Re: [MOSAIC] Taberski at MRA
I checked out this link and it is not Taberski. It is a different author.. Barb - Original Message From: Beverlee Paul [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, March 15, 2008 9:33:49 PM Subject: Re: [MOSAIC] Taberski at MRA I've ordered, but not yet received, a book I couldn't resist. It sounds fascinating. Here's a link: http://www.amazon.com/Comprehension-Through-Conversation-Purposeful-Workshop/dp/0325007934/ref=pd_bbs_sr_1?ie=UTF8s=booksqid=1205634662sr=8-1 Date: Sat, 15 Mar 2008 19:09:30 -0700 From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Taberski at MRA Thanks so much for the highlights from your notes...some really good points there. I think that conversation is the most neglected area in comprehension instruction. I find that when I jump too quickly into pencil and paper work, whether it's reading or writing, my students just don't do as well. I am most curious about the question she asked about teaching strategies to kids that are not developmentally appropriate. Did she elaborate her thinking on that? It is a question I have wondered from time to time, but then I pick up Reading With Meaning (with all those 1st graders) and figure it's just me! It sounds like it was a tremendous convention! Thanks again for sharing, Lisa _ Climb to the top of the charts! Play the word scramble challenge with star power. http://club.live.com/star_shuffle.aspx?icid=starshuffle_wlmailtextlink_jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Taberski at MRA
These comments sparked a connection for me: Could that be why people think the strategies may be developmental? Because of the assessments that are used? . . . I am beginning to think that many of the comprehension problems I am seeing with my struggling readers stem from a lack of experience and conversation. If we spend more time on conversations and discussions and less on pencil paper activities and assessment . . . I'm behind on my reading, but this conversation has me thinking about how I assess my kiddos. As many of you know, I teach at a project based school. We don't give grades, I write holistic narratives about each of my students. (one reason why I'm behind on my reading, our Report Cards went home with the students yesterday.) While I'm not able to give any suggestions about how to assess students in a way that would transfer to grades, I can speak to some of the informal things I do with my kids. I do assess them in more formal ways, but find the informal assessment is the most useful for writing narratives about individual progress and acheivement. Of course I conference with them during Self Selected Reading time. I have them read to me, and we talk about their reading and their thinking. I also have Book Talks where they tell the class about what they are reading during SSR, and the students ask them questions or offer comments about that book. While they are doing this, I'm taking notes on 5x7 index cards. Because I just finished writing the narratives, these comments are fresh in my mind. I noticed some kids making connections in their talk, others in their comments. I noticed students using sensory details and metacognition in their talk, and others telling about questions they asked themselves while reading. Still others I noticed using inferences and fix up strategies when meaning broke down. I noticed the progression from surface questions to deeper questioning skills in some of the students. I really think this daily ten minute sharing time is some of the most valuable time we spend. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Looking for last minute shopping deals? Find them fast with Yahoo! Search. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Taberski at MRA
I enjoyed reading the dialog about the MRA conference. I attended it for 3 days this weekend and found it very exciting. However (and I hope I'm doing this right, because I don't usually post...), I get the digest version from this group, and it often contains as many as 15 posts. I found it rather difficult and frustrating to follow the dialog on the MRA because it seems like several people are hitting reply to their own digest and not deleting all the extra information. For example (in case you don't know what I mean)...I read one digest with 15 messages. Then I read the next day's digest, and message 4 (or whatever numberit happened more than once) included all 15 messages from the previous day's digest. So once I realized this, I needed to quickly scroll through all those, and after it said message 15 (from the day before), then it finally said message 5 (from that day). However, if you're scrolling too fast, it's easy to think you're still passing by old messages when you're actually missing out on new ones. It becomes even more confusing when several people in a row do this, because the messages alternate between old and new. Could we be more conscious of deleting extra information in our replies, especially if we're replying to digests? I'm sure we'd all appreciate it! Never miss a thing. Make Yahoo your home page. http://www.yahoo.com/r/hs ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
Thank you Elisa. Maxine In a message dated 3/17/2008 10:02:54 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: I think it stands for the Michigan Reading Association. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada **It's Tax Time! Get tips, forms, and advice on AOL Money Finance. (http://money.aol.com/tax?NCID=aolprf000301) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
Ruby Payne had podcasts on itunes. I'm not sure if they are still there... - Original Message - From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Monday, March 17, 2008 9:27 AM Subject: Re: [MOSAIC] Taberski at MRA I would like to know if someone, who has attended the MRA and taken in Ruby Payne's presentation, can provide a brief summary or email me directly. I've read Understanding Poverty and want to know where her research is taking her now, in regards to poverty issues. DB Kemp ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
Hi Nancy, I am jealous that you are seeing all these wonderful educators and thank you so much for sharing what you're learning. I wholeheartedly agree with the comment below. I especially see this as key for kids learning a second language. Sometimes, conventional wisdom says that kids should have certain skills/tools/vocabulary/what have you before they are allowed to (are able to) communicate orally or on paper. I think that if certain conditions are in place (read here, Cambourne's conditions) kids will have the tools they need to speak and write in their first or second language. Yes, there are kids who struggle, for whom it doesn't come easy. We have to figure out ways to differentiate, change our instruction so that they get what they need to get their message across. They need to see language as important to meeting their needs, solving their problems and enjoying life. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada She also stressed the importance of oral language in comprehension to increase vocabulary and how we need to use more elaborative conversation when talking to children. Students need more opportunities to talk. Nancy Creech ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
Hi Nancy, This is a good question. When I attend conferences I never go to a session that contradicts my belief system unless I need to learn more about the other point of view to sustain/enrich my own or because it's a hot issue and we need to have an opposing side present to ask quesions, make comments, etc. I find that sessions that don't support my philosophy are a waste of time for me. I read the descriptions carefully and try to make good choices. I hope that when I attend a session by someone who will reinforce my thinking I will come away with new ideas, especially if the presenter is someone who continues to learn and doesn't simply rest on past laurels. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada I wonder if most people who attend sessions go to ones that might contradict their theories or if most attend those sessions that reinforce what they already believe. I'm looking forward to today! Nancy ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Taberski at MRA
It is that 'sea of talk'. I certainly agree and in my work in classrooms across our district, I see this is as a huge issue. Too many quiet classrooms where the only voice is the teacher's and the primary give and take conversationally is teacher to student, student to teacher. Lori - Original message - From: Waingort Jimenez, Elisa [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: 2008, 17, Monday Of March 06:41 Subject: Re: [MOSAIC] Taberski at MRA Hi Nancy, I am jealous that you are seeing all these wonderful educators and thank you so much for sharing what you're learning. I wholeheartedly agree with the comment below. I especially see this as key for kids learning a second language. Sometimes, conventional wisdom says that kids should have certain skills/tools/vocabulary/what have you before they are allowed to (are able to) communicate orally or on paper. I think that if certain conditions are in place (read here, Cambourne's conditions) kids will have the tools they need to speak and write in their first or second language. Yes, there are kids who struggle, for whom it doesn't come easy. We have to figure out ways to differentiate, change our instruction so that they get what they need to get their message across. They need to see language as important to meeting their needs, solving their problems and enjoying life. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada She also stressed the importance of oral language in comprehension to increase vocabulary and how we need to use more elaborative conversation when talking to children. Students need more opportunities to talk. Nancy Creech ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
And the especially sad thing is that the students who need talk the most are sometimes in the most rigid, sterile classrooms. Need I say DI? Date: Mon, 17 Mar 2008 07:44:21 -0600 From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Taberski at MRA It is that 'sea of talk'. I certainly agree and in my work in classrooms across our district, I see this is as a huge issue. Too many quiet classrooms where the only voice is the teacher's and the primary give and take conversationally is teacher to student, student to teacher. Lori - Original message - From: Waingort Jimenez, Elisa [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: 2008, 17, Monday Of March 06:41 Subject: Re: [MOSAIC] Taberski at MRA Hi Nancy, I am jealous that you are seeing all these wonderful educators and thank you so much for sharing what you're learning. I wholeheartedly agree with the comment below. I especially see this as key for kids learning a second language. Sometimes, conventional wisdom says that kids should have certain skills/tools/vocabulary/what have you before they are allowed to (are able to) communicate orally or on paper. I think that if certain conditions are in place (read here, Cambourne's conditions) kids will have the tools they need to speak and write in their first or second language. Yes, there are kids who struggle, for whom it doesn't come easy. We have to figure out ways to differentiate, change our instruction so that they get what they need to get their message across. They need to see language as important to meeting their needs, solving their problems and enjoying life. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, CanadaShe also stressed the importance of oral language in comprehension to increase vocabulary and how we need to use more elaborative conversation when talking to children. Students need more opportunities to talk.Nancy Creech ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. _ Climb to the top of the charts! Play the word scramble challenge with star power. http://club.live.com/star_shuffle.aspx?icid=starshuffle_wlmailtextlink_jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Taberski at MRA (sea of talk - classroom conversations - long)
I think it's also important to note that I have 27 kids in class this year. (Really large for my district.) I think these kinds of conversations are the only way that I can effectively engage them all in high-level, meaningful discussion. Amy Swan 3rd Grade Teacher Cedar Creek Elementary (913)780-7360 CHECK OUT OUR CLASS WEBPAGE!! http://teachers.olathe.k12.ks.us/~aswancc/ Amy Swan [EMAIL PROTECTED] 03/17/08 9:44 AM Lori, I love your phrase sea of talk! It fits so well with the ocean anologies for reading that we were discussing a while back. My kids have really enjoyed framing our discussion of reading in that way. Sometimes we snorkle or surf and other times we're deep sea divers (depending on our purpose for reading). The kids even do the swim to celebrate when someone has really had some 'deep sea thinking'! In my classroom, we've been calling this sea of talk a connected conversation. I have never seen anything so powerful in action in a classroom of 3rd graders. In fact, once they get going it's difficult for me to get a word in edgewise! Sometimes I frame a question and invite a student to share their thinking, but at other times students are the ones who have generated the best questions (and in turn, the best discussions.) If you're interested, this is how it works: Whenever a question is posed, anyone who would like to respond raises a hand and is invited to share their thinking by the person who asked the question. (This sounds like: What do you think SuzyQ? or I'm insterested in what SuzyQ is thinking.) All hands go down and eyes are focused on the person who has been invited to share. They always begin their response with gratitude for the person who spoke before them. (This sounds like: Thank you for asking the question John. Thank you for inviting me to share John. Thank you for sharing your thinking Jane.) After this show of gratitude, they share their thinking or ask their question. I have talked a lot about metacognition with my kiddos and so the entire class gives a non-verbal response to what is shared after the person is done speaking to show that they've listened and thought about the response. This looks like a thumbs-up if they agree and have nothing to add, one hand up if they agree and would like to add something, two hands up in the air if they disagree, and one hand raised with elbow bent at a right angle if they have something off-topic to share. (This process really helps to validate the person who has shared and honor their thoughts. It's important for kids to value all responses - not just the ones they agree with or the ones from their best friends.) The procedure is that we call on people who disagree first. The students have been taught how to respectfully share a disagreement and how to respond when someone disagrees with your thinking. Students continue to invite one another to share and respond to one another's thinking. Everyone has such respect for the 'system' of conversation that it has just become the way we do business all day across all content areas. Most times, if I have something to say, I respect the system also by raising my hand and waiting to be invited. (Sometimes I really do have to wait my turn - they don't call on me right away! Which I really do love because my voice is no longer the ultimate authority in the classroom. They have come to value my thinking on an equal ground with the thinking of their classmates.) You might be wondering about accountability in this system. But, it's not really something that I have to worry about anymore. The conversation in the classroom has become dynamic - almost a living beast! (Fast paced, pulsing, and unstoppable at times!) At first, I kept a clipboard and tracked the responses but I quit doing that early on because I was getting the way of things. Honestly, kids can't help but participate. The coolest thing is when other staff or parents drop by - they are so amazed and usually end up sucked into the conversation as well! Amy Swan 3rd Grade Teacher Cedar Creek Elementary (913)780-7360 CHECK OUT OUR CLASS WEBPAGE!! http://teachers.olathe.k12.ks.us/~aswancc/ Ljackson [EMAIL PROTECTED] 03/17/08 8:44 AM It is that 'sea of talk'. I certainly agree and in my work in classrooms across our district, I see this is as a huge issue. Too many quiet classrooms where the only voice is the teacher's and the primary give and take conversationally is teacher to student, student to teacher. Lori - Original message - From: Waingort Jimenez, Elisa [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: 2008, 17, Monday Of March 06:41 Subject: Re: [MOSAIC] Taberski at MRA Hi Nancy, I am jealous that you are seeing all these wonderful educators and thank you so much for sharing what you're learning. I wholeheartedly agree with the comment below. I
Re: [MOSAIC] Taberski at MRA (sea of talk - classroom conversations - long)
Lori, I love your phrase sea of talk! It fits so well with the ocean anologies for reading that we were discussing a while back. My kids have really enjoyed framing our discussion of reading in that way. Sometimes we snorkle or surf and other times we're deep sea divers (depending on our purpose for reading). The kids even do the swim to celebrate when someone has really had some 'deep sea thinking'! In my classroom, we've been calling this sea of talk a connected conversation. I have never seen anything so powerful in action in a classroom of 3rd graders. In fact, once they get going it's difficult for me to get a word in edgewise! Sometimes I frame a question and invite a student to share their thinking, but at other times students are the ones who have generated the best questions (and in turn, the best discussions.) If you're interested, this is how it works: Whenever a question is posed, anyone who would like to respond raises a hand and is invited to share their thinking by the person who asked the question. (This sounds like: What do you think SuzyQ? or I'm insterested in what SuzyQ is thinking.) All hands go down and eyes are focused on the person who has been invited to share. They always begin their response with gratitude for the person who spoke before them. (This sounds like: Thank you for asking the question John. Thank you for inviting me to share John. Thank you for sharing your thinking Jane.) After this show of gratitude, they share their thinking or ask their question. I have talked a lot about metacognition with my kiddos and so the entire class gives a non-verbal response to what is shared after the person is done speaking to show that they've listened and thought about the response. This looks like a thumbs-up if they agree and have nothing to add, one hand up if they agree and would like to add something, two hands up in the air if they disagree, and one hand raised with elbow bent at a right angle if they have something off-topic to share. (This process really helps to validate the person who has shared and honor their thoughts. It's important for kids to value all responses - not just the ones they agree with or the ones from their best friends.) The procedure is that we call on people who disagree first. The students have been taught how to respectfully share a disagreement and how to respond when someone disagrees with your thinking. Students continue to invite one another to share and respond to one another's thinking. Everyone has such respect for the 'system' of conversation that it has just become the way we do business all day across all content areas. Most times, if I have something to say, I respect the system also by raising my hand and waiting to be invited. (Sometimes I really do have to wait my turn - they don't call on me right away! Which I really do love because my voice is no longer the ultimate authority in the classroom. They have come to value my thinking on an equal ground with the thinking of their classmates.) You might be wondering about accountability in this system. But, it's not really something that I have to worry about anymore. The conversation in the classroom has become dynamic - almost a living beast! (Fast paced, pulsing, and unstoppable at times!) At first, I kept a clipboard and tracked the responses but I quit doing that early on because I was getting the way of things. Honestly, kids can't help but participate. The coolest thing is when other staff or parents drop by - they are so amazed and usually end up sucked into the conversation as well! Amy Swan 3rd Grade Teacher Cedar Creek Elementary (913)780-7360 CHECK OUT OUR CLASS WEBPAGE!! http://teachers.olathe.k12.ks.us/~aswancc/ Ljackson [EMAIL PROTECTED] 03/17/08 8:44 AM It is that 'sea of talk'. I certainly agree and in my work in classrooms across our district, I see this is as a huge issue. Too many quiet classrooms where the only voice is the teacher's and the primary give and take conversationally is teacher to student, student to teacher. Lori - Original message - From: Waingort Jimenez, Elisa [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: 2008, 17, Monday Of March 06:41 Subject: Re: [MOSAIC] Taberski at MRA Hi Nancy, I am jealous that you are seeing all these wonderful educators and thank you so much for sharing what you're learning. I wholeheartedly agree with the comment below. I especially see this as key for kids learning a second language. Sometimes, conventional wisdom says that kids should have certain skills/tools/vocabulary/what have you before they are allowed to (are able to) communicate orally or on paper. I think that if certain conditions are in place (read here, Cambourne's conditions) kids will have the tools they need to speak and write in their first or second language. Yes
Re: [MOSAIC] Taberski at MRA
I think you make a good point, Bonita. In my experience, many teachers mistake lack of developmental readiness (or worse, lack of ability) with lack of oral language development. Because a child isn't yet defining and describing her thinking doesn't mean she's not thinking at high or abstract levels. It's our responsibility, in my view, to teach the language that essentially releases the thoughts our kids are carrying around with them anyway! This is tricky to do without putting our thoughts in their heads, but it's something well worth trying to accomplish. That's why strategy instruction has been such a boost to literacy -- strategies provide the language we can teach that help kids access their thinking and leverage it to understand more deeply. ellin -Original Message- From: Bonita DeAmicis [mailto:[EMAIL PROTECTED] Sent: Sunday, March 16, 2008 11:07 AM To: Mosaic: A Reading Comprehension Strategies Email Group Cc: Ellin Keene Subject: Re: [MOSAIC] Taberski at MRA Ellin (and others), Thank you so much for weighing in on this discussion. I am wondering if the developmental appropriateness question comes more from what teachers ask students to do than with the strategies and whether children can apply them. What I mean is that perhaps the developmental frustration appears when we ask for and grade things in a particular way--because of course we are trying to assess use of the strategies as well as comprehension--and in doing so we come up with assessment methods inappropriate to developmental levels. I teach all subjects as an elementary teacher and I love linking up--meaning making links between the math students are doing to the math that is to come. I love giving them previews of what is to come, I find it excites and invigorates the math we are doing. One teacher saw I did this and began to do it too, but then adding these items to the tests! Yikes, I did not preview the exciting math to come in order to advocate we test and grade it! Just to get juices flowing. With strategies, I think when we have students talking, thinking, sharing, and note-taking, it is appropriate at all grade levels--even preschool, but if we are say, putting them in texts that frustrate them, testing them in written form, asking for long essays to reveal what they have learned, and such activities...then maybe we are crossing developmental lines depending on the age and level of the students. Could that be why people think the strategies may be developmental? Because of the assessments that are used? Wow..I went the long way to get to that question. :)Bonita Ellin Keene [EMAIL PROTECTED] wrote: I had to miss MRA this year because of commitments elsewhere -- I always love that conference. I'm so interested in your comments today and wanted to weigh in a bit. I find today's Mosaic list serv discussion about Sharon Taberski's sessions at MRA fascinating. I couldn't agree more that strategies are the tools to enhance rather than the end game in comprehension, but am concerned about how we define and describe comprehension. Why and to what end are we teaching comprehension strategies? That's why I wrote To Understand -- I worry that our expectations may not be commensurate with children's potential and intellect. In terms of the developmental appropriateness of strategies like synthesis, I believe that we wouldn't even be asking questions like that if we had a different way of thinking about comprehension. I also wish those who are concerned about developmental appropriateness could observe, not only Debbie Miller's former first graders, but thousands of other very young children (including some I worked with this week in Northbrook and Midlothian IL) use strategies such as synthesis and inference to dramatically enhance their understanding. Why on earth would we withhold that kind of intellectual engagement from them? Just some thoughts. . . Very best, ellin -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] Sent: Sunday, March 16, 2008 10:00 AM To: mosaic@literacyworkshop.org Subject: Mosaic Digest, Vol 19, Issue 17 Send Mosaic mailing list submissions to mosaic@literacyworkshop.org To subscribe or unsubscribe via the World Wide Web, visit http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org or, via email, send a message with subject or body 'help' to [EMAIL PROTECTED] You can reach the person managing the list at [EMAIL PROTECTED] When replying, please edit your Subject line so it is more specific than Re: Contents of Mosaic digest... Today's Topics: 1. Re: off topic somewhat (Shannon Brisson) 2. Re: off topic somewhat (Diane Baker) 3. Re: off topic somewhat (Beverlee Paul) 4. Re: Taberski at MRA ([EMAIL PROTECTED]) 5. Re: Taberski at MRA (Beverlee Paul) 6. Re: Taberski at MRA ([EMAIL
Re: [MOSAIC] Taberski at MRA
One way we free up teachers to observe each other is to do cross-grade levels. I can go on my planning time (a? choice...not a requirement) to see a lesson in a different classroom at a different grade. It is much harder if your planning time is all at the same time. We are all interested in teaching the same strategy at a time. A second reason it works is that at this point it is on a very small scale---three of us. My mentor teacher and my assistant principal have helped to cover classes. Debriefing sessions are after school. Our learning curve has accelerated greatly using this process. We have learned how important the right book is...how to build in more oral language...more on-task behavior...more authentic assessment. It has been a great learning year for us. Jennifer how are you able to free teachers to be watching each other implement the lesson and then debrief? -Original Message- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Sun, 16 Mar 2008 10:19 pm Subject: Re: [MOSAIC] Taberski at MRA how are you able to free teachers to be watching each other implement the lesson and then debrief? In a message dated 3/16/2008 2:56:52 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: Right now, three of us at my school are exploring comprehension strategy instruction with very young children (K, 1) and also grade 3 learning disabled students. We are using a process called lesson study which I have written about before on this list. Three of us plan the lesson, one of us teaches while the others watch, then we debrief, look at student work and adjust the lesson accordingly and a second teacher teaches it. One of the things we have found through our explorations is that the very young kids and those that are learning disabled are able to think at very high levels but often do not have the language to express it completely. Thus, finding alternative ways to show thinking---drawings, role plays etc---while simultaneously providing rich oral language modeling and opportunities for practice helps build the language kids need to express that higher level thinking. I have seen K kids infer complex themes, synthesize, and even explain their thinking. The key is, perhaps, how we ask kids to express their thinking that may be inappropriate. Just another way of looking at it... Jennifer In a message dated 3/16/2008 12:40:25 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: In terms of the developmental appropriateness of strategies like synthesis, I believe that we wouldn't even be asking questions like that if we had a different way of thinking about comprehension. I also wish those who are concerned about developmental appropriateness could observe, not only Debbie Miller's former first graders, but thousands of other very young children (including some I worked with this week in Northbrook and Midlothian IL) use strategies such as synthesis and inference to dramatically enhance their understanding. Why on earth would we withhold that kind of intellectual engagement from them? Just some thoughts. . . Very best, ellin ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
What does MRA stand for? ML In a message dated 3/17/2008 5:52:07 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: One way we free up teachers to observe each other is to do cross-grade levels. I can go on my planning time (a? choice...not a requirement) to see a lesson in a different classroom at a different grade. It is much harder if your planning time is all at the same time. We are all interested in teaching the same strategy at a time. A second reason it works is that at this point it is on a very small scale---three of us. My mentor teacher and my assistant principal have helped to cover classes. Debriefing sessions are after school. Our learning curve has accelerated greatly using this process. We have learned how important the right book is...how to build in more oral language...more on-task behavior...more authentic assessment. It has been a great learning year for us. Jennifer how are you able to free teachers to be watching each other implement the lesson and then debrief? -Original Message- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Sun, 16 Mar 2008 10:19 pm Subject: Re: [MOSAIC] Taberski at MRA how are you able to free teachers to be watching each other implement the lesson and then debrief? In a message dated 3/16/2008 2:56:52 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: Right now, three of us at my school are exploring comprehension strategy instruction with very young children (K, 1) and also grade 3 learning disabled students. We are using a process called lesson study which I have written about before on this list. Three of us plan the lesson, one of us teaches while the others watch, then we debrief, look at student work and adjust the lesson accordingly and a second teacher teaches it. One of the things we have found through our explorations is that the very young kids and those that are learning disabled are able to think at very high levels but often do not have the language to express it completely. Thus, finding alternative ways to show thinking---drawings, role plays etc---while simultaneously providing rich oral language modeling and opportunities for practice helps build the language kids need to express that higher level thinking. I have seen K kids infer complex themes, synthesize, and even explain their thinking. The key is, perhaps, how we ask kids to express their thinking that may be inappropriate. Just another way of looking at it... Jennifer In a message dated 3/16/2008 12:40:25 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: In terms of the developmental appropriateness of strategies like synthesis, I believe that we wouldn't even be asking questions like that if we had a different way of thinking about comprehension. I also wish those who are concerned about developmental appropriateness could observe, not only Debbie Miller's former first graders, but thousands of other very young children (including some I worked with this week in Northbrook and Midlothian IL) use strategies such as synthesis and inference to dramatically enhance their understanding. Why on earth would we withhold that kind of intellectual engagement from them? Just some thoughts. . . Very best, ellin ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 Tax Time! Get tips, forms, and advice on AOL Money Finance. (http://money.aol.com/tax?NCID=aolprf000301) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
I think it stands for the Michigan Reading Association. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada What does MRA stand for? ML ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
In a message dated 3/15/2008 10:10:55 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: I am most curious about the question she asked about teaching strategies to kids that are not developmentally appropriate. Did she elaborate her thinking on that? Synthesizing was one she specifically pointed out was not developmentally appropriate for young children. She also addressed teachers who have students write down the margin of a text TS, TT, TW as they are reading. She said instruction in those strategies should be brief through modeling and not something we need to do over and over again. Debbie Miller was presenting too, but I chose someone else for that time slot. I noticed a lot of kind of contradictory sessions at the conference. Besides this one, Randy Bomer spoke on deficit models in his keynote and tomorrow Ruby Payne is speaking. And there were sessions on DIBLES and eye movement. I wonder if most people who attend sessions go to ones that might contradict their theories or if most attend those sessions that reinforce what they already believe. I'm looking forward to today! Nancy Nancy **It's Tax Time! Get tips, forms, and advice on AOL Money Finance. (http://money.aol.com/tax?NCID=aolprf000301) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
. Bev _ Shed those extra pounds with MSN and The Biggest Loser! http://biggestloser.msn.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. End of Mosaic Digest, Vol 19, Issue 16 ** _ Helping your favorite cause is as easy as instant messaging.?You IM, we give. http://im.live.com/Messenger/IM/Home/?source=text_hotmail_join -- Message: 2 Date: Sat, 15 Mar 2008 13:42:06 -0400 From: Diane Baker [EMAIL PROTECTED] Subject: Re: [MOSAIC] off topic somewhat To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Message-ID: [EMAIL PROTECTED] Content-Type: text/plain; charset=iso-8859-1 Beverlee... My fifth grade students love Roald Dahl's poem book - I can get the title if you need it...the poems are all based on his books. Although the book doesn't contain a wide variety of the poetry you are looking for, it does get the students hooked... From: [EMAIL PROTECTED] on behalf of Beverlee Paul Sent: Sat 3/15/2008 7:52 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: [MOSAIC] off topic somewhat Hello - I am currently adding titles to our leveled library and have a request of you all. I'd like to add some poetry books for our fourth and fifth graders, especially ones that contain examples of multiple types: cinquain, limericks, concrete poetry, etc. Do any of you have suggestions? Thanks in advance. Bev _ Shed those extra pounds with MSN and The Biggest Loser! http://biggestloser.msn.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. -- Message: 3 Date: Sat, 15 Mar 2008 14:04:39 -0600 From: Beverlee Paul [EMAIL PROTECTED] Subject: Re: [MOSAIC] off topic somewhat To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Message-ID: [EMAIL PROTECTED] Content-Type: text/plain; charset=iso-8859-1 Is it Roald Dahl's Revolting Rhymes? And, if so, do you happen to have an idea where it could be purchased? Too expensive on Amazon cuz it's out of print or something. Thanks for the lead. Date: Sat, 15 Mar 2008 13:42:06 -0400 From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] off topic somewhat Beverlee... My fifth grade students love Roald Dahl's poem book - I can get the title if you need it...the poems are all based on his books. Although the book doesn't contain a wide variety of the poetry you are looking for, it does get the students hooked... From: [EMAIL PROTECTED] on behalf of Beverlee Paul Sent: Sat 3/15/2008 7:52 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: [MOSAIC] off topic somewhatHello - I am currently adding titles to our leveled library and have a request of you all. I'd like to add some poetry books for our fourth and fifth graders, especially ones that contain examples of multiple types: cinquain, limericks, concrete poetry, etc. Do any of you have suggestions? Thanks in advance. Bev _ Shed those extra pounds with MSN and The Biggest Loser! http://biggestloser.msn.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. _ Shed those extra pounds with MSN and The Biggest Loser! http://biggestloser.msn.com/ -- Message: 4 Date: Sat, 15 Mar 2008 18:58:06 EDT From: [EMAIL PROTECTED] Subject: Re: [MOSAIC] Taberski at MRA To: mosaic@literacyworkshop.org Message-ID: [EMAIL PROTECTED] Content-Type: text/plain; charset=US-ASCII I had a wonderful day today at the Michigan Reading Association Conference in Detroit. One of the presenters I was fortunate enough to see was Sharon Taberski. This is actually the third time I have seen her and was glad I decided to go because she had changed her topic title to, It really is all about Comprehension: Looking beyond the Strategies
Re: [MOSAIC] Taberski at MRA
it...the poems are all based on his books. Although the book doesn't contain a wide variety of the poetry you are looking for, it does get the students hooked... From: [EMAIL PROTECTED] on behalf of Beverlee Paul Sent: Sat 3/15/2008 7:52 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: [MOSAIC] off topic somewhatHello - I am currently adding titles to our leveled library and have a request of you all. I'd like to add some poetry books for our fourth and fifth graders, especially ones that contain examples of multiple types: cinquain, limericks, concrete poetry, etc. Do any of you have suggestions? Thanks in advance. Bev _ Shed those extra pounds with MSN and The Biggest Loser! http://biggestloser.msn.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. _ Shed those extra pounds with MSN and The Biggest Loser! http://biggestloser.msn.com/ -- Message: 4 Date: Sat, 15 Mar 2008 18:58:06 EDT From: [EMAIL PROTECTED] Subject: Re: [MOSAIC] Taberski at MRA To: mosaic@literacyworkshop.org Message-ID: [EMAIL PROTECTED] Content-Type: text/plain; charset=US-ASCII I had a wonderful day today at the Michigan Reading Association Conference in Detroit. One of the presenters I was fortunate enough to see was Sharon Taberski. This is actually the third time I have seen her and was glad I decided to go because she had changed her topic title to, It really is all about Comprehension: Looking beyond the Strategies. I thought I would throw out to this list a couple of things from my notes for your comments. Strategies play a supportive role rather than a starring role in comprehension. Are we teaching children strategies that are not developmentally appropriate? We need to simplify comprehension teaching and learning. Don't over focus on strategy instruction. She also stressed the importance of oral language in comprehension to increase vocabulary and how we need to use more elaborative conversation when talking to children. Students need more opportunities to talk. I also saw Shelly Harwayne, Lester Laminack, Randy Bomer, and two presentations on eye movement. I can't wait to go back tomorrow! Nancy Creech **It's Tax Time! Get tips, forms, and advice on AOL Money Finance. (http://money.aol.com/tax?NCID=aolprf000301) -- Message: 5 Date: Sat, 15 Mar 2008 17:00:23 -0600 From: Beverlee Paul [EMAIL PROTECTED] Subject: Re: [MOSAIC] Taberski at MRA To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Message-ID: [EMAIL PROTECTED] Content-Type: text/plain; charset=iso-8859-1 Did she mention if her new book was out yet? From: [EMAIL PROTECTED] Date: Sat, 15 Mar 2008 18:58:06 -0400 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Taberski at MRA I had a wonderful day today at the Michigan Reading Association Conference in Detroit. One of the presenters I was fortunate enough to see was Sharon Taberski. This is actually the third time I have seen her and was glad I decided to go because she had changed her topic title to, It really is all about Comprehension: Looking beyond the Strategies. I thought I would throw out to this list a couple of things from my notes for your comments. Strategies play a supportive role rather than a starring role in comprehension. Are we teaching children strategies that are not developmentally appropriate? We need to simplify comprehension teaching and learning. Don't over focus on strategy instruction. She also stressed the importance of oral language in comprehension to increase vocabulary and how we need to use more elaborative conversation when talking to children. Students need more opportunities to talk. I also saw Shelly Harwayne, Lester Laminack, Randy Bomer, and two presentations on eye movement. I can't wait to go back tomorrow! Nancy Creech **It's Tax Time! Get tips, forms, and advice on AOL Money Finance. (http://money.aol.com/tax?NCID=aolprf000301) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Shed those extra pounds with MSN and The Biggest
Re: [MOSAIC] Taberski at MRA
Oh my goodness, I just wrote a long message in reply to a digest posting--my deepest apologies to the digest folks. I know how frustrating that can be. Sorry, Bonita ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
Right now, three of us at my school are exploring comprehension strategy instruction with very young children (K, 1) and also grade 3 learning disabled students. We are using a process called lesson study which I have written about before on this list. Three of us plan the lesson, one of us teaches while the others watch, then we debrief, look at student work and adjust the lesson accordingly and a second teacher teaches it. One of the things we have found through our explorations is that the very young kids and those that are learning disabled are able to think at very high levels but often do not have the language to express it completely. Thus, finding alternative ways to show thinking---drawings, role plays etc---while simultaneously providing rich oral language modeling and opportunities for practice helps build the language kids need to express that higher level thinking. I have seen K kids infer complex themes, synthesize, and even explain their thinking. The key is, perhaps, how we ask kids to express their thinking that may be inappropriate. Just another way of looking at it... Jennifer In a message dated 3/16/2008 12:40:25 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: In terms of the developmental appropriateness of strategies like synthesis, I believe that we wouldn't even be asking questions like that if we had a different way of thinking about comprehension. I also wish those who are concerned about developmental appropriateness could observe, not only Debbie Miller's former first graders, but thousands of other very young children (including some I worked with this week in Northbrook and Midlothian IL) use strategies such as synthesis and inference to dramatically enhance their understanding. Why on earth would we withhold that kind of intellectual engagement from them? Just some thoughts. . . Very best, ellin **It's Tax Time! Get tips, forms, and advice on AOL Money Finance. (http://money.aol.com/tax?NCID=aolprf000301) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
I personally think that representations of learning are among the least-understood, least-utilized, and most-fascinating topics in education today. If you're highly involved in NAEYC, you've probably done a lot of thinking in the area, but many mainstream K-6 educators today just seem to narrowly focus on proof of learning/accountability/whatever else they call it instead of entertaining the idea of how best children can represent their learning. It's a whole branch of thinking as educators that is vital we focus on in these days of SBRR, etcetera but we haven't been, probably precisely because of SBRR and high-stakes testing. This ties in to To Understand and comprehension strategies because in order to move into the kinds of intellectual engagement TU examines, we have to widen our lens of the possible--which is SO hard to do when education has swung to an arena where we teach/test the most minute of a process so that we can measure growth. Ellin is saying that understanding is far, far more than the parts that distort any hope of getting to the whole engaged thinking, and since the mini-parts are the only thing that can be tested and show growth, we, with our instruction, are practicing reductionism, the opposite of TU. And I believe that representations of learning have to be addressed if we are ever going to prove growth to our larger community. I do believe that To Understand will be an even more important book than was Mosaic of Thought. From: [EMAIL PROTECTED] Date: Sun, 16 Mar 2008 14:56:08 -0400 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Taberski at MRA Right now, three of us at my school are exploring comprehension strategy instruction with very young children (K, 1) and also grade 3 learning disabled students. We are using a process called lesson study which I have written about before on this list. Three of us plan the lesson, one of us teaches while the others watch, then we debrief, look at student work and adjust the lesson accordingly and a second teacher teaches it. One of the things we have found through our explorations is that the very young kids and those that are learning disabled are able to think at very high levels but often do not have the language to express it completely. Thus, finding alternative ways to show thinking---drawings, role plays etc---while simultaneously providing rich oral language modeling and opportunities for practice helps build the language kids need to express that higher level thinking. I have seen K kids infer complex themes, synthesize, and even explain their thinking. The key is, perhaps, how we ask kids to express their thinking that may be inappropriate. Just another way of looking at it... Jennifer _ Helping your favorite cause is as easy as instant messaging. You IM, we give. http://im.live.com/Messenger/IM/Home/?source=text_hotmail_join ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
In a message dated 3/16/2008 1:08:30 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: Could that be why people think the strategies may be developmental? Because of the assessments that are used? I think you are right on target with your thinking Bonita. I have been intrigued with this conversation because I recently began researching (for my benefit-nothing formal) the need for conversation and thinking skills when working with disadvantaged students. I am beginning to think that many of the comprehension problems I am seeing with my struggling readers stem from a lack of experience and conversation. If we spend more time on conversations and discussions and less on pencil paper activities and assessment I think we can develop strategies and deepen comprehension. Just thinking here- looking forward to hearing what others think Dollie/5th/GA /HTML ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
In a message dated 3/16/2008 4:44:21 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: If we spend more time on conversations and discussions and less on pencil paper activities and assessment I think we can develop strategies and deepen comprehension. This is what Taberski said as well. There is a critical need for meaningful talk in classrooms. Nancy **It's Tax Time! Get tips, forms, and advice on AOL Money Finance. (http://money.aol.com/tax?NCID=aolprf000301) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
I would like to know if someone, who has attended the MRA and taken in Ruby Payne's presentation, can provide a brief summary or email me directly. I've read Understanding Poverty and want to know where her research is taking her now, in regards to poverty issues. DB Kemp ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
Please keep this onlist, as I am interested as well. Lori - Original message - From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Date: 2008, 16, Sunday Of March 16:27 Subject: Re: [MOSAIC] Taberski at MRA I would like to know if someone, who has attended the MRA and taken in Ruby Payne's presentation, can provide a brief summary or email me directly. I've read Understanding Poverty and want to know where her research is taking her now, in regards to poverty issues. DB Kemp ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
You have to read The Literate Kindergarten by Susan Kempton!! I think you are right on target with your thinking Bonita. I have been intrigued with this conversation because I recently began researching (for my benefit-nothing formal) the need for conversation and thinking skills when working with disadvantaged students. I am beginning to think that many of the comprehension problems I am seeing with my struggling readers stem from a lack of experience and conversation. If we spend more time on conversations and discussions and less on pencil paper activities and assessment I think we can develop strategies and deepen comprehension. Just thinking here- looking forward to hearing what others think Dollie/5th/GA /HTML _ Helping your favorite cause is as easy as instant messaging. You IM, we give. http://im.live.com/Messenger/IM/Home/?source=text_hotmail_join ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
how are you able to free teachers to be watching each other implement the lesson and then debrief? In a message dated 3/16/2008 2:56:52 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: Right now, three of us at my school are exploring comprehension strategy instruction with very young children (K, 1) and also grade 3 learning disabled students. We are using a process called lesson study which I have written about before on this list. Three of us plan the lesson, one of us teaches while the others watch, then we debrief, look at student work and adjust the lesson accordingly and a second teacher teaches it. One of the things we have found through our explorations is that the very young kids and those that are learning disabled are able to think at very high levels but often do not have the language to express it completely. Thus, finding alternative ways to show thinking---drawings, role plays etc---while simultaneously providing rich oral language modeling and opportunities for practice helps build the language kids need to express that higher level thinking. I have seen K kids infer complex themes, synthesize, and even explain their thinking. The key is, perhaps, how we ask kids to express their thinking that may be inappropriate. Just another way of looking at it... Jennifer In a message dated 3/16/2008 12:40:25 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: In terms of the developmental appropriateness of strategies like synthesis, I believe that we wouldn't even be asking questions like that if we had a different way of thinking about comprehension. I also wish those who are concerned about developmental appropriateness could observe, not only Debbie Miller's former first graders, but thousands of other very young children (including some I worked with this week in Northbrook and Midlothian IL) use strategies such as synthesis and inference to dramatically enhance their understanding. Why on earth would we withhold that kind of intellectual engagement from them? Just some thoughts. . . Very best, ellin **It's Tax Time! Get tips, forms, and advice on AOL Money Finance.(http://money.aol.com/tax?NCID=aolprf000301) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 Tax Time! Get tips, forms, and advice on AOL Money Finance. (http://money.aol.com/tax?NCID=aolprf000301) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA (developmentally appropriate)
It's the Making Meaning materials from the Developmental Studies Center, www.devstu.org. I've been having trouble with their server tonight, though. From: [EMAIL PROTECTED] Date: Sun, 16 Mar 2008 22:11:34 -0400 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Taberski at MRA (developmentally appropriate) What source are you citing? I would like to refer to it... Thanks, Leslie In a message dated 3/16/2008 9:22:08 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: It's interesting how nothing is ever isolated; our lives make connections no matter what we do, it seems. I'm working on my requisition in betweenst reading your posts, and one of the things I'm looking at is Making Meaning. So I just clicked on their chart, Comprehension Strategies, Nine comprehension strategies, introduced where developmentally appropriate and found that Synthesizing is taught informally at 4th grade level and directly in 5th through 8th. Something to ponder. _ Need to know the score, the latest news, or you need your Hotmail®-get your fix. http://www.msnmobilefix.com/Default.aspx ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. **It's Tax Time! Get tips, forms, and advice on AOL Money Finance. (http://money.aol.com/tax?NCID=aolprf000301) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Climb to the top of the charts! Play the word scramble challenge with star power. http://club.live.com/star_shuffle.aspx?icid=starshuffle_wlmailtextlink_jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Taberski at MRA
Thus, finding alternative ways to show thinking---drawings, role plays etc---while simultaneously providing rich oral language modeling and opportunities for practice helps build the language kids need to express that higher level thinking. Just another way of looking at it... Jennifer Yes, I agree with this and think it is key when working with young children. I do believe that in the name of data collection, we may be asking students for products that they are not ready to produce, but that doesn't mean they can't articulate higher level thinking in some way. Maybe the idea isn't to keep children from that level of understanding; perhaps Taberski is saying that maybe not ALL 1st graders are ready to synthesize, and that we should be patient and keep modeling and talking with our kids until they are. Wouldn't this be zone of proximal development? Lisa 2/3 IL Looking for last minute shopping deals? Find them fast with Yahoo! Search. http://tools.search.yahoo.com/newsearch/category.php?category=shopping ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
Yes, thank you. And if poverty issues aren't germane to comprehension instruction...or any teaching for that matter...I don't know what is. lisa 2/3 IL --- Ljackson [EMAIL PROTECTED] wrote: Please keep this onlist, as I am interested as well. Lori - Original message - From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Date: 2008, 16, Sunday Of March 16:27 Subject: Re: [MOSAIC] Taberski at MRA I would like to know if someone, who has attended the MRA and taken in Ruby Payne's presentation, can provide a brief summary or email me directly. I've read Understanding Poverty and want to know where her research is taking her now, in regards to poverty issues. DB Kemp ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. Looking for last minute shopping deals? Find them fast with Yahoo! Search. http://tools.search.yahoo.com/newsearch/category.php?category=shopping ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
I had a wonderful day today at the Michigan Reading Association Conference in Detroit. One of the presenters I was fortunate enough to see was Sharon Taberski. This is actually the third time I have seen her and was glad I decided to go because she had changed her topic title to, It really is all about Comprehension: Looking beyond the Strategies. I thought I would throw out to this list a couple of things from my notes for your comments. Strategies play a supportive role rather than a starring role in comprehension. Are we teaching children strategies that are not developmentally appropriate? We need to simplify comprehension teaching and learning. Don't over focus on strategy instruction. She also stressed the importance of oral language in comprehension to increase vocabulary and how we need to use more elaborative conversation when talking to children. Students need more opportunities to talk. I also saw Shelly Harwayne, Lester Laminack, Randy Bomer, and two presentations on eye movement. I can't wait to go back tomorrow! Nancy Creech **It's Tax Time! Get tips, forms, and advice on AOL Money Finance. (http://money.aol.com/tax?NCID=aolprf000301) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
Did she mention if her new book was out yet? From: [EMAIL PROTECTED] Date: Sat, 15 Mar 2008 18:58:06 -0400 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Taberski at MRA I had a wonderful day today at the Michigan Reading Association Conference in Detroit. One of the presenters I was fortunate enough to see was Sharon Taberski. This is actually the third time I have seen her and was glad I decided to go because she had changed her topic title to, It really is all about Comprehension: Looking beyond the Strategies. I thought I would throw out to this list a couple of things from my notes for your comments. Strategies play a supportive role rather than a starring role in comprehension. Are we teaching children strategies that are not developmentally appropriate? We need to simplify comprehension teaching and learning. Don't over focus on strategy instruction. She also stressed the importance of oral language in comprehension to increase vocabulary and how we need to use more elaborative conversation when talking to children. Students need more opportunities to talk. I also saw Shelly Harwayne, Lester Laminack, Randy Bomer, and two presentations on eye movement. I can't wait to go back tomorrow! Nancy Creech **It's Tax Time! Get tips, forms, and advice on AOL Money Finance. (http://money.aol.com/tax?NCID=aolprf000301) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Shed those extra pounds with MSN and The Biggest Loser! http://biggestloser.msn.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] Taberski at MRA
In a message dated 3/15/2008 7:01:00 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: Did she mention if her new book was out yet? It isn't. But I don't recall if she said when it was coming out either. I'm guessing the title might be, It's All About Comprehension. Nancy **It's Tax Time! Get tips, forms, and advice on AOL Money Finance. (http://money.aol.com/tax?NCID=aolprf000301) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
Thanks so much for the highlights from your notes...some really good points there. I think that conversation is the most neglected area in comprehension instruction. I find that when I jump too quickly into pencil and paper work, whether it's reading or writing, my students just don't do as well. I am most curious about the question she asked about teaching strategies to kids that are not developmentally appropriate. Did she elaborate her thinking on that? It is a question I have wondered from time to time, but then I pick up Reading With Meaning (with all those 1st graders) and figure it's just me! It sounds like it was a tremendous convention! Thanks again for sharing, Lisa 2/3 IL Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. http://mobile.yahoo.com/;_ylt=Ahu06i62sR8HDtDypao8Wcj9tAcJ ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Taberski at MRA
I've ordered, but not yet received, a book I couldn't resist. It sounds fascinating. Here's a link: http://www.amazon.com/Comprehension-Through-Conversation-Purposeful-Workshop/dp/0325007934/ref=pd_bbs_sr_1?ie=UTF8s=booksqid=1205634662sr=8-1 Date: Sat, 15 Mar 2008 19:09:30 -0700 From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Taberski at MRA Thanks so much for the highlights from your notes...some really good points there. I think that conversation is the most neglected area in comprehension instruction. I find that when I jump too quickly into pencil and paper work, whether it's reading or writing, my students just don't do as well. I am most curious about the question she asked about teaching strategies to kids that are not developmentally appropriate. Did she elaborate her thinking on that? It is a question I have wondered from time to time, but then I pick up Reading With Meaning (with all those 1st graders) and figure it's just me! It sounds like it was a tremendous convention! Thanks again for sharing, Lisa _ Climb to the top of the charts! Play the word scramble challenge with star power. http://club.live.com/star_shuffle.aspx?icid=starshuffle_wlmailtextlink_jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
