject: Re: [MOSAIC] community book To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Sunday, 7 December, 2008, 12:56 PM Hi Susan, We did not put anything on the school site since we spent all our time making the project work. We did send out news/press releases and did not get any action from our Grand Rapids Press or others. Boo hoo. Also some students helped me create a display of our activities which we took to our local library. Then we took a similar one to an independent library in the inner city along with maps of Michigan and four copies of the book for their use. I did write a grant to our Service Learning program which funded some of it and then our district Title monies bought copies of the book. We even bought small books from the Mackinac Island school to give to our families so they would have insider knowledge of life on the island as they solved the mystery through reading. We learned that we need to shorten up the time frame from two months to just one. Our kick off for last year was an author /illustrator from Michigan who does books using Michigan as the setting. He came to our school and presented his work. This was funded by monies for career education. This year we are having a magician and want to call the event - Discovering the Magic of Learning. We hope to create some kind of tee shirt with this theme logo as a fundraiser too. On Sat, Dec 6, 2008 at 8:16 PM, Susan Cronk [EMAIL PROTECTED] wrote: Kim this sounds like an awesome idea. Do you have a link to your school to show some of what you all did? I love this idea. susan On Sat, Dec 6, 2008 at 4:44 PM, kim lum [EMAIL PROTECTED] wrote: Last year our second - fifth grade school did a book for all families to read. It was the Mystery on Mackinac Island. We had many activites including a film and fudge night with a sing along. We did this in part to encourage all our families to read at home. March is reading month in the state of Michigan so we culminated this project with an open house. Familes came to school again to see our writing displays, art displays and to enjoy an ice cream social. We are looking for a title for our next book. Someone suggested the Zack File books since they are exciting and easy to read. Does anyone know these books or have a different suggestion? Thanks for your thoughts. Kim ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. Start your day with Yahoo!7 and win a Sony Bravia TV. Enter now http://au.docs.yahoo.com/homepageset/?p1=otherp2=aup3=tagline ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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
What grade do you teach Jenni? --- On Tue, 2/12/08, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote: From: [EMAIL PROTECTED] [EMAIL PROTECTED] Subject: Re: [MOSAIC] Reading Response Journals To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Tuesday, 2 December, 2008, 9:16 PM How about a checklist or a tic-tac toe type list? Giving them a choice might help them to be more motivated. I talked with a former student of mine a while back and I asked him what he liked the most and least about my class. He gave me things he liked but one thing he hated. I hated those stupid letters we always had to write. I have since then given them more choices and it seems to make it more interesting for them. -- Original message from Yingling [EMAIL PROTECTED]: -- 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. Start your day with Yahoo!7 and win a Sony Bravia TV. Enter now http://au.docs.yahoo.com/homepageset/?p1=otherp2=aup3=tagline ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] whole class discussion question
Kim, I just had another thought. You comment that they have a problem with inner voice. I just had a look at both google images and flickr and there are a number of photos that you could use to promote and support your discussion on the textthe visual helps give the students make connections. Enough from me --- On Fri, 28/11/08, ncteach [EMAIL PROTECTED] wrote: From: ncteach [EMAIL PROTECTED] Subject: Re: [MOSAIC] whole class discussion question To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Friday, 28 November, 2008, 1:46 PM Hi Jennifer and Suzie, Thank you, thank you! You have given me much to think about. After reading your posts, I do think the nonfiction is the way to go. The students are interested in the topic, they can connect to it, it includes visuals and features we've discussed. In fact, I have already typed up my reasons for creating this lesson for this particular class and I think my reasons sound logical and appropriate. I guess my concern is balancing discussing the content and the actual reading strategy I'm trying to teach (reading, thinking, and jotting down their ideas about the text). This class is fairly proficient at decoding words, but many struggle with comprehension. They are unfamilair with the idea of listening to an inner voice and interacting with the text. Thanks again! The National Board process is amazing! If you have any more advice...I'm all ears. Best, 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. Start your day with Yahoo!7 and win a Sony Bravia TV. Enter now http://au.docs.yahoo.com/homepageset/?p1=otherp2=aup3=tagline ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] whole class discussion question
Kim, I think you should do whatever you are comfortable with in terms of the test you are sitting….but given that half your students are ESL and you have a couple of attention issues you might like to just consider the following. You are happy with their understanding of ‘fiction’ but they need more work on non-fiction is what I am understanding you are saying. ESL learners need more support with non-fiction. They actually need to learn the text structure of expository text, ((Reutzel Cooter, 2007). e.g. Cause and effect, compare and contrast, description, questions and answers and time order. Have you wondered why your students have not transferred from fiction to non-fiction with the same level of interaction? In using your piece on child labor I would be looking at focusing your lesson with one of the above strategies, fine tuning your questions so that you can build upon prior knowledge and so that your students can make connections. ESL kids and indeed most kids need more scaffolding for non-fiction and most certainly attention to the academic language and or new vocabulary that can be imbedded without context or pictorial support. And research does show that whatever differentiation you employ in the regular classroom for your ESL students is of immense benefit to your other students as well. I think my reply today was too quick, I was thinking for a ‘performance’ fiction would be an easier way to go. Content in curriculum areas is of course important but providing support to develop the skills for accessing information is paramount. A great starter would be a ‘visual’ as in a photo on your overhead that ‘shows child labor’, give the kids are context to build on when you are reading. And, maybe at this point you could incorporate the language of the text in your discussion if you think any of it is going to be new. Also, what is it you want the children to understand about child labor? This will help you develop the questions that will promote thinking on both an ‘understanding/comprehension level’ and what the students need to know and build upon in understanding for their Social Studies unit. Good luck on this --- On Fri, 28/11/08, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote: From: [EMAIL PROTECTED] [EMAIL PROTECTED] Subject: Re: [MOSAIC] whole class discussion question To: mosaic@literacyworkshop.org Received: Friday, 28 November, 2008, 1:12 PM Hi Kim, I am an NBCT (EC Gen) and I help facilitate candidate support meetings here in my district. I have a couple of thoughts for you. First...what standards are assessed in your entry? If one of your standards being assessed is your knowledge of students then you need to make choices that show you know your students and their needs and interests. To me, I think you might have an advantage using the non fiction piece if you include in your writing the reasoning why you chose this piece (they need help comprehending nonfiction and they have an interest in the topic.) Why is it you think that the nonfiction metacognition lesson might not translate to tape well? Do you think the kids won't talk? Will they not understand enough to discuss it? Read the article as a reader...not as a teacher. What are YOU thinking about as you read it? What are the main ideas? What questions are left in your mind? Now put yourself in your student's shoes. Where will they be interested? What parts do you anticipate will be confusing? What strategies will they try? Finally, put your teacher shoes back on... what does this article scream for you to teach. Will it make kids WANT to think? Will they understand enough to make them want to engage but are there still tantalizing details that will leave questions in their minds? I think it is very possible to do a great lesson with nonfiction for metacognition...I think it may actually be easier than fiction for kids struggling with that process. What you need to do is make sure that the article is going to pull them in...make them want to learn more...it needs to be full of intriguing details but it should also leave them with some questions or some surprises... Jennifer EC Gen 98 (renewed 06) In a message dated 11/27/2008 8:59:34 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: Hi All, Forgive me for just jumping in, but I am so stressed at the moment and need your collective wisdom. I am a candidate for National Boards (ELA Early Adolescent). (I teach 6th grade ELA.) I am now working on Entry #2 Whole Class Discussion. I have to send in 15 minutes of a video taped lesson which I will analyze and reflect upon. I spent considerable time creating a lesson on teaching the reading strategy of metacognition using a nonfciton text. The lesson follows STW. I will model using a think aloud, have students doing think, pair, share, and then
Re: [MOSAIC] whole class discussion question
If it's about building comprehension skills and it's for a video for you to demonstrate my thinking would to be to go for non fiction and a very strong read aloud. I would look at getting a picture book, and yes, perfectly suitable for sixth grade, so that you are giving the ESL students support with the visuals. You can structure the questions or the conversation starters to demonstrate their 'interaction'. Start with text to self and then text to world. The problem with video taping when the kids turn and share is that you get such poor quality sound...so it would be a good idea to be just taking notes listening to some of the discussions so that you can 'use' these later when you do your write up as they won't have been clear. The other thing is you can have all your own post its on the book as you go with your key questionsremember, ask the 'thick' questions yourself and that will really get the kids responding. Good luck --- On Fri, 28/11/08, ncteach [EMAIL PROTECTED] wrote: From: ncteach [EMAIL PROTECTED] Subject: [MOSAIC] whole class discussion question To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Friday, 28 November, 2008, 12:55 PM Hi All, Forgive me for just jumping in, but I am so stressed at the moment and need your collective wisdom. I am a candidate for National Boards (ELA Early Adolescent). (I teach 6th grade ELA.) I am now working on Entry #2 Whole Class Discussion. I have to send in 15 minutes of a video taped lesson which I will analyze and reflect upon. I spent considerable time creating a lesson on teaching the reading strategy of metacognition using a nonfciton text. The lesson follows STW. I will model using a think aloud, have students doing think, pair, share, and then eventually having them practice with guidance. My instructional goal is for the students to interact with the text as opposed to just decoding the words---to think about their thinking. (They are having a hard time with this. Half of the class is ESL. I also have two students with ADD.) My question/concern is this: Should I use nonfiction? It might be easier to have a whole class discussion about a piece of fiction, however, my students are fairly familiar with fiction. They *really* need help with nonfiction. The text is a short article about child labor in Equador. (They've become very interested in child labor issues.) I'm getting nervous that the nonfiction metcognition lesson might not lend itself to the taping process. Does anyone have any advice? Any and all thoughts would be appreciated. Kim in NC ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Start your day with Yahoo!7 and win a Sony Bravia TV. Enter now http://au.docs.yahoo.com/homepageset/?p1=otherp2=aup3=tagline ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] research question
Jennifer, this llink might have what you are looking for..it's from the National Reading Panel and it's an evidence based assessment of the Scientific research literature on reading and it's implications for Reading instruction. Hope it helpsfound it the other day and had put it away as a resource for a rainy day. Suzanne http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf --- On Wed, 26/11/08, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote: From: [EMAIL PROTECTED] [EMAIL PROTECTED] Subject: [MOSAIC] research question To: mosaic@literacyworkshop.org Received: Wednesday, 26 November, 2008, 1:16 PM All right folks...there are lots of research junkies on this listserv... I am on a mission... First of all, does anyone know of research that states that comprehension should be taught TOGETHER with decoding skills in the early grades? (I know of Rumelhart (sp) and the theory of simultaneity...but has there been empirical research?) Second...who has read research that states that proficient readers read every letter... Skeptical and inquiring minds want to know... Jennifer **Check out smokin’ hot deals on laptops, desktops and more from Dell. Shop Deals (http://pr.atwola.com/promoclk/10075x1213345834x1200842686/aol?redir=http://ad.doubleclick.net/clk;209513277;31396581;l) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Start your day with Yahoo!7 and win a Sony Bravia TV. Enter now http://au.docs.yahoo.com/homepageset/?p1=otherp2=aup3=tagline ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Independent Reading
Kids love to read when the environment supports itbe it for five or fifty minutes. Our whole middle school has adopted it for the time straight after lunch and it's in it's third year thinkthe increase in library borrowing is an unbelievable statistic to show how much 'real reading' is being done in this time. And, yes, our teachers read at exactly the same time. And, even better, kids and teachers actually chat about what they are reading. --- On Tue, 18/11/08, William Roberts [EMAIL PROTECTED] wrote: From: William Roberts [EMAIL PROTECTED] Subject: Re: [MOSAIC] Independent Reading To: 'Mosaic: A Reading Comprehension Strategies Email Group' mosaic@literacyworkshop.org Received: Tuesday, 18 November, 2008, 11:24 AM 15 minutes done well is better than 30 minutes wasted. If they can't do independent reading, it's all a waste until someone can teach them. Also, some teachers think it's 30 minutes free time for them to read for themselves or grade papers when they should be monitoring the kids and helping them. Bill -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of laura herrel Sent: Monday, November 17, 2008 5:25 PM To: Mosaic@literacyworkshop.org Subject: [MOSAIC] Independent Reading Our middle school 5-8 teachs Language Arts and Reading in two seperate periods - which I think is a sin. But that's not what I'm coming here to post about. Our principal recently said he does not want to see the students doing independent reading for longer than 15 minute during Reading class. Does anyone see anything wrong with having a 30 minute reading period a week? It really irks 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. Make the switch to the world#39;s best email. Get Yahoo!7 Mail! http://au.yahoo.com/y7mail ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] comprehension skills and technology
I am wondering how people are embracing new technology as a tool to develop literacy skills, especially reading comprehension. For example, do you use the internet to find other sources for reading comprehension. Do you teach comprehension using the net as a tool. I just went to a fantastic tech conference which was mainly for techies but I am so into literacy I'm working on how to connect the two in a really meaningful way. Is there somewhere on the net where we can access on line books at Fand P levels? Or does someone have an easy way of getting 'just right' material? Thoughts, ideas, directions...as soon as I have this all together in my own head I will send you my blog for those with the same interest to follow the progress of this. Suzanne --- On Tue, 11/11/08, Carol Tavares [EMAIL PROTECTED] wrote: From: Carol Tavares [EMAIL PROTECTED] Subject: Re: [MOSAIC] Re (Mosaic) Summary To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Tuesday, 11 November, 2008, 11:36 AM Linda, Thanks. I couldn't get it to open with Vista, but tried my husband's laptop and it worked. Carol T. On Sun, Nov 9, 2008 at 10:22 PM, [EMAIL PROTECTED] wrote: Carol, Yes, I did get the video to open in real player. The download appeared when I wanted to open it (at the top). Linda ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Find your perfect match today at the new Yahoo!7 Dating. Get Started http://au.dating.yahoo.com/?cid=53151pid=1012 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Fifth Grade
Jenny do you have the direct link for this, I can't find it on yahoo. S --- On Sat, 8/11/08, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote: From: [EMAIL PROTECTED] [EMAIL PROTECTED] Subject: Re: [MOSAIC] Fifth Grade To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Saturday, 8 November, 2008, 1:29 PM Hello Jen, There is a group on Yahoo called Real Writing Teachers. I think they may have files to support what you are looking for in regards to author studies and learning their crafts. Michele Polselli NBCT Jennifer Olimpieri [EMAIL PROTECTED] wrote: = Hi Ladies, I was wondering if you could help me with lessons for fifth grade teaching author's purpose/craft such as compare/contrast, sequencing, etc. Any resources would be greatly appreciated. Jen ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- Michele Polselli [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. Find your perfect match today at the new Yahoo!7 Dating. Get Started http://au.dating.yahoo.com/?cid=53151pid=1012 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] five year old and reading expectations
I teach grade four but have a friend who is worried about her son in his first year of school. He is five and is not reading. I keep telling her this is not a problem but we are at school whereby the expectations are set very high and there are a number of children in that class reading already and her husband is making comparisons. The child is interested in print, stories and is very verbal. He is read to every night and has been since he was born. He loves the piano and reads notes and plays. My attitude is let him be but I want to know if there is any comments from teachers at the five year old level who could give me guidance on how to help. Am I right in saying, its okay? I am worried that the child will pick up that he is ‘not doing well’ when this is perfectly age appropriate or am I behind in what is happening in kindergarten classes now? Ideas please. Suzanne Search 1000's of available singles in your area at the new Yahoo!7 Dating. Get Started http://au.dating.yahoo.com/?cid=53151pid=1011 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] DRA2 Question
At our school we have just been RETRAINED in administering the DRA and after the new testing many of the previous scores were found to be too high and kids were placed further back. We then had consensus meetings across grade levels to look at what really does constitute the scores. It was found also that the children being tested on non fiction were not scoring as well if they had the prior year been tested on fiction. --- On Fri, 31/10/08, SPINELLO, Carol [EMAIL PROTECTED] wrote: From: SPINELLO, Carol [EMAIL PROTECTED] Subject: Re: [MOSAIC] DRA2 Question To: 'Mosaic: A Reading Comprehension Strategies Email Group' mosaic@literacyworkshop.org Received: Friday, 31 October, 2008, 6:52 AM -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Kelly Andrews-Babcock Sent: Thursday, October 30, 2008 1:22 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] DRA2 Question Carol, Yes, because you truly want to see if the child remains independent at that level. We had a child enter gr 4 at a L38 and test down to a L28. It's amazing how much some children can lose over the summer. KellyAB Hi Kelly, Thanks for your response. We have had the same experience with children after the summer. Most of the time it was either a level lower or no movement as all. However, in some cases like you mentioned the fall was huge. Don't you think when they drop this much the original level had to be wrong?? Carol ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Search 1000's of available singles in your area at the new Yahoo!7 Dating. Get Started http://au.dating.yahoo.com/?cid=53151pid=1011 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Language arts block length and serendipity
This is long and on reflection, I feel good having written it as I am just so frustrated. It's a venting. I love to read everyone's posts, I don't always say much but I love to read what you all write. Coming from an Australian teaching background the general US teaching requirements was all so foreign to me until, until we were given an American principal at our elementary International school. We had already had American principals, don't get me wrong but principals who valued the expertise of the teachers and the incredible results that were always there in the must have 'tests'. Principals who were experienced educators from the States who valued the freedom of our unique school situation. We are so lucky, we have classes of twenty, full time teaching assistants, and we let parents know that we can't cater for some type of learning difficulties. That goes against the grain of most of us but you see, we now have to produce kids who are the 'best for the world'. And we can only do that by looking it seems at the test scores and keeping the parents who pay incredible fees happy. The very same parents who but for a few who were very happy with how it 'used to be'. The kids all come from highly motivated, highly professional parents. There is no such thing as discipline at our school unless you call, a kid not wearing his hat at break, s discipline problem. So, where is this all taking me, oh yes. We once upon a time didn't have 'blocked reading and language arts time'. Our curriculum was wonderful. We had developed a fantastic number of social studies and science units from prep to grade five, had been able to order whatever resources we wanted, (yes anything we wanted) and from there our kids explored the world. That world included authentic reading and writing, with literature circles, class read alouds and the most wonderful writing happening in every classroom. Classrooms buzzed. Kids in the centre module on the computers, finishing assignments, working collaboratively in groups, teachers working with small groups or one on one, parents in and out, sharing expertise, or just being in the room. And kids just loving and connecting with their learning. Now, we have lost our units because we have to teach 'reading workshop' and we will also have to teach 'writing workshop' and this is on top of the adoption of everyday math. We did have our own math curriculum based primarily on US standards but with the freedom to teach it in the way that best suited our kids. The results were in the pudding. The kids who stayed at the school all went on to finish year 12 math at incredibly high levels...but who wanted to talk about those kids? Who wanted to talk about the kids who had been so successful in the school? No, we have thrown out everything. Everything to teach to a 'rule'. For us all to be put in boxes and to be teaching the same thing the same way at the same time. Yes, we are stupid because we don't know how to really teach do we? People who have been in the classroom for ten, twenty, thirty years? so, what are we told? Well, firstly, 'based on current research' or 'research shows' or maybe now this is not really the school for you? Or, what about this 'Change is hard'...as if you are some stuck in the mud, difficult child who can't accept what is being forced down our throat which goes against everything that you know is good practice. So Bev tell me about it? Tell me about the disillusionment the loss, the terrible sadness that just pervades everything you now MUST do? I refuse to give in and still work with my kids the way I know is 'best for kids'. I know what works. I am a teacher. I know how to inspire, to connect, to dream with kids. I based my teaching on such sound and solid research which includes hours spent reading what is posted here, reading the book recommendations and reading about what makes for successful readers and writers. My research includes my own teaching experience, my results, by where those kids were and where they have gone to in learning and in their own passion for their learning. So, I am now working with an organization to develop my skills for adult learning and training programs in Australia. It's a fantastic course, learning about how adults learn best..and here is my final point. My tutor who I was on line with me last night said the biggest problem with the workplace is getting kids who have knowledge but not skills. Which takes me to the post about the electricians on the roof example givenwhen we stop paying attention to the world around us and how that impacts us and teach to the 'standard' before we teach to the world, we really are failing in what it is we need to give our kids. Mosaic has been the most wonderful refuge for me in finding like minded professionals, bent on continually working to find the best way for and with their kids, and I thank you
Re: [MOSAIC] literacy mapping
We are having these conversations at our school too. But the principal thinks that we should have the strategies grade assigned. A focus at each grade level but I always thought that would be somewhat like dividing up the six traits in writing. Comments? --- On Mon, 22/9/08, Gaynor, Yvonnee R. [EMAIL PROTECTED] wrote: From: Gaynor, Yvonnee R. [EMAIL PROTECTED] Subject: Re: [MOSAIC] literacy mapping To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Monday, 22 September, 2008, 9:43 PM We are currently going through the same process in our district. :) ~ Yvonnee -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Beverlee Paul Sent: Sunday, September 21, 2008 11:12 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] literacy mapping Carrie, I would love if you would share. Please e-mail me off-list. I'm in the middle of this same thought process right now. Bev [EMAIL PROTECTED] On Thu, Sep 18, 2008 at 7:03 AM, Carrie Cahill [EMAIL PROTECTED] wrote: My district is currently mapping our K-6 literacy curriculum. Big job, I know! We have decided to include every strategy at every grade level - I was excited that our teachers wanted that. I was wondering what other people do out there? I would also love to hear which strategies you start with in the K, 1 and 2 grades. Thanks! Carrie, 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. Make the switch to the world#39;s best email. Get Yahoo!7 Mail! http://au.yahoo.com/y7mail ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 mapping
I'm isolated from book shops where I am and have had a look at this online, what's it saying? --- On Tue, 23/9/08, Kristin Mitchell [EMAIL PROTECTED] wrote: From: Kristin Mitchell [EMAIL PROTECTED] Subject: Re: [MOSAIC] literacy mapping To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Tuesday, 23 September, 2008, 5:07 AM I agree with Renee. I've always taught all the strategies in one year to whatever grade level it is I'm teaching (I even use the same books most years!), kids have different ideas and thought processes throughout school. Although now that I've got my hands on Text Savvy I might be changing things up again. Besides, can you imagine an entire year just working on predictions? Kristin Mitchell/4th/CO Be the change you want to see in the world -Ghandi - Original Message From: Renee [EMAIL PROTECTED] I am of the mind that all the strategies meshed together holistically create good reading, and separating the strategies is what linear thinkers would do. If I were told to only teach this or that strategy at a certain grade level, I'd ignore the directions. But that's just me. Renee On Sep 22, 2008, at 5:47 AM, suzie herb wrote: But the principal thinks that we should have the strategies grade assigned. A focus at each grade level but I always thought that would be somewhat like dividing up the six traits in writing. Comments? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Make the switch to the world#39;s best email. Get Yahoo!7 Mail! http://au.yahoo.com/y7mail ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Persuasive texts
Kid's magazines are great for persuasive type texts. I don't know which ones you might have available to you but you might ask this boy what his interests are and see if you can find one. Take for example a BMX bike magazine. It will have articles on best bikes, best tracks, best gear, whatever. Generally because the articles are short with pictures, high interest, they are good for the kids who struggle with anything longer. I tend to go for persuasive texts that are non fiction and work with those first and then look for how a text is 'more subtle' in it's persuasion in fiction. Hope this helps. And if all else fails, once you have found his interests, google and you'll find something at the right level. Hope this helps. Suzanne --- On Sat, 20/9/08, Jennifer Olimpieri [EMAIL PROTECTED] wrote: From: Jennifer Olimpieri [EMAIL PROTECTED] Subject: Re: [MOSAIC] Persuasive texts To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Saturday, 20 September, 2008, 11:46 PM Hi I am trying to find titles for a fourth grade boy that is reading on a low level. Can anyone suggest titles or a good website to help? --- On Wed, 9/17/08, Diane Baker [EMAIL PROTECTED] wrote: From: Diane Baker [EMAIL PROTECTED] Subject: Re: [MOSAIC] Persuasive texts To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Wednesday, September 17, 2008, 10:44 PM I used the The Great Kapok Tree by Lynne Cherry with my fifth graders it's about a group of animals in the rainforest who persuade a lumberjack to stop cutting down the trees... From: [EMAIL PROTECTED] on behalf of Melissa Kile Sent: Wed 9/17/2008 10:38 PM To: Mosaic@literacyworkshop.org Subject: [MOSAIC] Persuasive texts Friends, I will be starting the Writing for Change unit from *Second Grade Writers*(Parsons) in a couple of weeks. I'm in need of some persuasive texts to share w/ my 2nd graders. Here's what was in the list in the book, all of which I've just ordered from Amazon (and which I'm hoping my principal will pay for!!): Common Ground, Bang Dear Children of the Earth, Schimmel Why Should I Recycle?, Green/Gordon The Peace Book, Parr The Librarian of Basra, Winter Dear World, Noda Our library has The Meanest Thing to Say by Bill Cosby, and I'm still researching where to find 2 books by Joy Cowley (The Smile, and Sky to Sea). If anyone has taught this unit, or one like it, are there any other suggestions for mentor texts? Thank you! Melissa/VA/2nd ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. Make the switch to the world#39;s best email. Get Yahoo!7 Mail! http://au.yahoo.com/y7mail ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Second email about hardcover/paperback booklist....
Well, some of the best books to use for think-alouds are picture story books. I don't know what your school library is like but if limited, you might have to go picture story. I am imagining also that if these books are going to be read alouds and think alouds you want quite a range of different ones..I can't remember your grade level. I would go for the quality of the book therefore and not the worry about the cover. And the same book can be read many times over the yearjust thoughts. --- On Sun, 21/9/08, Shannon Lauer [EMAIL PROTECTED] wrote: From: Shannon Lauer [EMAIL PROTECTED] Subject: [MOSAIC] Second email about hardcover/paperback booklist To: mosaic@literacyworkshop.org Received: Sunday, 21 September, 2008, 3:21 AM The reason why these books are going to be used only by me is because they will be books used for my think-alouds. I am new to this program, but it seems that many of the think-alouds/read-alouds are obviously texts that are too hard for the students to read for independent reading time. This being said, like some others replied, I will allow students to look at the book for the next week or two. I would like to keep building my library to include having some books for the classroom library, but to me right now, it seems having the read-alouds/think-alouds are the most important to have. $1000 goes quickly, and within the 6 strategies I'd like to have enough books to really give the strategy depth. Does this make sense? Again, I welcome comments and suggestions! Thanks again, Shannon PS. I have to turn this deadline in soon, so if you want to comment, the sooner the better. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Make the switch to the world#39;s best email. Get Yahoo!7 Mail! http://au.yahoo.com/y7mail ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Threads
I have just replied to a post which I thought was asking for a persuasive text (that's what the subject line was) for a fourth grade boy. I then read another post and realize that it was a request for books for a boy. I am wondering if when there is a new request or a new topic whether it is possible for a new subject to be introduced. It would help with determining which topics are read. Would make the list easier to navigate. So for example later when someone is looking for texts for boys, they can do an archive. Just wondering? Make the switch to the world#39;s best email. Get Yahoo!7 Mail! http://au.yahoo.com/y7mail ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] HELP! I need a lot of opinions on less hardcover or more paperback....
I would say if they are just going to be handled by you, buy as many as you can. You can get another grant in a couple of years and add to the collection. Yes, hard covers last longer but wouldn't you want access to as many books as you could get your hands on in all genres. I have old paperbacks I have used for over ten years reading to kids. Just my humble opinion. You could get a most fantastic library with this sort of money sticking to soft covers. --- On Fri, 19/9/08, ljackson [EMAIL PROTECTED] wrote: From: ljackson [EMAIL PROTECTED] Subject: Re: [MOSAIC] HELP! I need a lot of opinions on less hardcover or more paperback To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Friday, 19 September, 2008, 11:19 PM I would go hardcover. They last longer, are easier to read aloud. On 9/18/08 8:32 PM, Shannon Lauer [EMAIL PROTECTED] wrote: I'm writing a grant for literature/trade books to use for think- alouds, etc., following RWM and MOT. The maximum amount is $1000, which can buy a lot of books. Do you think it's better to buy less hardcover books or more paperback. They will be just for me, so the students will not have access to them. Please send suggestions! Thanks, Shannon ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. Make the switch to the world#39;s best email. Get Yahoo!7 Mail! http://au.yahoo.com/y7mail ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Differentiating Instruction
Hi Whitney, Leveled books, guided reading groups, and different options for activities, all allow for differentiation in the teaching of reading. The crucial key to differentiation is knowing each of your students as readers and keeping records of strengths, strategies used and taking this information to provide for the needs of all students. The DRA is a great and easy way to do this but there are lots of other tools available to give you formal snapshots of your children as readers. Hope this helps. S --- On Sun, 31/8/08, Hamilton, Whitney [EMAIL PROTECTED] wrote: From: Hamilton, Whitney [EMAIL PROTECTED] Subject: [MOSAIC] Differentiating Instruction To: mosaic@literacyworkshop.org Received: Sunday, 31 August, 2008, 12:42 PM Hello, all. I'm new to the group and seeking fresh ideas on differentiation. I am in the process of earning my Rank I certification through a program offered in Kentucky called CEO (Continuing Education Option). I've chosen to concentrate my studies on reading and differentiation. My goal is to increase my knowledge of teaching reading as well as how to differentiate my reading instruction so that my students' will benefit. I spent all summer reading almost anything recommended on teaching reading but I'd like to hear how you meet the needs of all learners in your classrooms. Thanks, Whitney Whitney Hamilton, Third Grade Kit Carson Elementary 450 Tates Creek Road Richmond, KY 40475 [EMAIL PROTECTED] 859-624-4525 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Win a MacBook Air or iPod touch with Yahoo!7. http://au.docs.yahoo.com/homepageset ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Lifebooks
This is a fantastic book to go looking for thanks Leslie...I've been able to read a couple of chapters on line from different sellers and it will be one I will buy. I have just started or am just starting a group with my colleagues called Life books' and the plan is hopefully to inspire people to use it in their classroom. Last year many of my student's writer's notebooks became a 'life book' in that it did start to be a place where they felt it so special, that everything even a little special was placed in there. I ran a workshop for my colleagues on writer's notebook last year as well as working with it in the classroom so am thinking the adult group is a great way to connect and bond and try the experience together to see the possibilities with the students. We have started writer's notebook already but I think what I will do is adjust now the expectation as we have just collected our first week of golden lines. The students are just loving some of them so much, we could just now add the ones we want if we want. I think this has wonderful potential. Thank you so much for the ideas and sharing. --- On Fri, 29/8/08, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote: From: [EMAIL PROTECTED] [EMAIL PROTECTED] Subject: Re: [MOSAIC] Lifebooks To: mosaic@literacyworkshop.org Received: Friday, 29 August, 2008, 12:07 PM Leslie, Can you write a bit more about Daybooks? Thanks, Leslie P In a message dated 8/28/2008 5:00:31 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: I am using Daybooks in third grade this year after being inspired by a book that was written by a group of writing project fellows. The book is called Thinking Out Loud on Paper: The Student Daybook as a Tool to Foster Learning. I loved the book. It is an easy read and is written from the viewpoint of an elementary, middle, high school, and college teacher. I think it is going to be a powerful tool. I found the book on Amazon and it is published by Heinemann. I think it was under $20. It was an enjoyable read. My kids have started today! They are so excited to hear that it is totally theirs and that I won't be correcting it. I think I am going to love it! Leslie -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of suzie herb Sent: Wednesday, August 27, 2008 8:35 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Lifebooks http://www.nwp.org/cs/public/print/resource/2577 is a good beginning place for you to look. At the fourth grade level my lifebook became a combination of Caulkins and Fletcher's ideas...it was incredibly powerful and produced a very different type of writer, or rather students writing authentically. Would be interested to hear how others have worked with the concept. --- On Wed, 27/8/08, Lyndsay Buehler [EMAIL PROTECTED] wrote: From: Lyndsay Buehler [EMAIL PROTECTED] Subject: Re: [MOSAIC] Lifebooks To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Wednesday, 27 August, 2008, 9:50 PM Briana, I know this only adds a question to your question, but what are Lifebooks? Thanks, Lyndsay Grade 1, Ontario, Canada On Tue, Aug 26, 2008 at 7:21 PM, [EMAIL PROTECTED] wrote: Has anyone tried Lifebooks in 1st/2nd grade? There are a few teachers on my team that are trying them out and I think I will too. I'm just wondering what kids write in them, how often, and honestly how successful they are. Thanks! Briana 2nd-MN ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- Lyndsay Buehler (519) 505-0756 There is no end to learning. -- Robert Schumann ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Win a MacBook Air or iPod touch with Yahoo!7. http://au.docs.yahoo.com/homepageset ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. **It's only a deal
Re: [MOSAIC] Lifebooks
http://www.nwp.org/cs/public/print/resource/2577 is a good beginning place for you to look. At the fourth grade level my lifebook became a combination of Caulkins and Fletcher's ideas...it was incredibly powerful and produced a very different type of writer, or rather students writing authentically. Would be interested to hear how others have worked with the concept. --- On Wed, 27/8/08, Lyndsay Buehler [EMAIL PROTECTED] wrote: From: Lyndsay Buehler [EMAIL PROTECTED] Subject: Re: [MOSAIC] Lifebooks To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Wednesday, 27 August, 2008, 9:50 PM Briana, I know this only adds a question to your question, but what are Lifebooks? Thanks, Lyndsay Grade 1, Ontario, Canada On Tue, Aug 26, 2008 at 7:21 PM, [EMAIL PROTECTED] wrote: Has anyone tried Lifebooks in 1st/2nd grade? There are a few teachers on my team that are trying them out and I think I will too. I'm just wondering what kids write in them, how often, and honestly how successful they are. Thanks! Briana 2nd-MN ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- Lyndsay Buehler (519) 505-0756 There is no end to learning. -- Robert Schumann ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Win a MacBook Air or iPod touch with Yahoo!7. http://au.docs.yahoo.com/homepageset ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
