Re: [MOSAIC] Silent Sustained Reading
Read the Book Whisper and you will change your opinion of SSR if you haven't seen the value of it in the past. Sue In a message dated 8/7/2009 11:45:34 P.M. Eastern Daylight Time, lstew...@branford.k12.ct.us writes: "And is it really fair to force students to sit and read quietly if they sincerely struggle with it or genuinely don't like it?" Amber, You can approach SSR non-traditionally. Once you get to know your children and their reading styles, you can pair those who struggle with a stronger student who loves to read aloud or you can pair two struggling readers together with a book of funny poems. I have yet to encounter a student who didn't enjoy a good story. You can also find books on the struggling reader's level or let that child read with you. There are many ways to bring "reading" for pure enjoyment to your students. I do play music in my classroom during this time but I allow kids to read in the hallway away from the music or in the corner library in our room which is buffered by bookcases and a quieter spot. If someone had offered you a wonderfully written and illustrated science picture book would you have enjoyed reading that without being forced? Just curious. Leslie Grade 3 Teacher 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 ~ From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org [mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of Amber Marie Daniels [ai5...@wayne.edu] Sent: Friday, August 07, 2009 8:16 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: [MOSAIC] Silent Sustained Reading Hello everyone, My name is Amber Daniels and I am a senior at Wayne State University, majoring in Elementary Science. Going back to the discussion about SSR, how can we effectively monitor students to ensure that they are reading? Just because students are looking at pages, and even turning them, doesn't mean that they are reading them. And is it really fair to force students to sit and read quietly if they sincerely struggle with it or genuinely don't like it? I'm an adult and don't read for enjoyment, only necessity. I have had the pleasure of enjoying a good book (that I was forced to read) but just don't enjoy reading. Also, when I read, I can only do it with some type of background noise. What are your thoughts? Thank You, Amber ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Silent Sustained Reading
It would be inspirational to you, I think, Amber, to read The Reading Zone by Nancie Atwell. It's not a long book and it might open up a world of opportunities to you. On Fri, Aug 7, 2009 at 9:25 PM, Stewart, L wrote: > "And is it really fair to force students to sit and read quietly if they > sincerely struggle with it or genuinely don't like it?" > Amber, > You can approach SSR non-traditionally. Once you get to know your children > and their reading styles, you can pair those who struggle with a stronger > student who loves to read aloud or you can pair two struggling readers > together with a book of funny poems. I have yet to encounter a student who > didn't enjoy a good story. You can also find books on the struggling > reader's level or let that child read with you. There are many ways to > bring "reading" for pure enjoyment to your students. I do play music in my > classroom during this time but I allow kids to read in the hallway away from > the music or in the corner library in our room which is buffered by > bookcases and a quieter spot. If someone had offered you a wonderfully > written and illustrated science picture book would you have enjoyed reading > that without being forced? Just curious. > > Leslie > Grade 3 Teacher > 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 ~ > > From: > mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org[mosaic-bounces+lstewart= > branford.k12.ct...@literacyworkshop.org] On Behalf Of Amber Marie Daniels > [ai5...@wayne.edu] > Sent: Friday, August 07, 2009 8:16 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: [MOSAIC] Silent Sustained Reading > > Hello everyone, > > My name is Amber Daniels and I am a senior at Wayne State University, > majoring in Elementary Science. Going back to the discussion about SSR, how > can we effectively monitor students to ensure that they are reading? Just > because students are looking at pages, and even turning them, doesn't mean > that they are reading them. And is it really fair to force students to sit > and read quietly if they sincerely struggle with it or genuinely don't like > it? I'm an adult and don't read for enjoyment, only necessity. I have had > the pleasure of enjoying a good book (that I was forced to read) but just > don't enjoy reading. Also, when I read, I can only do it with some type of > background noise. What are your thoughts? > > > Thank You, > > Amber > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe 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] Silent Sustained Reading
"And is it really fair to force students to sit and read quietly if they sincerely struggle with it or genuinely don't like it?" Amber, You can approach SSR non-traditionally. Once you get to know your children and their reading styles, you can pair those who struggle with a stronger student who loves to read aloud or you can pair two struggling readers together with a book of funny poems. I have yet to encounter a student who didn't enjoy a good story. You can also find books on the struggling reader's level or let that child read with you. There are many ways to bring "reading" for pure enjoyment to your students. I do play music in my classroom during this time but I allow kids to read in the hallway away from the music or in the corner library in our room which is buffered by bookcases and a quieter spot. If someone had offered you a wonderfully written and illustrated science picture book would you have enjoyed reading that without being forced? Just curious. Leslie Grade 3 Teacher 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 ~ From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org [mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of Amber Marie Daniels [ai5...@wayne.edu] Sent: Friday, August 07, 2009 8:16 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: [MOSAIC] Silent Sustained Reading Hello everyone, My name is Amber Daniels and I am a senior at Wayne State University, majoring in Elementary Science. Going back to the discussion about SSR, how can we effectively monitor students to ensure that they are reading? Just because students are looking at pages, and even turning them, doesn't mean that they are reading them. And is it really fair to force students to sit and read quietly if they sincerely struggle with it or genuinely don't like it? I'm an adult and don't read for enjoyment, only necessity. I have had the pleasure of enjoying a good book (that I was forced to read) but just don't enjoy reading. Also, when I read, I can only do it with some type of background noise. What are your thoughts? Thank You, Amber ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Silent Sustained Reading
Hello everyone, My name is Amber Daniels and I am a senior at Wayne State University, majoring in Elementary Science. Going back to the discussion about SSR, how can we effectively monitor students to ensure that they are reading? Just because students are looking at pages, and even turning them, doesn't mean that they are reading them. And is it really fair to force students to sit and read quietly if they sincerely struggle with it or genuinely don't like it? I'm an adult and don't read for enjoyment, only necessity. I have had the pleasure of enjoying a good book (that I was forced to read) but just don't enjoy reading. Also, when I read, I can only do it with some type of background noise. What are your thoughts? Thank You, Amber ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Silent Sustained Reading for Older Kids
Hi Everyone, I'm new to the listserv and was just reading the discussions about SSR. I recently did a book talk on Marilyn Reynolds, I Won't Read and You Can't Make Me. She is all about SSR for older kids (middle and high school). Reynolds was actually a pioneer in the movement. If you get a chance to check the book out it will be time well spent. She even includes many practical Tricks of Trade at the end of the book. Enjoy, Erika ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Silent Sustained Reading
I couldn't agree with you more about students NOT reading outside the school. We have to give them time to read (silently) during school the things they want to read. Otherwise, some of them will never open a book. Even though some require reading logs, it doesn't mean that they are really reading. I have parents sign reading logs just because it's a paper that is supposed to be signed. I get great results from my students by asking what they think about a book at a time outside of reading. They think I'm really interested in what they are doing that way and they always come to me afterwards and tell me what they are reading next. That always says to me that they care that I care. Isn't that what we want? I think so! KK Original Message: - From: rr1...@aol.com Date: Fri, 03 Jul 2009 08:34:00 -0400 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Silent Sustained Reading When I was a new teacher I was given the following advice...If you expect students to do something, they will do it. My students are required to read as their morning work. They also read for about 20 minutes during the literacy block. There is accountability in the fact that we emphasize AR. I also expect reading response journals to be completed several times during the week. I believe giving kids time to read is the best thing we can do for them. If I don't give it during school hours, some of them may never read by themselves. Rosie -Original Message- From: linz...@aol.com To: mosaic@literacyworkshop.org Sent: Wed, Jul 1, 2009 2:27 pm Subject: Re: [MOSAIC] Silent Sustained Reading In response to the insights that everyone has given to me, I feel that most teachers don't monitor SSR and just leave it up their children to read during this block.? I was reading a book and it mentioned this problem and how a county actually got rid of it from their school day because it wasn't showing a huge difference in their test scores.? Students who don't like to read may just stare at the pages to let teachers think that they are reading.??IN conclusion- I just feel that if properly monitored, SSR can be a great tool to help reading scores go up.? If not,?that time could be used to teach.? -Original Message- From: lbu...@stny.rr.com To: mosaic@literacyworkshop.org Sent: Wed, Jul 1, 2009 12:33 pm Subject: Re: [MOSAIC] Silent Sustained Reading Lisa, With test scores and accountability, I am sure some teachers would say yes to your question that we should be satisfied that kids read profiently. I would not- I want profient readers, but I want kids to want to read. I think people on this list strive to help all kids get to that point that they choose to read. By the end of the year, I can say that my kids love that independent time and it was a time we all looked forward to each day. Unfortunately, things can change once they move on. I often had sixth grade teachers ask why kids don't want to read much anymore. I stopped worrying about what comes after they leave my room, I can't change that, but I can influence other teachers. I have to say, after reading Ellin's books, I have initiated change in my building. More and more teachers have jumped in - which means more kids are choosing to read. More and more teachers have classroom libraries and more kids are involved in strategies. With this, there is more time given for independent reading. I know at the end of the year, one fifth grade teacher said her kids didn't want to leave until they finished a book. Linda Lisa Szyska wrote: > > I have a question in response to this question. > > Are we satisfied to create readers that can read proficiently, but who would never choose to? > > > > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe 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://literac
Re: [MOSAIC] Silent Sustained Reading
And to add to that . . . I would say we're also obligated to give them books (or other text) appropriate for their interests and reading abilities. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: rr1...@aol.com Date: Fri, 03 Jul 2009 08:34:00 To: Subject: Re: [MOSAIC] Silent Sustained Reading When I was a new teacher I was given the following advice...If you expect students to do something, they will do it. My students are required to read as their morning work. They also read for about 20 minutes during the literacy block. There is accountability in the fact that we emphasize AR. I also expect reading response journals to be completed several times during the week. I believe giving kids time to read is the best thing we can do for them. If I don't give it during school hours, some of them may never read by themselves. Rosie -Original Message- From: linz...@aol.com To: mosaic@literacyworkshop.org Sent: Wed, Jul 1, 2009 2:27 pm Subject: Re: [MOSAIC] Silent Sustained Reading In response to the insights that everyone has given to me, I feel that most teachers don't monitor SSR and just leave it up their children to read during this block.? I was reading a book and it mentioned this problem and how a county actually got rid of it from their school day because it wasn't showing a huge difference in their test scores.? Students who don't like to read may just stare at the pages to let teachers think that they are reading.??IN conclusion- I just feel that if properly monitored, SSR can be a great tool to help reading scores go up.? If not,?that time could be used to teach.? -Original Message- From: lbu...@stny.rr.com To: mosaic@literacyworkshop.org Sent: Wed, Jul 1, 2009 12:33 pm Subject: Re: [MOSAIC] Silent Sustained Reading Lisa, With test scores and accountability, I am sure some teachers would say yes to your question that we should be satisfied that kids read profiently. I would not- I want profient readers, but I want kids to want to read. I think people on this list strive to help all kids get to that point that they choose to read. By the end of the year, I can say that my kids love that independent time and it was a time we all looked forward to each day. Unfortunately, things can change once they move on. I often had sixth grade teachers ask why kids don't want to read much anymore. I stopped worrying about what comes after they leave my room, I can't change that, but I can influence other teachers. I have to say, after reading Ellin's books, I have initiated change in my building. More and more teachers have jumped in - which means more kids are choosing to read. More and more teachers have classroom libraries and more kids are involved in strategies. With this, there is more time given for independent reading. I know at the end of the year, one fifth grade teacher said her kids didn't want to leave until they finished a book. Linda Lisa Szyska wrote: > > I have a question in response to this question. > > Are we satisfied to create readers that can read proficiently, but who would never choose to? > > > > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Silent Sustained Reading
When I was a new teacher I was given the following advice...If you expect students to do something, they will do it. My students are required to read as their morning work. They also read for about 20 minutes during the literacy block. There is accountability in the fact that we emphasize AR. I also expect reading response journals to be completed several times during the week. I believe giving kids time to read is the best thing we can do for them. If I don't give it during school hours, some of them may never read by themselves. Rosie -Original Message- From: linz...@aol.com To: mosaic@literacyworkshop.org Sent: Wed, Jul 1, 2009 2:27 pm Subject: Re: [MOSAIC] Silent Sustained Reading In response to the insights that everyone has given to me, I feel that most teachers don't monitor SSR and just leave it up their children to read during this block.? I was reading a book and it mentioned this problem and how a county actually got rid of it from their school day because it wasn't showing a huge difference in their test scores.? Students who don't like to read may just stare at the pages to let teachers think that they are reading.??IN conclusion- I just feel that if properly monitored, SSR can be a great tool to help reading scores go up.? If not,?that time could be used to teach.? -Original Message- From: lbu...@stny.rr.com To: mosaic@literacyworkshop.org Sent: Wed, Jul 1, 2009 12:33 pm Subject: Re: [MOSAIC] Silent Sustained Reading Lisa, With test scores and accountability, I am sure some teachers would say yes to your question that we should be satisfied that kids read profiently. I would not- I want profient readers, but I want kids to want to read. I think people on this list strive to help all kids get to that point that they choose to read. By the end of the year, I can say that my kids love that independent time and it was a time we all looked forward to each day. Unfortunately, things can change once they move on. I often had sixth grade teachers ask why kids don't want to read much anymore. I stopped worrying about what comes after they leave my room, I can't change that, but I can influence other teachers. I have to say, after reading Ellin's books, I have initiated change in my building. More and more teachers have jumped in - which means more kids are choosing to read. More and more teachers have classroom libraries and more kids are involved in strategies. With this, there is more time given for independent reading. I know at the end of the year, one fifth grade teacher said her kids didn't want to leave until they finished a book. Linda Lisa Szyska wrote: I have a question in response to this question. Are we satisfied to create readers that can read proficiently, but who would never choose to? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Silent Sustained Reading
Renee, You make such a good point, and I'm learning how true it is to step back and let the kids. lead me. It is astounding when you do this. This year I am going to try more and more to do this, making my lessons as mini as possible, allowing the students increasing amounts of time to actually DO what I am teaching them. As much as possible I am going to turn to inquiry, which I believe to be one of the major components of learning and understanding. Even my rubrics are going to have direct student input. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org From: Renee To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Wednesday, July 1, 2009 2:43:50 PM Subject: Re: [MOSAIC] Silent Sustained Reading I'm glad my points felt so awesome to you. And we are all going to want to see how this works out. :-) Here is a little more of my thinking: I belong to a book sharing group (which I started, and for which I was very selective on the people involved). There are about eight of us and we meet once a month. We all read whatever we want and then come together to just share what we've read, whatever it is. Name a genre and at least one of us has read and shared. What's interesting though, is that with all the sharing of what's in the books and our impressions, we have also branched out into discussions of politics, religion, local issues, specific authors, death, Alzheimer's (one person in our group lost a husband to this insidious disease and we all shared the grief from its onset to his passing a couple of years later), food, art, . in other words you name it. Boy, do we make connections! What I'm thinking is that the book sharing part. voluntary sharing is so valuable and so complex and can teach so much. I was just thinking a while ago that some of the best teaching I've done was when I was not "teaching" at all. :-) Renee On Jul 1, 2009, at 9:06 AM, Mark & Rachele' Thummel wrote: > Renee--You make several AWESOME points--thank you! I do need to change my > thinking on the whole silent reading approach and see it as an advantage. I > guess I get frustrated with teachers who I see using that time to "get things > done"--which is not what I have chosen to do with that time when I've given > it in the past. Also, I just see so many of these struggling readers > lacking in basic comprehension skills, so I've decided in the past to replace > that "silent reading" time with a more structured approach. Students are > certainly doing a lot of reading in this approach, but not as much > self-selected--which is what I want them to get "hooked" on. Many middle > schools have 2 periods to teaching reading and writing . . . whereas I'm > limited to just one. So this is an added complication to make it through my > curriculum. I'd love to add another class . . . but it might be a struggle. > > Then of course there are the students who are scrambling to find a book two > minutes before class and reading something different every time. So I'm > thinking that if I restructure my approach to silent reading, I might get > better results. I'm planning on doing a "coffee shop" format with my 9th > graders this year--allowing them a modified reading time. I thought that I > would alternate weeks--one day a week they would silent read self-selected > materials and the next week they would share in a group with > coffee/cocoa/cider?! We have gender-grouped our 9th graders, so I will have > 23 girls. I have never taught to just one gender, but since I will be doing > this, I thought I'd try to make it a bit "girlie". Thank you for your ideas! > > -- > From: "Renee" > Sent: Wednesday, July 01, 2009 7:54 AM > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Subject: Re: [MOSAIC] Silent Sustained Reading > >> Hi there Mark and/or Rachele' >> >> I think one of the reasons that some teachers struggle with the concept of >> SSR is that it seems like "wasted time" or "time not well spent" or "time >> that is better used for something more explicit and direct" and I see that >> coming through in your comment that having SSR on one day a week would add >> up to almost 7 weeks of silent reading in class. But here's a thought >> that's a GREAT use of seven weeks! Time for students to learn to enjoy >> reading on their own... something that will stay with them forever, >> something th
Re: [MOSAIC] Silent Sustained Reading
Heather - I agree with you. I taught fifth graders this year and by the end, if they didn't see SSR time on the daily schedule, they were asking about it. One thing I did that found worked great, was one day a week, instead of conferencing with students, was brought my own book in to read - whatever I was reading at the time. This made such a difference in the reading atmosphere! I found the "fakers" to even seem to be enjoying reading on those days. They also loved to take a few minutes at the end of SSR time to talk about what they had read during the day and share with their classmates - they also took reccomendations and provided feedback - as some of you had suggested. I think that the teachers' love for reading needs to be reflected and will rub off on your students. I had several parents thank me this year for getting their child reading again and enjoying it. It was a great feeling! On Wed, Jul 1, 2009 at 8:13 PM, Heather Green wrote: > And I just wanted to add, maybe this is a lofty goal, especially at the > upper grades, but if students aren't reluctant to stop reading at the end of > ssr, or if they don't say "a man" when you say it's time to stop, > something is not going right with ssr. There are too many amazing books out > there for our students not to be enthralled in. > > On Wed, Jul 1, 2009 at 8:11 PM, Heather Green wrote: > >> I think it has to be more than just SSR. SSR has to be the basis of your >> classroom. It has to created this undercurrent of a love of books and good >> stories. So just as important as silent reading time, I think is sharing >> time. I know I have read a lot of good books because people have >> recommended them to me. Plus, it's more fun to read a book that you know >> someone else has read so you can talk about it . So I think as part of SSR, >> students should be able to spotlight books, and you should as well. There >> are some great examples of these booktalks in the book Readicide, or is it >> The Reading Zone, I can't remember which one. >> >> On Wed, Jul 1, 2009 at 4:20 PM, Mark & Rachele' Thummel < >> mrthum...@hotmail.com> wrote: >> >>> I have also thoroughly enjoyed the book group that I belong to and have >>> been thinking about it a lot as I get ready to approach my 9th grade English >>> class of girls. I have made great connections with women that I didn't know >>> very well, and it's been great for me to get away from home to talk with >>> intelligent women about all sorts of topics. I love thinking about reading >>> a new book each month. . . and I'd like to establish an environment where my >>> students (girls next year) WANT to come to "book group" to share and listen. >>> >>> Jan--thanks for the link to Gardiner . . . I'm going to definitely look >>> into that! I like the analogy of reading and running--as a runner myself, I >>> seriously suffer if I don't train on a daily level. I can't imagine running >>> 5 miles just once a week! So I can see the connection of establishing good >>> reading habits through consistent and daily reading. I just still struggle >>> with the concept of only having 40 minutes left to cover reading strategies, >>> vocabulary, and all the writing elements that are in my curriculum . . . . >>> I'm going to take the summer to think about this! Further ideas are >>> certainly helpful:) >>> -- >>> From: "Renee" >>> Sent: Wednesday, July 01, 2009 11:43 AM >>> >>> To: "Mosaic: A Reading Comprehension Strategies Email Group" < >>> mosaic@literacyworkshop.org> >>> Subject: Re: [MOSAIC] Silent Sustained Reading >>> >>> I'm glad my points felt so awesome to you. And we are all going to want >>>> to see how this works out. :-) >>>> >>>> Here is a little more of my thinking: I belong to a book sharing group >>>> (which I started, and for which I was very selective on the people >>>> involved). There are about eight of us and we meet once a month. We all >>>> read >>>> whatever we want and then come together to just share what we've read, >>>> whatever it is. Name a genre and at least one of us has read and shared. >>>> What's interesting though, is that with all the sharing of what's in the >>>> books and our impressions, we have also branched out into discussions of >>>> politics, religion, local issues, specific authors, death, Alzheim
Re: [MOSAIC] Silent Sustained Reading
I think it has to be more than just SSR. SSR has to be the basis of your classroom. It has to created this undercurrent of a love of books and good stories. So just as important as silent reading time, I think is sharing time. I know I have read a lot of good books because people have recommended them to me. Plus, it's more fun to read a book that you know someone else has read so you can talk about it . So I think as part of SSR, students should be able to spotlight books, and you should as well. There are some great examples of these booktalks in the book Readicide, or is it The Reading Zone, I can't remember which one. On Wed, Jul 1, 2009 at 4:20 PM, Mark & Rachele' Thummel < mrthum...@hotmail.com> wrote: > I have also thoroughly enjoyed the book group that I belong to and have > been thinking about it a lot as I get ready to approach my 9th grade English > class of girls. I have made great connections with women that I didn't know > very well, and it's been great for me to get away from home to talk with > intelligent women about all sorts of topics. I love thinking about reading > a new book each month. . . and I'd like to establish an environment where my > students (girls next year) WANT to come to "book group" to share and listen. > > Jan--thanks for the link to Gardiner . . . I'm going to definitely look > into that! I like the analogy of reading and running--as a runner myself, I > seriously suffer if I don't train on a daily level. I can't imagine running > 5 miles just once a week! So I can see the connection of establishing good > reading habits through consistent and daily reading. I just still struggle > with the concept of only having 40 minutes left to cover reading strategies, > vocabulary, and all the writing elements that are in my curriculum . . . . > I'm going to take the summer to think about this! Further ideas are > certainly helpful:) > -- > From: "Renee" > Sent: Wednesday, July 01, 2009 11:43 AM > > To: "Mosaic: A Reading Comprehension Strategies Email Group" < > mosaic@literacyworkshop.org> > Subject: Re: [MOSAIC] Silent Sustained Reading > > I'm glad my points felt so awesome to you. And we are all going to want to >> see how this works out. :-) >> >> Here is a little more of my thinking: I belong to a book sharing group >> (which I started, and for which I was very selective on the people >> involved). There are about eight of us and we meet once a month. We all read >> whatever we want and then come together to just share what we've read, >> whatever it is. Name a genre and at least one of us has read and shared. >> What's interesting though, is that with all the sharing of what's in the >> books and our impressions, we have also branched out into discussions of >> politics, religion, local issues, specific authors, death, Alzheimer's (one >> person in our group lost a husband to this insidious disease and we all >> shared the grief from its onset to his passing a couple of years later), >> food, art, . in other words you name it. Boy, do we make >> connections! >> >> What I'm thinking is that the book sharing part. voluntary sharing >> is so valuable and so complex and can teach so much. >> >> I was just thinking a while ago that some of the best teaching I've done >> was when I was not "teaching" at all. >> >> :-) >> Renee >> >> >> On Jul 1, 2009, at 9:06 AM, Mark & Rachele' Thummel wrote: >> >> Renee--You make several AWESOME points--thank you! I do need to change >>> my thinking on the whole silent reading approach and see it as an >>> advantage. I guess I get frustrated with teachers who I see using that >>> time to "get things done"--which is not what I have chosen to do with that >>> time when I've given it in the past. Also, I just see so many of these >>> struggling readers lacking in basic comprehension skills, so I've decided >>> in the past to replace that "silent reading" time with a more structured >>> approach. Students are certainly doing a lot of reading in this approach, >>> but not as much self-selected--which is what I want them to get "hooked" >>> on. Many middle schools have 2 periods to teaching reading and writing . >>> . . whereas I'm limited to just one. So this is an added complication to >>> make it through my curriculum. I'd love to add another class . . . but it >>> might be a struggle. >
Re: [MOSAIC] Silent Sustained Reading
And I just wanted to add, maybe this is a lofty goal, especially at the upper grades, but if students aren't reluctant to stop reading at the end of ssr, or if they don't say "a man" when you say it's time to stop, something is not going right with ssr. There are too many amazing books out there for our students not to be enthralled in. On Wed, Jul 1, 2009 at 8:11 PM, Heather Green wrote: > I think it has to be more than just SSR. SSR has to be the basis of your > classroom. It has to created this undercurrent of a love of books and good > stories. So just as important as silent reading time, I think is sharing > time. I know I have read a lot of good books because people have > recommended them to me. Plus, it's more fun to read a book that you know > someone else has read so you can talk about it . So I think as part of SSR, > students should be able to spotlight books, and you should as well. There > are some great examples of these booktalks in the book Readicide, or is it > The Reading Zone, I can't remember which one. > > On Wed, Jul 1, 2009 at 4:20 PM, Mark & Rachele' Thummel < > mrthum...@hotmail.com> wrote: > >> I have also thoroughly enjoyed the book group that I belong to and have >> been thinking about it a lot as I get ready to approach my 9th grade English >> class of girls. I have made great connections with women that I didn't know >> very well, and it's been great for me to get away from home to talk with >> intelligent women about all sorts of topics. I love thinking about reading >> a new book each month. . . and I'd like to establish an environment where my >> students (girls next year) WANT to come to "book group" to share and listen. >> >> Jan--thanks for the link to Gardiner . . . I'm going to definitely look >> into that! I like the analogy of reading and running--as a runner myself, I >> seriously suffer if I don't train on a daily level. I can't imagine running >> 5 miles just once a week! So I can see the connection of establishing good >> reading habits through consistent and daily reading. I just still struggle >> with the concept of only having 40 minutes left to cover reading strategies, >> vocabulary, and all the writing elements that are in my curriculum . . . . >> I'm going to take the summer to think about this! Further ideas are >> certainly helpful:) >> ---------- >> From: "Renee" >> Sent: Wednesday, July 01, 2009 11:43 AM >> >> To: "Mosaic: A Reading Comprehension Strategies Email Group" < >> mosaic@literacyworkshop.org> >> Subject: Re: [MOSAIC] Silent Sustained Reading >> >> I'm glad my points felt so awesome to you. And we are all going to want >>> to see how this works out. :-) >>> >>> Here is a little more of my thinking: I belong to a book sharing group >>> (which I started, and for which I was very selective on the people >>> involved). There are about eight of us and we meet once a month. We all read >>> whatever we want and then come together to just share what we've read, >>> whatever it is. Name a genre and at least one of us has read and shared. >>> What's interesting though, is that with all the sharing of what's in the >>> books and our impressions, we have also branched out into discussions of >>> politics, religion, local issues, specific authors, death, Alzheimer's (one >>> person in our group lost a husband to this insidious disease and we all >>> shared the grief from its onset to his passing a couple of years later), >>> food, art, . in other words you name it. Boy, do we make >>> connections! >>> >>> What I'm thinking is that the book sharing part. voluntary >>> sharing is so valuable and so complex and can teach so much. >>> >>> I was just thinking a while ago that some of the best teaching I've done >>> was when I was not "teaching" at all. >>> >>> :-) >>> Renee >>> >>> >>> On Jul 1, 2009, at 9:06 AM, Mark & Rachele' Thummel wrote: >>> >>> Renee--You make several AWESOME points--thank you! I do need to change >>>> my thinking on the whole silent reading approach and see it as an >>>> advantage. I guess I get frustrated with teachers who I see using that >>>> time to "get things done"--which is not what I have chosen to do with that >>>> time when I've given it in the past. Also,
Re: [MOSAIC] Silent Sustained Reading
I have also thoroughly enjoyed the book group that I belong to and have been thinking about it a lot as I get ready to approach my 9th grade English class of girls. I have made great connections with women that I didn't know very well, and it's been great for me to get away from home to talk with intelligent women about all sorts of topics. I love thinking about reading a new book each month. . . and I'd like to establish an environment where my students (girls next year) WANT to come to "book group" to share and listen. Jan--thanks for the link to Gardiner . . . I'm going to definitely look into that! I like the analogy of reading and running--as a runner myself, I seriously suffer if I don't train on a daily level. I can't imagine running 5 miles just once a week! So I can see the connection of establishing good reading habits through consistent and daily reading. I just still struggle with the concept of only having 40 minutes left to cover reading strategies, vocabulary, and all the writing elements that are in my curriculum . . . . I'm going to take the summer to think about this! Further ideas are certainly helpful:) -- From: "Renee" Sent: Wednesday, July 01, 2009 11:43 AM To: "Mosaic: A Reading Comprehension Strategies Email Group" Subject: Re: [MOSAIC] Silent Sustained Reading I'm glad my points felt so awesome to you. And we are all going to want to see how this works out. :-) Here is a little more of my thinking: I belong to a book sharing group (which I started, and for which I was very selective on the people involved). There are about eight of us and we meet once a month. We all read whatever we want and then come together to just share what we've read, whatever it is. Name a genre and at least one of us has read and shared. What's interesting though, is that with all the sharing of what's in the books and our impressions, we have also branched out into discussions of politics, religion, local issues, specific authors, death, Alzheimer's (one person in our group lost a husband to this insidious disease and we all shared the grief from its onset to his passing a couple of years later), food, art, . in other words you name it. Boy, do we make connections! What I'm thinking is that the book sharing part. voluntary sharing is so valuable and so complex and can teach so much. I was just thinking a while ago that some of the best teaching I've done was when I was not "teaching" at all. :-) Renee On Jul 1, 2009, at 9:06 AM, Mark & Rachele' Thummel wrote: Renee--You make several AWESOME points--thank you! I do need to change my thinking on the whole silent reading approach and see it as an advantage. I guess I get frustrated with teachers who I see using that time to "get things done"--which is not what I have chosen to do with that time when I've given it in the past. Also, I just see so many of these struggling readers lacking in basic comprehension skills, so I've decided in the past to replace that "silent reading" time with a more structured approach. Students are certainly doing a lot of reading in this approach, but not as much self-selected--which is what I want them to get "hooked" on. Many middle schools have 2 periods to teaching reading and writing . . . whereas I'm limited to just one. So this is an added complication to make it through my curriculum. I'd love to add another class . . . but it might be a struggle. Then of course there are the students who are scrambling to find a book two minutes before class and reading something different every time. So I'm thinking that if I restructure my approach to silent reading, I might get better results. I'm planning on doing a "coffee shop" format with my 9th graders this year--allowing them a modified reading time. I thought that I would alternate weeks--one day a week they would silent read self-selected materials and the next week they would share in a group with coffee/cocoa/cider?! We have gender-grouped our 9th graders, so I will have 23 girls. I have never taught to just one gender, but since I will be doing this, I thought I'd try to make it a bit "girlie". Thank you for your ideas! ---------- From: "Renee" Sent: Wednesday, July 01, 2009 7:54 AM To: "Mosaic: A Reading Comprehension Strategies Email Group" Subject: Re: [MOSAIC] Silent Sustained Reading Hi there Mark and/or Rachele' I think one of the reasons that some teachers struggle with the concept of SSR is that it seems like "wasted time" or "time not well spent" or "time that is better used f
Re: [MOSAIC] Silent Sustained Reading
I'm glad my points felt so awesome to you. And we are all going to want to see how this works out. :-) Here is a little more of my thinking: I belong to a book sharing group (which I started, and for which I was very selective on the people involved). There are about eight of us and we meet once a month. We all read whatever we want and then come together to just share what we've read, whatever it is. Name a genre and at least one of us has read and shared. What's interesting though, is that with all the sharing of what's in the books and our impressions, we have also branched out into discussions of politics, religion, local issues, specific authors, death, Alzheimer's (one person in our group lost a husband to this insidious disease and we all shared the grief from its onset to his passing a couple of years later), food, art, . in other words you name it. Boy, do we make connections! What I'm thinking is that the book sharing part. voluntary sharing is so valuable and so complex and can teach so much. I was just thinking a while ago that some of the best teaching I've done was when I was not "teaching" at all. :-) Renee On Jul 1, 2009, at 9:06 AM, Mark & Rachele' Thummel wrote: Renee--You make several AWESOME points--thank you! I do need to change my thinking on the whole silent reading approach and see it as an advantage. I guess I get frustrated with teachers who I see using that time to "get things done"--which is not what I have chosen to do with that time when I've given it in the past. Also, I just see so many of these struggling readers lacking in basic comprehension skills, so I've decided in the past to replace that "silent reading" time with a more structured approach. Students are certainly doing a lot of reading in this approach, but not as much self-selected--which is what I want them to get "hooked" on. Many middle schools have 2 periods to teaching reading and writing . . . whereas I'm limited to just one. So this is an added complication to make it through my curriculum. I'd love to add another class . . . but it might be a struggle. Then of course there are the students who are scrambling to find a book two minutes before class and reading something different every time. So I'm thinking that if I restructure my approach to silent reading, I might get better results. I'm planning on doing a "coffee shop" format with my 9th graders this year--allowing them a modified reading time. I thought that I would alternate weeks--one day a week they would silent read self-selected materials and the next week they would share in a group with coffee/cocoa/cider?! We have gender-grouped our 9th graders, so I will have 23 girls. I have never taught to just one gender, but since I will be doing this, I thought I'd try to make it a bit "girlie". Thank you for your ideas! -- From: "Renee" Sent: Wednesday, July 01, 2009 7:54 AM To: "Mosaic: A Reading Comprehension Strategies Email Group" Subject: Re: [MOSAIC] Silent Sustained Reading Hi there Mark and/or Rachele' I think one of the reasons that some teachers struggle with the concept of SSR is that it seems like "wasted time" or "time not well spent" or "time that is better used for something more explicit and direct" and I see that coming through in your comment that having SSR on one day a week would add up to almost 7 weeks of silent reading in class. But here's a thought that's a GREAT use of seven weeks! Time for students to learn to enjoy reading on their own... something that will stay with them forever, something that might turn some non-readers into readers (and I'm not talking about competency, I'm talking about choice). But if it were me, I would turn it around, and have the SSR day be on Monday instead of Friday, because then the reading on Monday could serve as personal information from each student to add to whatever discussions happened during the week. What if, for example, Monday was also a "book sharing" kind of day, where students read silently and independently for 3/4 of the period, something of their own choosing, and then met in small groups to just share with a few other students what they are reading? What if, after this got started, you started throwing out targeted questions for discussion in these small groups? For example, perhaps on one Monday you could suggest that students talk to each other about any visuals that popped up while they were reading, and on another Monday you might suggest that students tell others about any connections they made while reading. I
Re: [MOSAIC] Silent Sustained Reading
In response to the insights that everyone has given to me, I feel that most teachers don't monitor SSR and just leave it up their children to read during this block.? I was reading a book and it mentioned this problem and how a county actually got rid of it from their school day because it wasn't showing a huge difference in their test scores.? Students who don't like to read may just stare at the pages to let teachers think that they are reading.??IN conclusion- I just feel that if properly monitored, SSR can be a great tool to help reading scores go up.? If not,?that time could be used to teach.? -Original Message- From: lbu...@stny.rr.com To: mosaic@literacyworkshop.org Sent: Wed, Jul 1, 2009 12:33 pm Subject: Re: [MOSAIC] Silent Sustained Reading Lisa, With test scores and accountability, I am sure some teachers would say yes to your question that we should be satisfied that kids read profiently. I would not- I want profient readers, but I want kids to want to read. I think people on this list strive to help all kids get to that point that they choose to read. By the end of the year, I can say that my kids love that independent time and it was a time we all looked forward to each day. Unfortunately, things can change once they move on. I often had sixth grade teachers ask why kids don't want to read much anymore. I stopped worrying about what comes after they leave my room, I can't change that, but I can influence other teachers. I have to say, after reading Ellin's books, I have initiated change in my building. More and more teachers have jumped in - which means more kids are choosing to read. More and more teachers have classroom libraries and more kids are involved in strategies. With this, there is more time given for independent reading. I know at the end of the year, one fifth grade teacher said her kids didn't want to leave until they finished a book. Linda Lisa Szyska wrote: > > I have a question in response to this question. > > Are we satisfied to create readers that can read proficiently, but who would never choose to? > > > > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe 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] Silent Sustained Reading
This link has a interview with Steve Gardiner who wrote a book about sustained silent reading. Scroll way down -it is the 2nd one from the end. http://www.ascd.org/Publications/Books/ASCD_Talks_With_an_Author.aspx Jan On 7/1/09 7:54 AM, "Renee" wrote: > Hi there Mark and/or Rachele' > > I think one of the reasons that some teachers struggle with the concept > of SSR is that it seems like "wasted time" or "time not well spent" or > "time that is better used for something more explicit and direct" and I > see that coming through in your comment that having SSR on one day a > week would add up to almost 7 weeks of silent reading in class. But > here's a thought that's a GREAT use of seven weeks! Time for > students to learn to enjoy reading on their own... something that will > stay with them forever, something that might turn some non-readers into > readers (and I'm not talking about competency, I'm talking about > choice). But if it were me, I would turn it around, and have the SSR > day be on Monday instead of Friday, because then the reading on Monday > could serve as personal information from each student to add to > whatever discussions happened during the week. > > What if, for example, Monday was also a "book sharing" kind of day, > where students read silently and independently for 3/4 of the period, > something of their own choosing, and then met in small groups to just > share with a few other students what they are reading? What if, after > this got started, you started throwing out targeted questions for > discussion in these small groups? For example, perhaps on one Monday > you could suggest that students talk to each other about any visuals > that popped up while they were reading, and on another Monday you might > suggest that students tell others about any connections they made while > reading. > > I think it's hard for many of us to see this as a good use of time, but > I'm with the person who said that SSR would be the last thing she would > give up. I worked in a school where everyone stopped to read for 20 > minutes every day and in our case, that included teachers, the > principal, the secretary, etc. I read all of Fountas & Pinnel's Guided > Reading and Lucy Calkins' The Art of Teaching Writing during that time. > I do not see it as wasted. Rather, I saw it as myself modeling reading > for students. I did not worry whether or not they were really reading, > unless I saw someone just turning pages, or obviously not engaged. Then > I would quietly prompt them to please read or, if they were making > noise, that they were interrupting my reading time. It only took a few > weeks into this system for nearly all students to be on task most of > the time, and I never, ever considered this to be a waste of time. But > then, we had administrators who supported it, and that's a key thing. > > Renee > > > On Jun 30, 2009, at 6:11 PM, Mark & Rachele' Thummel wrote: > >> I struggle with the Silent Sustained Reading as well . . . and I was >> wondering what you all thought about it at the upper levels. I teach >> a section of 7th grade and 9th grade English. In both classes I'm >> expected to teach reading and writing in 55 minutes--we don't get a >> period of "reading" and a period of "writing". I would love to have >> my students silent read, but I always feel as though I'm "giving up" >> valuable writing and group literature time. I do teach with a teacher >> who has her students read all period on Fridays . . . but when I add >> that up, that's almost 7 weeks of silent reading in class! The added >> frustration is that students aren't reading outside of school, even >> when there is a grade attached--so I feel as though for some of these >> students, the only time they are reading is when it's "carved out" of >> class time. As I recall, the research says that for "struggling >> readers," the best thing to have them do is read. But when you only >> have 1 period to do reading and writing, I feel as though using >> "reading time" to do reading strategies is more valuable. But I'm >> interested to know what other middle/upper level teachers are doing >> about outside reading and SSR? >> -- >> From: >> Sent: Tuesday, June 30, 2009 12:01 PM >> To: >> Subject: [MOSAIC] Silent Sustained Reading >> >>> As teachers, do?you think that Silent Sustained Reading >>> improves?individual reading scores on standardi
Re: [MOSAIC] Silent Sustained Reading
Lisa, With test scores and accountability, I am sure some teachers would say yes to your question that we should be satisfied that kids read profiently. I would not- I want profient readers, but I want kids to want to read. I think people on this list strive to help all kids get to that point that they choose to read. By the end of the year, I can say that my kids love that independent time and it was a time we all looked forward to each day. Unfortunately, things can change once they move on. I often had sixth grade teachers ask why kids don't want to read much anymore. I stopped worrying about what comes after they leave my room, I can't change that, but I can influence other teachers. I have to say, after reading Ellin's books, I have initiated change in my building. More and more teachers have jumped in - which means more kids are choosing to read. More and more teachers have classroom libraries and more kids are involved in strategies. With this, there is more time given for independent reading. I know at the end of the year, one fifth grade teacher said her kids didn't want to leave until they finished a book. Linda Lisa Szyska wrote: > > I have a question in response to this question. > > Are we satisfied to create readers that can read proficiently, but who would > never choose to? > > > > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe 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] Silent Sustained Reading
Renee--You make several AWESOME points--thank you! I do need to change my thinking on the whole silent reading approach and see it as an advantage. I guess I get frustrated with teachers who I see using that time to "get things done"--which is not what I have chosen to do with that time when I've given it in the past. Also, I just see so many of these struggling readers lacking in basic comprehension skills, so I've decided in the past to replace that "silent reading" time with a more structured approach. Students are certainly doing a lot of reading in this approach, but not as much self-selected--which is what I want them to get "hooked" on. Many middle schools have 2 periods to teaching reading and writing . . . whereas I'm limited to just one. So this is an added complication to make it through my curriculum. I'd love to add another class . . . but it might be a struggle. Then of course there are the students who are scrambling to find a book two minutes before class and reading something different every time. So I'm thinking that if I restructure my approach to silent reading, I might get better results. I'm planning on doing a "coffee shop" format with my 9th graders this year--allowing them a modified reading time. I thought that I would alternate weeks--one day a week they would silent read self-selected materials and the next week they would share in a group with coffee/cocoa/cider?! We have gender-grouped our 9th graders, so I will have 23 girls. I have never taught to just one gender, but since I will be doing this, I thought I'd try to make it a bit "girlie". Thank you for your ideas! -- From: "Renee" Sent: Wednesday, July 01, 2009 7:54 AM To: "Mosaic: A Reading Comprehension Strategies Email Group" Subject: Re: [MOSAIC] Silent Sustained Reading Hi there Mark and/or Rachele' I think one of the reasons that some teachers struggle with the concept of SSR is that it seems like "wasted time" or "time not well spent" or "time that is better used for something more explicit and direct" and I see that coming through in your comment that having SSR on one day a week would add up to almost 7 weeks of silent reading in class. But here's a thought that's a GREAT use of seven weeks! Time for students to learn to enjoy reading on their own... something that will stay with them forever, something that might turn some non-readers into readers (and I'm not talking about competency, I'm talking about choice). But if it were me, I would turn it around, and have the SSR day be on Monday instead of Friday, because then the reading on Monday could serve as personal information from each student to add to whatever discussions happened during the week. What if, for example, Monday was also a "book sharing" kind of day, where students read silently and independently for 3/4 of the period, something of their own choosing, and then met in small groups to just share with a few other students what they are reading? What if, after this got started, you started throwing out targeted questions for discussion in these small groups? For example, perhaps on one Monday you could suggest that students talk to each other about any visuals that popped up while they were reading, and on another Monday you might suggest that students tell others about any connections they made while reading. I think it's hard for many of us to see this as a good use of time, but I'm with the person who said that SSR would be the last thing she would give up. I worked in a school where everyone stopped to read for 20 minutes every day and in our case, that included teachers, the principal, the secretary, etc. I read all of Fountas & Pinnel's Guided Reading and Lucy Calkins' The Art of Teaching Writing during that time. I do not see it as wasted. Rather, I saw it as myself modeling reading for students. I did not worry whether or not they were really reading, unless I saw someone just turning pages, or obviously not engaged. Then I would quietly prompt them to please read or, if they were making noise, that they were interrupting my reading time. It only took a few weeks into this system for nearly all students to be on task most of the time, and I never, ever considered this to be a waste of time. But then, we had administrators who supported it, and that's a key thing. Renee On Jun 30, 2009, at 6:11 PM, Mark & Rachele' Thummel wrote: I struggle with the Silent Sustained Reading as well . . . and I was wondering what you all thought about it at the upper levels. I teach a section of 7th grade and 9th grade English. In both classes I'm expected to teach readi
Re: [MOSAIC] Silent Sustained Reading
Hi there Mark and/or Rachele' I think one of the reasons that some teachers struggle with the concept of SSR is that it seems like "wasted time" or "time not well spent" or "time that is better used for something more explicit and direct" and I see that coming through in your comment that having SSR on one day a week would add up to almost 7 weeks of silent reading in class. But here's a thought that's a GREAT use of seven weeks! Time for students to learn to enjoy reading on their own... something that will stay with them forever, something that might turn some non-readers into readers (and I'm not talking about competency, I'm talking about choice). But if it were me, I would turn it around, and have the SSR day be on Monday instead of Friday, because then the reading on Monday could serve as personal information from each student to add to whatever discussions happened during the week. What if, for example, Monday was also a "book sharing" kind of day, where students read silently and independently for 3/4 of the period, something of their own choosing, and then met in small groups to just share with a few other students what they are reading? What if, after this got started, you started throwing out targeted questions for discussion in these small groups? For example, perhaps on one Monday you could suggest that students talk to each other about any visuals that popped up while they were reading, and on another Monday you might suggest that students tell others about any connections they made while reading. I think it's hard for many of us to see this as a good use of time, but I'm with the person who said that SSR would be the last thing she would give up. I worked in a school where everyone stopped to read for 20 minutes every day and in our case, that included teachers, the principal, the secretary, etc. I read all of Fountas & Pinnel's Guided Reading and Lucy Calkins' The Art of Teaching Writing during that time. I do not see it as wasted. Rather, I saw it as myself modeling reading for students. I did not worry whether or not they were really reading, unless I saw someone just turning pages, or obviously not engaged. Then I would quietly prompt them to please read or, if they were making noise, that they were interrupting my reading time. It only took a few weeks into this system for nearly all students to be on task most of the time, and I never, ever considered this to be a waste of time. But then, we had administrators who supported it, and that's a key thing. Renee On Jun 30, 2009, at 6:11 PM, Mark & Rachele' Thummel wrote: I struggle with the Silent Sustained Reading as well . . . and I was wondering what you all thought about it at the upper levels. I teach a section of 7th grade and 9th grade English. In both classes I'm expected to teach reading and writing in 55 minutes--we don't get a period of "reading" and a period of "writing". I would love to have my students silent read, but I always feel as though I'm "giving up" valuable writing and group literature time. I do teach with a teacher who has her students read all period on Fridays . . . but when I add that up, that's almost 7 weeks of silent reading in class! The added frustration is that students aren't reading outside of school, even when there is a grade attached--so I feel as though for some of these students, the only time they are reading is when it's "carved out" of class time. As I recall, the research says that for "struggling readers," the best thing to have them do is read. But when you only have 1 period to do reading and writing, I feel as though using "reading time" to do reading strategies is more valuable. But I'm interested to know what other middle/upper level teachers are doing about outside reading and SSR? -- From: Sent: Tuesday, June 30, 2009 12:01 PM To: Subject: [MOSAIC] Silent Sustained Reading As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. "The ultimate goal of education must be to g
Re: [MOSAIC] Silent Sustained Reading
Our middle school did an amazing thing. After lunch each day 15 minutes was and is scheduled and the whole middle school grade 6, 7 and 8 and the teachers read at this time. It has made a hugh difference to the borrowing from the library and I know that parents who were concerned about their children not reading once they hit middle school. It has made such a difference to not only the kids but the whole school. INaturally, there were a few hiccups at the begining with kids not having books, not being focussed to begin with, but now three years into the program, the kids are moritfied if they don't get this time and it's just a part of the program.. I don't know what the issue is in the US (as I am not from your country) apart for time periods for Silent reading but ;unless kids are supported in providing books, time, place, peace, how can they ever realize the value and enjoyment of the time as well as the progression of skills that takes place. Isn't it a time too for students to independently apply the 'comprehension' and mini lesson skills on their own. I personally would give up everything BUT silent reading if I was told there was a choice. We talk about 'teaching writing' but how can we ask children to write without the experience with reading, and reading about things which most interest them? Always before silent reading I give the kids just a task to think about and we do a couple of minutes after the session and usually the focus is on the author's craft. For example, think about the the words that the author uses to create mood or look at how dialogue conveys information anything that I am working on in writing, I use as just a snippet of the silent reading time. Of course not all students are going to every day have the sorts of books that enable them to participate and that's fine too but the thing is that we get to hear and listen to what others have read. What makes you smile or frown as your read? Or laugh? Simple, simple things. I am lucky in that my students had a regular rotating classroom library of over two hundred books at various levels, on various subjects. There was never a reason for a child to not become engaged in a book even if at the beginning of the year it was and I spy book that an EAL student chose. It included cartoons, comic books, magazinespoetry books, everything that I could get my hands on. And when kids didn't have a book they actually chose a new or different genre for browsing. S. --- On Wed, 1/7/09, beverleep...@gmail.com wrote: From: beverleep...@gmail.com Subject: Re: [MOSAIC] Silent Sustained Reading To: "Mosaic: A Reading Comprehension Strategies Email Group" Received: Wednesday, 1 July, 2009, 12:51 PM We all would like it if we could do our jobs with our doors shut in our own little community. But sometimes the decisions made at another level impact us so severely that we're stuck. I wonder if this isn't a time your language arts (and content teachers as well, really) need to make a case for a regular language arts class (which would logically be heavy on writing) and a separate class for reading instruction. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: "Mark & Rachele' Thummel" Date: Tue, 30 Jun 2009 18:11:26 To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Silent Sustained Reading I struggle with the Silent Sustained Reading as well . . . and I was wondering what you all thought about it at the upper levels. I teach a section of 7th grade and 9th grade English. In both classes I'm expected to teach reading and writing in 55 minutes--we don't get a period of "reading" and a period of "writing". I would love to have my students silent read, but I always feel as though I'm "giving up" valuable writing and group literature time. I do teach with a teacher who has her students read all period on Fridays . . . but when I add that up, that's almost 7 weeks of silent reading in class! The added frustration is that students aren't reading outside of school, even when there is a grade attached--so I feel as though for some of these students, the only time they are reading is when it's "carved out" of class time. As I recall, the research says that for "struggling readers," the best thing to have them do is read. But when you only have 1 period to do reading and writing, I feel as though using "reading time" to do reading strategies is more valuable. But I'm interested to know what other middle/upper level teachers are doing about outside reading and SSR? -- From: Sent: Tuesday, June 30, 2009 12:01 PM To: Subject: [MOSAIC] Silent Sustained Readin
Re: [MOSAIC] Silent Sustained Reading
Definitely! Darlene S. Cook KindergartenLone Oak ElementaryPaducah, Kentucky 42001http://www.mccracken.k12.ky.us/loneoak/les/Teachers/dcook/home.htm --- On Tue, 6/30/09, cnjpal...@aol.com wrote: From: cnjpal...@aol.com Subject: Re: [MOSAIC] Silent Sustained Reading To: mosaic@literacyworkshop.org Date: Tuesday, June 30, 2009, 8:31 PM YES! But you have to teach children what real reading is...and make sure they are really reading. Jennifer In a message dated 6/30/2009 4:38:13 P.M. Eastern Daylight Time, linz...@aol.com writes: As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? **It's raining cats and dogs -- Come to PawNation, a place where pets rule! (http://www.pawnation.com/?ncid=emlcntnew0008) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Silent Sustained Reading
I have a question in response to this question. Are we satisfied to create readers that can read proficiently, but who would never choose to? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Silent Sustained Reading
I completely agree! There are many great things about teaching in a small district . . . but one of the drawbacks affecting the decision to add another class like "reading" is that we are limited to major schedule changes-- our middle school has to run a 6-period day to match the high school due to teachers crossing over between the two. If we add a "reading" class, then we would have to cut a middle school elective--something that many teachers are opposed to. So for now, I'm just attempting to make the best of the situation--and just thankful I have a job at this time:) I'm hoping to get the SSR conflict resolved before starting back up again in August. -- From: Sent: Tuesday, June 30, 2009 7:51 PM To: "Mosaic: A Reading Comprehension Strategies Email Group" Subject: Re: [MOSAIC] Silent Sustained Reading We all would like it if we could do our jobs with our doors shut in our own little community. But sometimes the decisions made at another level impact us so severely that we're stuck. I wonder if this isn't a time your language arts (and content teachers as well, really) need to make a case for a regular language arts class (which would logically be heavy on writing) and a separate class for reading instruction. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: "Mark & Rachele' Thummel" Date: Tue, 30 Jun 2009 18:11:26 To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Silent Sustained Reading I struggle with the Silent Sustained Reading as well . . . and I was wondering what you all thought about it at the upper levels. I teach a section of 7th grade and 9th grade English. In both classes I'm expected to teach reading and writing in 55 minutes--we don't get a period of "reading" and a period of "writing". I would love to have my students silent read, but I always feel as though I'm "giving up" valuable writing and group literature time. I do teach with a teacher who has her students read all period on Fridays . . . but when I add that up, that's almost 7 weeks of silent reading in class! The added frustration is that students aren't reading outside of school, even when there is a grade attached--so I feel as though for some of these students, the only time they are reading is when it's "carved out" of class time. As I recall, the research says that for "struggling readers," the best thing to have them do is read. But when you only have 1 period to do reading and writing, I feel as though using "reading time" to do reading strategies is more valuable. But I'm interested to know what other middle/upper level teachers are doing about outside reading and SSR? -- From: Sent: Tuesday, June 30, 2009 12:01 PM To: Subject: [MOSAIC] Silent Sustained Reading As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at 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] Silent Sustained Reading
We all would like it if we could do our jobs with our doors shut in our own little community. But sometimes the decisions made at another level impact us so severely that we're stuck. I wonder if this isn't a time your language arts (and content teachers as well, really) need to make a case for a regular language arts class (which would logically be heavy on writing) and a separate class for reading instruction. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: "Mark & Rachele' Thummel" Date: Tue, 30 Jun 2009 18:11:26 To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Silent Sustained Reading I struggle with the Silent Sustained Reading as well . . . and I was wondering what you all thought about it at the upper levels. I teach a section of 7th grade and 9th grade English. In both classes I'm expected to teach reading and writing in 55 minutes--we don't get a period of "reading" and a period of "writing". I would love to have my students silent read, but I always feel as though I'm "giving up" valuable writing and group literature time. I do teach with a teacher who has her students read all period on Fridays . . . but when I add that up, that's almost 7 weeks of silent reading in class! The added frustration is that students aren't reading outside of school, even when there is a grade attached--so I feel as though for some of these students, the only time they are reading is when it's "carved out" of class time. As I recall, the research says that for "struggling readers," the best thing to have them do is read. But when you only have 1 period to do reading and writing, I feel as though using "reading time" to do reading strategies is more valuable. But I'm interested to know what other middle/upper level teachers are doing about outside reading and SSR? ---------- From: Sent: Tuesday, June 30, 2009 12:01 PM To: Subject: [MOSAIC] Silent Sustained Reading > As teachers, do?you think that Silent Sustained Reading > improves?individual reading scores on standardized tests?? > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at 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] Silent Sustained Reading
I struggle with the Silent Sustained Reading as well . . . and I was wondering what you all thought about it at the upper levels. I teach a section of 7th grade and 9th grade English. In both classes I'm expected to teach reading and writing in 55 minutes--we don't get a period of "reading" and a period of "writing". I would love to have my students silent read, but I always feel as though I'm "giving up" valuable writing and group literature time. I do teach with a teacher who has her students read all period on Fridays . . . but when I add that up, that's almost 7 weeks of silent reading in class! The added frustration is that students aren't reading outside of school, even when there is a grade attached--so I feel as though for some of these students, the only time they are reading is when it's "carved out" of class time. As I recall, the research says that for "struggling readers," the best thing to have them do is read. But when you only have 1 period to do reading and writing, I feel as though using "reading time" to do reading strategies is more valuable. But I'm interested to know what other middle/upper level teachers are doing about outside reading and SSR? -------------- From: Sent: Tuesday, June 30, 2009 12:01 PM To: Subject: [MOSAIC] Silent Sustained Reading As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Silent Sustained Reading
I think SSR is one of the most powerful tools I have as a teacher. While the children are reading, I'm conferencing with them one on one, and since I go to them, the other students near them get to eavesdrop on our discussion. This helps me build a relationship with the student as well as giving me a peek at his or her abilities and progress. As far as student's who are not reading, they get a daily conference because that points to me that there is a problem of some kind that needs my attention. Sometimes it's not a reading problem, but a cry for attention. I give it to them because I figure if they need the additional instructional time, great. If they need behavioral guidance, great. At any rate, they get the attention they need and soon I have a quiet class. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org From: Ginger Anderson To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Tuesday, June 30, 2009 6:35:59 PM Subject: Re: [MOSAIC] Silent Sustained Reading Yes! If kids are actually reading - and I have to say all but two of my fourth graders truly would get lost in their books daily. It gives them a chance to use the skills that they are taught. They get to read favorite books and they love to talk about and recommend books to friends. It points me toward new mini-lessons. From: "linz...@aol.com" To: mosaic@literacyworkshop.org Sent: Tuesday, June 30, 2009 12:01:00 PM Subject: [MOSAIC] Silent Sustained Reading As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at 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] Silent Sustained Reading
YES! But you have to teach children what real reading is...and make sure they are really reading. Jennifer In a message dated 6/30/2009 4:38:13 P.M. Eastern Daylight Time, linz...@aol.com writes: As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? **It's raining cats and dogs -- Come to PawNation, a place where pets rule! (http://www.pawnation.com/?ncid=emlcntnew0008) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Silent Sustained Reading
Actually Stephen Krashen found that it does by looking at wide number of studies. The NRP did not use all these studies in their recommendations. http://www.sdkrashen.com/articles/in-school%20FVR/index.html --- On Tue, 6/30/09, linz...@aol.com wrote: > From: linz...@aol.com > Subject: [MOSAIC] Silent Sustained Reading > To: mosaic@literacyworkshop.org > Date: Tuesday, June 30, 2009, 2:01 PM > As teachers, do?you think that Silent > Sustained Reading improves?individual reading scores on > standardized tests?? > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Silent Sustained Reading
Absolutely - OVER TIME Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: linz...@aol.com Date: Tue, 30 Jun 2009 15:01:00 To: Subject: [MOSAIC] Silent Sustained Reading As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Silent Sustained Reading
Yes! If kids are actually reading - and I have to say all but two of my fourth graders truly would get lost in their books daily. It gives them a chance to use the skills that they are taught. They get to read favorite books and they love to talk about and recommend books to friends. It points me toward new mini-lessons. From: "linz...@aol.com" To: mosaic@literacyworkshop.org Sent: Tuesday, June 30, 2009 12:01:00 PM Subject: [MOSAIC] Silent Sustained Reading As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Silent Sustained Reading
As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
