Re: [MOSAIC] Reader's Workshop Research

[Kathy Pickart]

Choral readings, Reader's Theatre, Poetry for two voices, a reread to
another student or students, a rereading for a purpose, NOT just because I'm
killing time!

On Wed, Oct 5, 2011 at 10:20 AM, Renee  wrote:

> What, in your opinion, would be "correct format" ?
>
> Renee
>
>
>
> On Oct 4, 2011, at 1:58 PM, Kathy Pickart wrote:
>
>  True, but in the correct format!
>>
>> On Tue, Oct 4, 2011 at 2:19 PM, Palmer, Jennifer
>> **wrote:
>>
>>  Well, rereading can enhance comprehension...
>>>
>>> Jennifer L. Palmer
>>> Instructional Facilitator, National Board Certified Teacher (EC Gen)
>>>
>>> Magnolia Elementary School (Home School)
>>> 901 Trimble Road, Joppa, MD 21085
>>> Phone:  (410) 612-1553
>>> Fax:  (410) 612-1576
>>> In EVERY child...a touch of GREATNESS!!!
>>> Proud of our Title One School!
>>>
>>> Norrisville Elementary School
>>> 5302 Norrisville Rd
>>> White Hall, MD 21161
>>> Phone: 410-692-7810
>>> Fax: 410-692-7812
>>> Where Bright Futures Begin!!!
>>>
>>> __**__
>>>
>>> From: 
>>> mosaic-bounces+jennifer.**palmer=hcps.org@**literacyworkshop.orgon
>>> behalf of Kathy Pickart
>>> Sent: Tue 10/4/2011 1:25 PM
>>> To: wr...@centurytel.net; Mosaic: A Reading Comprehension Strategies
>>> Email
>>> Group
>>> Subject: Re: [MOSAIC] Reader's Workshop Research
>>>
>>>
>>>
>>> How sad you had them read books again and again.  WHy not have them have
>>> more than one book!
>>>
>>> On Mon, Oct 3, 2011 at 2:13 PM,  wrote:
>>>
>>>  Although I know what these things are, these are not the words we use in
>>>>
>>> my
>>>
>>>> building.
>>>> When all schools use all the same terms, then we'll all know what
>>>>
>>> everyone
>>>
>>>> else is talking about.
>>>>
>>>> Quoting Renee :
>>>>
>>>>
>>>>> In our school we called it SSR -- "sustained silent reading" -- and
>>>>> it was truly silent. Students in my multiage classroom were allowed
>>>>> to sit anywhere on the floor, and I had large boxes, a sofa, and
>>>>> beanbag chairs. It was after recess for twenty minutes and they
>>>>> couldn't go out to recess until they had a book on their desk that
>>>>> they were going to read. They were not allowed to look for or switch
>>>>> books switch books once SSR started. I did not conference with anyone
>>>>> during this time I read, too. There were no "accountings" other
>>>>> than adding books to their ongoing reading logs (simple
>>>>> documentation, no writeups) if they finished a text. If they chose a
>>>>> book that was too short to last 20 minutes, they read it again. And
>>>>> again. Whatever. This was a quiet time.
>>>>> How do I know my students were reading? I just knew. I could tell. I
>>>>> did not care if they were doing "deep reading" or "shallow reading"
>>>>> and I did not check for understanding of the books they chose. These
>>>>> were not AR leveled books, either. These were books they chose to
>>>>> read themselves.
>>>>> As one of the older teachers, I find it really sad that we've had the
>>>>> questions "What is DEAR time?" and "What does interactive writing
>>>>> look like?" This is not a criticism of those who asked the questions,
>>>>> it is a criticism of the system, and especially whatever education
>>>>> programs they have gone through that did not teach them these things.
>>>>> sad sad Renee
>>>>>
>>>>>
>>>>> On Oct 1, 2011, at 1:54 PM, Stein, Ellen H. wrote:
>>>>>
>>>>>  Drop Everything And Read= D.E.A.R. Time. My concern with this is
>>>>>> that teachers usually assign 15-20 minutes of DEAR time and the
>>>>>> students are supposed to do just thatg; Drop Everything and Read. >
>>>>>>
>>>>> But,
>>>
>>>> how do we know they are reading.? How do we know they are
>>>>>
>>>>>> thinkng about what they're reading? I believe there should be some
>>>>>> accaountability; perhaps 

Re: [MOSAIC] Reader's Workshop Research

[Palmer, Jennifer]

Well, what do the kids in that particular class need? 
I don't believe there is one right way. 
 
Jennifer L. Palmer
Instructional Facilitator, National Board Certified Teacher (EC Gen)
 
Magnolia Elementary School (Home School)
901 Trimble Road, Joppa, MD 21085
Phone:  (410) 612-1553
Fax:  (410) 612-1576
In EVERY child...a touch of GREATNESS!!! 
Proud of our Title One School!
 
Norrisville Elementary School
5302 Norrisville Rd
White Hall, MD 21161
Phone: 410-692-7810
Fax: 410-692-7812
Where Bright Futures Begin!!!



From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on behalf of 
Renee
Sent: Wed 10/5/2011 11:20 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Reader's Workshop Research



What, in your opinion, would be "correct format" ?

Renee


On Oct 4, 2011, at 1:58 PM, Kathy Pickart wrote:

> True, but in the correct format!
>
> On Tue, Oct 4, 2011 at 2:19 PM, Palmer, Jennifer
> wrote:
>
>> Well, rereading can enhance comprehension...
>>
>> Jennifer L. Palmer
>> Instructional Facilitator, National Board Certified Teacher (EC Gen)
>>
>> Magnolia Elementary School (Home School)
>> 901 Trimble Road, Joppa, MD 21085
>> Phone:  (410) 612-1553
>> Fax:  (410) 612-1576
>> In EVERY child...a touch of GREATNESS!!!
>> Proud of our Title One School!
>>
>> Norrisville Elementary School
>> 5302 Norrisville Rd
>> White Hall, MD 21161
>> Phone: 410-692-7810
>> Fax: 410-692-7812
>> Where Bright Futures Begin!!!
>>
>> 
>>
>> From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on
>> behalf of Kathy Pickart
>> Sent: Tue 10/4/2011 1:25 PM
>> To: wr...@centurytel.net; Mosaic: A Reading Comprehension 
>> Strategies Email
>> Group
>> Subject: Re: [MOSAIC] Reader's Workshop Research
>>
>>
>>
>> How sad you had them read books again and again.  WHy not have 
>> them have
>> more than one book!
>>
>> On Mon, Oct 3, 2011 at 2:13 PM,  wrote:
>>
>>> Although I know what these things are, these are not the words we 
>>> use in
>> my
>>> building.
>>> When all schools use all the same terms, then we'll all know what
>> everyone
>>> else is talking about.
>>>
>>> Quoting Renee :
>>>
>>>>
>>>> In our school we called it SSR -- "sustained silent reading" -- and
>>>> it was truly silent. Students in my multiage classroom were allowed
>>>> to sit anywhere on the floor, and I had large boxes, a sofa, and
>>>> beanbag chairs. It was after recess for twenty minutes and they
>>>> couldn't go out to recess until they had a book on their desk that
>>>> they were going to read. They were not allowed to look for or 
>>>> switch
>>>> books switch books once SSR started. I did not conference with 
>>>> anyone
>>>> during this time I read, too. There were no "accountings" other
>>>> than adding books to their ongoing reading logs (simple
>>>> documentation, no writeups) if they finished a text. If they 
>>>> chose a
>>>> book that was too short to last 20 minutes, they read it again. And
>>>> again. Whatever. This was a quiet time.
>>>> How do I know my students were reading? I just knew. I could 
>>>> tell. I
>>>> did not care if they were doing "deep reading" or "shallow reading"
>>>> and I did not check for understanding of the books they chose. 
>>>> These
>>>> were not AR leveled books, either. These were books they chose to
>>>> read themselves.
>>>> As one of the older teachers, I find it really sad that we've 
>>>> had the
>>>> questions "What is DEAR time?" and "What does interactive writing
>>>> look like?" This is not a criticism of those who asked the 
>>>> questions,
>>>> it is a criticism of the system, and especially whatever education
>>>> programs they have gone through that did not teach them these 
>>>> things.
>>>> sad sad Renee
>>>>
>>>>
>>>> On Oct 1, 2011, at 1:54 PM, Stein, Ellen H. wrote:
>>>>
>>>>> Drop Everything And Read= D.E.A.R. Time. My concern with this is
>>>>> that teachers usually assign 15-20 minutes of DEAR time and the
>>>>> students are supposed to do just thatg; Drop 

Re: [MOSAIC] Reader's Workshop Research

[Renee]

What, in your opinion, would be "correct format" ?

Renee


On Oct 4, 2011, at 1:58 PM, Kathy Pickart wrote:


True, but in the correct format!

On Tue, Oct 4, 2011 at 2:19 PM, Palmer, Jennifer
wrote:


Well, rereading can enhance comprehension...

Jennifer L. Palmer
Instructional Facilitator, National Board Certified Teacher (EC Gen)

Magnolia Elementary School (Home School)
901 Trimble Road, Joppa, MD 21085
Phone:  (410) 612-1553
Fax:  (410) 612-1576
In EVERY child...a touch of GREATNESS!!!
Proud of our Title One School!

Norrisville Elementary School
5302 Norrisville Rd
White Hall, MD 21161
Phone: 410-692-7810
Fax: 410-692-7812
Where Bright Futures Begin!!!



From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on
behalf of Kathy Pickart
Sent: Tue 10/4/2011 1:25 PM
To: wr...@centurytel.net; Mosaic: A Reading Comprehension  
Strategies Email

Group
Subject: Re: [MOSAIC] Reader's Workshop Research



How sad you had them read books again and again.  WHy not have  
them have

more than one book!

On Mon, Oct 3, 2011 at 2:13 PM,  wrote:

Although I know what these things are, these are not the words we  
use in

my

building.
When all schools use all the same terms, then we'll all know what

everyone

else is talking about.

Quoting Renee :



In our school we called it SSR -- "sustained silent reading" -- and
it was truly silent. Students in my multiage classroom were allowed
to sit anywhere on the floor, and I had large boxes, a sofa, and
beanbag chairs. It was after recess for twenty minutes and they
couldn't go out to recess until they had a book on their desk that
they were going to read. They were not allowed to look for or  
switch
books switch books once SSR started. I did not conference with  
anyone

during this time I read, too. There were no "accountings" other
than adding books to their ongoing reading logs (simple
documentation, no writeups) if they finished a text. If they  
chose a

book that was too short to last 20 minutes, they read it again. And
again. Whatever. This was a quiet time.
How do I know my students were reading? I just knew. I could  
tell. I

did not care if they were doing "deep reading" or "shallow reading"
and I did not check for understanding of the books they chose.  
These

were not AR leveled books, either. These were books they chose to
read themselves.
As one of the older teachers, I find it really sad that we've  
had the

questions "What is DEAR time?" and "What does interactive writing
look like?" This is not a criticism of those who asked the  
questions,

it is a criticism of the system, and especially whatever education
programs they have gone through that did not teach them these  
things.

sad sad Renee


On Oct 1, 2011, at 1:54 PM, Stein, Ellen H. wrote:


Drop Everything And Read= D.E.A.R. Time. My concern with this is
that teachers usually assign 15-20 minutes of DEAR time and the
students are supposed to do just thatg; Drop Everything and  
Read. >

But,

how do we know they are reading.? How do we know they are

thinkng about what they're reading? I believe there should be some
accaountability; perhaps routine individual conferencing to check
for understanding. What about a strategy focus for the time and
sharing of that strategy when DEAR time is over. By itself, we
rfeally can't tell if students are really reading.


__**_
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/**mailman/options/mosaic_**
literacyworkshop.org<
http://literacyworkshop.org/mailman/options/ 
mosaic_literacyworkshop.org>


Search the MOSAIC archives at http://snipurl.com/**MosaicArchive<

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<
http://literacyworkshop.org/mailman/options/ 
mosaic_literacyworkshop.org>


Search the MOSAIC archives at http://snipurl.com/**MosaicArchive<

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 mai

Re: [MOSAIC] Reader's Workshop Research

[Jan Sanders]

I did something similar and during SSR time -they were not allowed to go get
another book as this just created a diversion to not read.  They got very
good at choosing books or magazines to read.  To me it was not a problem to
reread.  Often they got much more from the second reading as they were
already familiar with the story.
Jan
You do not really understand something unless you can explain it to your
grandmother.
-Albert Einstein
"*If people are good only because they fear punishment, and hope for reward,
then we are a sorry lot indeed.*" Albert Einstein



On Tue, Oct 4, 2011 at 10:25 AM, Kathy Pickart  wrote:

> How sad you had them read books again and again.  WHy not have them have
> more than one book!
>
> On Mon, Oct 3, 2011 at 2:13 PM,  wrote:
>
> > Although I know what these things are, these are not the words we use in
> my
> > building.
> > When all schools use all the same terms, then we'll all know what
> everyone
> > else is talking about.
> >
> > Quoting Renee :
> >
> >>
> >> In our school we called it SSR -- "sustained silent reading" -- and
> >> it was truly silent. Students in my multiage classroom were allowed
> >> to sit anywhere on the floor, and I had large boxes, a sofa, and
> >> beanbag chairs. It was after recess for twenty minutes and they
> >> couldn't go out to recess until they had a book on their desk that
> >> they were going to read. They were not allowed to look for or switch
> >> books switch books once SSR started. I did not conference with anyone
> >> during this time I read, too. There were no "accountings" other
> >> than adding books to their ongoing reading logs (simple
> >> documentation, no writeups) if they finished a text. If they chose a
> >> book that was too short to last 20 minutes, they read it again. And
> >> again. Whatever. This was a quiet time.
> >> How do I know my students were reading? I just knew. I could tell. I
> >> did not care if they were doing "deep reading" or "shallow reading"
> >> and I did not check for understanding of the books they chose. These
> >> were not AR leveled books, either. These were books they chose to
> >> read themselves.
> >> As one of the older teachers, I find it really sad that we've had the
> >> questions "What is DEAR time?" and "What does interactive writing
> >> look like?" This is not a criticism of those who asked the questions,
> >> it is a criticism of the system, and especially whatever education
> >> programs they have gone through that did not teach them these things.
> >> sad sad Renee
> >>
> >>
> >> On Oct 1, 2011, at 1:54 PM, Stein, Ellen H. wrote:
> >>
> >> > Drop Everything And Read= D.E.A.R. Time. My concern with this is
> >> > that teachers usually assign 15-20 minutes of DEAR time and the
> >> > students are supposed to do just thatg; Drop Everything and Read. >
> But,
> >> how do we know they are reading.? How do we know they are
> >> > thinkng about what they're reading? I believe there should be some
> >> > accaountability; perhaps routine individual conferencing to check
> >> > for understanding. What about a strategy focus for the time and
> >> > sharing of that strategy when DEAR time is over. By itself, we
> >> > rfeally can't tell if students are really reading.
> >>
> >> __**_
> >> Mosaic mailing list
> >> Mosaic@literacyworkshop.org
> >> To unsubscribe or modify your membership please go to
> >> http://literacyworkshop.org/**mailman/options/mosaic_**
> >> literacyworkshop.org<
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>
> >>
> >> Search the MOSAIC archives at http://snipurl.com/**MosaicArchive<
> 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<
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>
> >
> > Search the MOSAIC archives at http://snipurl.com/**MosaicArchive<
> 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] Reader's Workshop Research

[Kathy Pickart]

True, but in the correct format!

On Tue, Oct 4, 2011 at 2:19 PM, Palmer, Jennifer
wrote:

> Well, rereading can enhance comprehension...
>
> Jennifer L. Palmer
> Instructional Facilitator, National Board Certified Teacher (EC Gen)
>
> Magnolia Elementary School (Home School)
> 901 Trimble Road, Joppa, MD 21085
> Phone:  (410) 612-1553
> Fax:  (410) 612-1576
> In EVERY child...a touch of GREATNESS!!!
> Proud of our Title One School!
>
> Norrisville Elementary School
> 5302 Norrisville Rd
> White Hall, MD 21161
> Phone: 410-692-7810
> Fax: 410-692-7812
> Where Bright Futures Begin!!!
>
> 
>
> From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on
> behalf of Kathy Pickart
> Sent: Tue 10/4/2011 1:25 PM
> To: wr...@centurytel.net; Mosaic: A Reading Comprehension Strategies Email
> Group
> Subject: Re: [MOSAIC] Reader's Workshop Research
>
>
>
> How sad you had them read books again and again.  WHy not have them have
> more than one book!
>
> On Mon, Oct 3, 2011 at 2:13 PM,  wrote:
>
> > Although I know what these things are, these are not the words we use in
> my
> > building.
> > When all schools use all the same terms, then we'll all know what
> everyone
> > else is talking about.
> >
> > Quoting Renee :
> >
> >>
> >> In our school we called it SSR -- "sustained silent reading" -- and
> >> it was truly silent. Students in my multiage classroom were allowed
> >> to sit anywhere on the floor, and I had large boxes, a sofa, and
> >> beanbag chairs. It was after recess for twenty minutes and they
> >> couldn't go out to recess until they had a book on their desk that
> >> they were going to read. They were not allowed to look for or switch
> >> books switch books once SSR started. I did not conference with anyone
> >> during this time I read, too. There were no "accountings" other
> >> than adding books to their ongoing reading logs (simple
> >> documentation, no writeups) if they finished a text. If they chose a
> >> book that was too short to last 20 minutes, they read it again. And
> >> again. Whatever. This was a quiet time.
> >> How do I know my students were reading? I just knew. I could tell. I
> >> did not care if they were doing "deep reading" or "shallow reading"
> >> and I did not check for understanding of the books they chose. These
> >> were not AR leveled books, either. These were books they chose to
> >> read themselves.
> >> As one of the older teachers, I find it really sad that we've had the
> >> questions "What is DEAR time?" and "What does interactive writing
> >> look like?" This is not a criticism of those who asked the questions,
> >> it is a criticism of the system, and especially whatever education
> >> programs they have gone through that did not teach them these things.
> >> sad sad Renee
> >>
> >>
> >> On Oct 1, 2011, at 1:54 PM, Stein, Ellen H. wrote:
> >>
> >> > Drop Everything And Read= D.E.A.R. Time. My concern with this is
> >> > that teachers usually assign 15-20 minutes of DEAR time and the
> >> > students are supposed to do just thatg; Drop Everything and Read. >
> But,
> >> how do we know they are reading.? How do we know they are
> >> > thinkng about what they're reading? I believe there should be some
> >> > accaountability; perhaps routine individual conferencing to check
> >> > for understanding. What about a strategy focus for the time and
> >> > sharing of that strategy when DEAR time is over. By itself, we
> >> > rfeally can't tell if students are really reading.
> >>
> >> __**_
> >> Mosaic mailing list
> >> Mosaic@literacyworkshop.org
> >> To unsubscribe or modify your membership please go to
> >> http://literacyworkshop.org/**mailman/options/mosaic_**
> >> literacyworkshop.org<
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>
> >>
> >> Search the MOSAIC archives at http://snipurl.com/**MosaicArchive<
> 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_

Re: [MOSAIC] Reader's Workshop Research

[Palmer, Jennifer]

Well, rereading can enhance comprehension...
 
Jennifer L. Palmer
Instructional Facilitator, National Board Certified Teacher (EC Gen)
 
Magnolia Elementary School (Home School)
901 Trimble Road, Joppa, MD 21085
Phone:  (410) 612-1553
Fax:  (410) 612-1576
In EVERY child...a touch of GREATNESS!!! 
Proud of our Title One School!
 
Norrisville Elementary School
5302 Norrisville Rd
White Hall, MD 21161
Phone: 410-692-7810
Fax: 410-692-7812
Where Bright Futures Begin!!!



From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on behalf of 
Kathy Pickart
Sent: Tue 10/4/2011 1:25 PM
To: wr...@centurytel.net; Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Reader's Workshop Research



How sad you had them read books again and again.  WHy not have them have
more than one book!

On Mon, Oct 3, 2011 at 2:13 PM,  wrote:

> Although I know what these things are, these are not the words we use in my
> building.
> When all schools use all the same terms, then we'll all know what everyone
> else is talking about.
>
> Quoting Renee :
>
>>
>> In our school we called it SSR -- "sustained silent reading" -- and
>> it was truly silent. Students in my multiage classroom were allowed
>> to sit anywhere on the floor, and I had large boxes, a sofa, and
>> beanbag chairs. It was after recess for twenty minutes and they
>> couldn't go out to recess until they had a book on their desk that
>> they were going to read. They were not allowed to look for or switch
>> books switch books once SSR started. I did not conference with anyone
>> during this time I read, too. There were no "accountings" other
>> than adding books to their ongoing reading logs (simple
>> documentation, no writeups) if they finished a text. If they chose a
>> book that was too short to last 20 minutes, they read it again. And
>> again. Whatever. This was a quiet time.
>> How do I know my students were reading? I just knew. I could tell. I
>> did not care if they were doing "deep reading" or "shallow reading"
>> and I did not check for understanding of the books they chose. These
>> were not AR leveled books, either. These were books they chose to
>> read themselves.
>> As one of the older teachers, I find it really sad that we've had the
>> questions "What is DEAR time?" and "What does interactive writing
>> look like?" This is not a criticism of those who asked the questions,
>> it is a criticism of the system, and especially whatever education
>> programs they have gone through that did not teach them these things.
>> sad sad Renee
>>
>>
>> On Oct 1, 2011, at 1:54 PM, Stein, Ellen H. wrote:
>>
>> > Drop Everything And Read= D.E.A.R. Time. My concern with this is
>> > that teachers usually assign 15-20 minutes of DEAR time and the
>> > students are supposed to do just thatg; Drop Everything and Read. > But,
>> how do we know they are reading.? How do we know they are
>> > thinkng about what they're reading? I believe there should be some
>> > accaountability; perhaps routine individual conferencing to check
>> > for understanding. What about a strategy focus for the time and
>> > sharing of that strategy when DEAR time is over. By itself, we
>> > rfeally can't tell if students are really reading.
>>
>> __**_
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/**mailman/options/mosaic_**
>> literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>
>>
>> Search the MOSAIC archives at 
>> http://snipurl.com/**MosaicArchive<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<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>
>
> Search the MOSAIC archives at 
> http://snipurl.com/**MosaicArchive<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] Reader's Workshop Research

[Kathy Pickart]

How sad you had them read books again and again.  WHy not have them have
more than one book!

On Mon, Oct 3, 2011 at 2:13 PM,  wrote:

> Although I know what these things are, these are not the words we use in my
> building.
> When all schools use all the same terms, then we'll all know what everyone
> else is talking about.
>
> Quoting Renee :
>
>>
>> In our school we called it SSR -- "sustained silent reading" -- and
>> it was truly silent. Students in my multiage classroom were allowed
>> to sit anywhere on the floor, and I had large boxes, a sofa, and
>> beanbag chairs. It was after recess for twenty minutes and they
>> couldn't go out to recess until they had a book on their desk that
>> they were going to read. They were not allowed to look for or switch
>> books switch books once SSR started. I did not conference with anyone
>> during this time I read, too. There were no "accountings" other
>> than adding books to their ongoing reading logs (simple
>> documentation, no writeups) if they finished a text. If they chose a
>> book that was too short to last 20 minutes, they read it again. And
>> again. Whatever. This was a quiet time.
>> How do I know my students were reading? I just knew. I could tell. I
>> did not care if they were doing "deep reading" or "shallow reading"
>> and I did not check for understanding of the books they chose. These
>> were not AR leveled books, either. These were books they chose to
>> read themselves.
>> As one of the older teachers, I find it really sad that we've had the
>> questions "What is DEAR time?" and "What does interactive writing
>> look like?" This is not a criticism of those who asked the questions,
>> it is a criticism of the system, and especially whatever education
>> programs they have gone through that did not teach them these things.
>> sad sad Renee
>>
>>
>> On Oct 1, 2011, at 1:54 PM, Stein, Ellen H. wrote:
>>
>> > Drop Everything And Read= D.E.A.R. Time. My concern with this is
>> > that teachers usually assign 15-20 minutes of DEAR time and the
>> > students are supposed to do just thatg; Drop Everything and Read. > But,
>> how do we know they are reading.? How do we know they are
>> > thinkng about what they're reading? I believe there should be some
>> > accaountability; perhaps routine individual conferencing to check
>> > for understanding. What about a strategy focus for the time and
>> > sharing of that strategy when DEAR time is over. By itself, we
>> > rfeally can't tell if students are really reading.
>>
>> __**_
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe 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] Reader's Workshop Research

[write]

Although I know what these things are, these are not the words we use 
in my building. 

When all schools use all the same terms, then we'll all know what 
everyone else is talking about. 



Quoting Renee :


In our school we called it SSR -- "sustained silent reading" -- and
it was truly silent. Students in my multiage classroom were allowed
to sit anywhere on the floor, and I had large boxes, a sofa, and
beanbag chairs. It was after recess for twenty minutes and they
couldn't go out to recess until they had a book on their desk that
they were going to read. They were not allowed to look for or switch
books switch books once SSR started. I did not conference with anyone
during this time I read, too. There were no "accountings" other
than adding books to their ongoing reading logs (simple
documentation, no writeups) if they finished a text. If they chose a
book that was too short to last 20 minutes, they read it again. And
again. Whatever. This was a quiet time. 


How do I know my students were reading? I just knew. I could tell. I
did not care if they were doing "deep reading" or "shallow reading"
and I did not check for understanding of the books they chose. These
were not AR leveled books, either. These were books they chose to
read themselves. 


As one of the older teachers, I find it really sad that we've had the
questions "What is DEAR time?" and "What does interactive writing
look like?" This is not a criticism of those who asked the questions,
it is a criticism of the system, and especially whatever education
programs they have gone through that did not teach them these things. 

sad sad 
Renee



On Oct 1, 2011, at 1:54 PM, Stein, Ellen H. wrote:

> Drop Everything And Read= D.E.A.R. Time. My concern with this is
> that teachers usually assign 15-20 minutes of DEAR time and the
> students are supposed to do just thatg; Drop Everything and Read. 
> But, how do we know they are reading.? How do we know they are

> thinkng about what they're reading? I believe there should be some
> accaountability; perhaps routine individual conferencing to check
> for understanding. What about a strategy focus for the time and
> sharing of that strategy when DEAR time is over. By itself, we
> rfeally can't tell if students are really reading. 



___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe 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] Reader's Workshop Research

[Renee]

In our school we called it SSR -- "sustained silent reading" -- and  
it was truly silent. Students in my multiage classroom were allowed  
to sit anywhere on the floor, and I had large boxes, a sofa, and  
beanbag chairs. It was after recess for twenty minutes and they  
couldn't go out to recess until they had a book on their desk that  
they were going to read. They were not allowed to look for or switch  
books switch books once SSR started. I did not conference with anyone  
during this time I read, too. There were no "accountings" other  
than adding books to their ongoing reading logs (simple  
documentation, no writeups) if they finished a text. If they chose a  
book that was too short to last 20 minutes, they read it again. And  
again. Whatever. This was a quiet time.


How do I know my students were reading? I just knew. I could tell. I  
did not care if they were doing "deep reading" or "shallow reading"  
and I did not check for understanding of the books they chose. These  
were not AR leveled books, either. These were books they chose to  
read themselves.


As one of the older teachers, I find it really sad that we've had the  
questions "What is DEAR time?" and "What does interactive writing  
look like?" This is not a criticism of those who asked the questions,  
it is a criticism of the system, and especially whatever education  
programs they have gone through that did not teach them these things.


sad sad
Renee


On Oct 1, 2011, at 1:54 PM, Stein, Ellen H. wrote:

Drop Everything And Read= D.E.A.R. Time. My concern with this is  
that teachers usually assign 15-20 minutes of DEAR time and the  
students are supposed to do just thatg; Drop Everything and Read.  
But, how do we know they are reading.? How do we know they are  
thinkng about what they're reading? I believe there should be some  
accaountability; perhaps routine individual conferencing to check  
for understanding. What about a strategy focus for the time and  
sharing of that strategy when DEAR time is over. By itself, we  
rfeally can't tell if students are really reading.



___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive

Re: [MOSAIC] Reader's Workshop Research

[Patricia Kimathi]

Can you share some of the books you use to model the lessons.
Patk
On Oct 2, 2011, at 5:23 PM, Maura Shea Sackett wrote:

I vary the responses, depending on what they've been taught.  
Typically, I
begin the workshop with a read aloud from our mentor text. All  
students have

a copy and follow along silently. I think aloud to model whatever is
connected to the minilesson strategy. For the first couple of weeks of
school, we've been focusing on metacognition. I believe that in  
order to
practice all other strategies, students must be aware of that  
internal voice
Readers have as we interact and react to text. So I model that a  
lot. They
have a go with it, first by doing turn and talk with a reading  
partner.


Next I modeled stop and jot, which is basically the same thing as  
turn and
talk, but instead I show the youngsters how I jot down what I am  
thinking.
For a 12 page chapter, I may stop and jot four times. I focus  
initially on
Observations, Wonders, and Links (OWL) which I got from this list  
years ago.
They practice and at the end of the read aloud, several will share  
their
thinking. So that is currently what we are doing now for reading  
responses.


This week I need to be sure they are set on story elements, so that  
will be

the focus of my think alouds. Next up witll be the strategy of asking
questions. I love QAR for this strategy, so I'll be pulling that in  
next

week. All of these are things I'll be having them practice into their
Reader's Notebook. They'll use our mentor text as well as their Just  
Right

books.

After this part of the workshop, I have them reading independently  
in either

Just Right books or novels at their level which are connected to our
thematic unit. This year I'll be doing less assigned novel reading;  
rather
I'll offer the books up and see if children want to read them. Our  
district
tried doing Guided Reading using novels in the upper grades (I teach  
fifth),
but I just can't make it work in the limited time I have. So this  
year I'll

be doing small group targeted instruction using short text and more
nonfiction. Our district bought the Scholastic leveled library, so I  
hope to

get kids practicing strategies within these books, short text (love
Scholastic's "Storyworks"!), their Social Studies text, poetry, and  
whatever

I can find online.

As students are reading independently I pull small groups for more
instruction. I also use the time to do miscues, interviews, and write
anecdotal notes on the children. Whew! The 50-60 minutes flies by! I  
try to
have a quick share at the end of the workshop, to pull us all back  
together.



I highly recommend going to the Tools page for the list serv, which I
believe is still on Reading Lady. Here's the link

http://www.readinglady.com/mosaic/tools/tools.htm

Many talented teachers have put up so many wonderful lessons,  
assessments,
long term strategy plans, and way more. I could not possibly do what  
I do
without this site. I love it and so appreciate my online colleagues  
for

sharing!

Good luck with launching your Reading Workshop. This is my twelfth  
year, and
I still feel like I am constantly learning and refining and growing.  
That's

why I teach!

Maura
5/NJ



On Sun, Oct 2, 2011 at 2:49 PM, Cara Acosta   
wrote:



That site is so great, thanks for the share.  For those of you who do
reader's workshop-- I am a bit overwhelmed with management.  How do  
you
decide what type of responding the students are doing at any given  
time?

Is
it set up individually or as groups or whole class?

On Sun, Oct 2, 2011 at 9:13 AM, Maura Shea Sackett  

wrote:


Try  the Teachers' College Site. They have downloadable  
assessments. My

district just began using these.



http://rwproject.tc.columbia.edu/resources/assessments/reading-assessments


The assessments are accompanied by rubrics, good explanations for
administering them, and how to use them for assessing levels.

Maura
5/NJ

On Sat, Oct 1, 2011 at 3:41 PM,  wrote:


Hi Beverlee,
What is DEAR?

And what is the difference between independent level and high

instructional

level?  The names make them sound very different.
Although my school gives various reading tests, we do not test for

reading

level.  Can anyone suggest a test I can use in the classroom for

reading

level so that I can determine what texts are right for my students?
Jan


Quoting "beverleep...@gmail.com" :

And the other thing we'd do well to remember is the crucial  
piece in

his
work reminding us that the material used absolutely needs to be  
at an

independent/high instructional level
in order for the child to continue to grow as a reader. If she's

reading

"below grade level" then it's very likely that all of the content

books

are
too high, so little growth is likely there. Unless the books in

readers'

workshop are carefully matched to the readers, we can't expect the

kind

of

growth that needs to take place. Plus, there has to be quality
instruction. It 

Re: [MOSAIC] Reader's Workshop Research

[Maura Shea Sackett]

Sure!
We are reading *Rules* by Cynthia Lord as the mentor text, which everyone
reads, to begin our unit on Growing Up. Other novels within the unit
are *Bridge
to Terebithia*, *The Pinballs*, *The Jacket*, *The Summer of Riley*, *Number
the Stars* and *Esperenza Rising*

Our next thematic unit is Self Discovery. The mentor text is *Holes*. Can't
recall all of the supplemental novels, but off the top of my head the is *The
Journey to Topaz*, *Because of Winn Dixie* and *Bud, Not Buddy*.

We then read historical fiction and focus on it as a genre. The mentor text
is *Toliver's Secret*. The other novels I recall are *My Brother Sam is Dead
*, *Phoebe the Spy*, and *The Keeping Room*.

We do a Natalie Babbitt author study and read both *The Eyes of the
Amaryllis* and *Tuck Everlasting*.

Wrap up the year with Poetry and Drama, focusing on the Odes of Gary Soto.

Maura

On Sun, Oct 2, 2011 at 9:34 PM, Patricia Kimathi wrote:

> Can you share some of the books you use to model the lessons.
> Patk
>
> On Oct 2, 2011, at 5:23 PM, Maura Shea Sackett wrote:
>
>  I vary the responses, depending on what they've been taught. Typically, I
>> begin the workshop with a read aloud from our mentor text. All students
>> have
>> a copy and follow along silently. I think aloud to model whatever is
>> connected to the minilesson strategy. For the first couple of weeks of
>> school, we've been focusing on metacognition. I believe that in order to
>> practice all other strategies, students must be aware of that internal
>> voice
>> Readers have as we interact and react to text. So I model that a lot. They
>> have a go with it, first by doing turn and talk with a reading partner.
>>
>> Next I modeled stop and jot, which is basically the same thing as turn and
>> talk, but instead I show the youngsters how I jot down what I am thinking.
>> For a 12 page chapter, I may stop and jot four times. I focus initially on
>> Observations, Wonders, and Links (OWL) which I got from this list years
>> ago.
>> They practice and at the end of the read aloud, several will share their
>> thinking. So that is currently what we are doing now for reading
>> responses.
>>
>> This week I need to be sure they are set on story elements, so that will
>> be
>> the focus of my think alouds. Next up witll be the strategy of asking
>> questions. I love QAR for this strategy, so I'll be pulling that in next
>> week. All of these are things I'll be having them practice into their
>> Reader's Notebook. They'll use our mentor text as well as their Just Right
>> books.
>>
>> After this part of the workshop, I have them reading independently in
>> either
>> Just Right books or novels at their level which are connected to our
>> thematic unit. This year I'll be doing less assigned novel reading; rather
>> I'll offer the books up and see if children want to read them. Our
>> district
>> tried doing Guided Reading using novels in the upper grades (I teach
>> fifth),
>> but I just can't make it work in the limited time I have. So this year
>> I'll
>> be doing small group targeted instruction using short text and more
>> nonfiction. Our district bought the Scholastic leveled library, so I hope
>> to
>> get kids practicing strategies within these books, short text (love
>> Scholastic's "Storyworks"!), their Social Studies text, poetry, and
>> whatever
>> I can find online.
>>
>> As students are reading independently I pull small groups for more
>> instruction. I also use the time to do miscues, interviews, and write
>> anecdotal notes on the children. Whew! The 50-60 minutes flies by! I try
>> to
>> have a quick share at the end of the workshop, to pull us all back
>> together.
>>
>>
>> I highly recommend going to the Tools page for the list serv, which I
>> believe is still on Reading Lady. Here's the link
>>
>> http://www.readinglady.com/**mosaic/tools/tools.htm
>>
>> Many talented teachers have put up so many wonderful lessons, assessments,
>> long term strategy plans, and way more. I could not possibly do what I do
>> without this site. I love it and so appreciate my online colleagues for
>> sharing!
>>
>> Good luck with launching your Reading Workshop. This is my twelfth year,
>> and
>> I still feel like I am constantly learning and refining and growing.
>> That's
>> why I teach!
>>
>> Maura
>> 5/NJ
>>
>>
>>
>> On Sun, Oct 2, 2011 at 2:49 PM, Cara Acosta 
>> wrote:
>>
>>  That site is so great, thanks for the share.  For those of you who do
>>> reader's workshop-- I am a bit overwhelmed with management.  How do you
>>> decide what type of responding the students are doing at any given time?
>>> Is
>>> it set up individually or as groups or whole class?
>>>
>>> On Sun, Oct 2, 2011 at 9:13 AM, Maura Shea Sackett >>
 wrote:

>>>
>>>  Try  the Teachers' College Site. They have downloadable assessments. My
 district just began using these.


  http://rwproject.tc.columbia.**edu/resources/assessme

Re: [MOSAIC] Reader's Workshop Research

[Maura Shea Sackett]

I vary the responses, depending on what they've been taught. Typically, I
begin the workshop with a read aloud from our mentor text. All students have
a copy and follow along silently. I think aloud to model whatever is
connected to the minilesson strategy. For the first couple of weeks of
school, we've been focusing on metacognition. I believe that in order to
practice all other strategies, students must be aware of that internal voice
Readers have as we interact and react to text. So I model that a lot. They
have a go with it, first by doing turn and talk with a reading partner.

Next I modeled stop and jot, which is basically the same thing as turn and
talk, but instead I show the youngsters how I jot down what I am thinking.
For a 12 page chapter, I may stop and jot four times. I focus initially on
Observations, Wonders, and Links (OWL) which I got from this list years ago.
They practice and at the end of the read aloud, several will share their
thinking. So that is currently what we are doing now for reading responses.

This week I need to be sure they are set on story elements, so that will be
the focus of my think alouds. Next up witll be the strategy of asking
questions. I love QAR for this strategy, so I'll be pulling that in next
week. All of these are things I'll be having them practice into their
Reader's Notebook. They'll use our mentor text as well as their Just Right
books.

After this part of the workshop, I have them reading independently in either
Just Right books or novels at their level which are connected to our
thematic unit. This year I'll be doing less assigned novel reading; rather
I'll offer the books up and see if children want to read them. Our district
tried doing Guided Reading using novels in the upper grades (I teach fifth),
but I just can't make it work in the limited time I have. So this year I'll
be doing small group targeted instruction using short text and more
nonfiction. Our district bought the Scholastic leveled library, so I hope to
get kids practicing strategies within these books, short text (love
Scholastic's "Storyworks"!), their Social Studies text, poetry, and whatever
I can find online.

As students are reading independently I pull small groups for more
instruction. I also use the time to do miscues, interviews, and write
anecdotal notes on the children. Whew! The 50-60 minutes flies by! I try to
have a quick share at the end of the workshop, to pull us all back together.


I highly recommend going to the Tools page for the list serv, which I
believe is still on Reading Lady. Here's the link

http://www.readinglady.com/mosaic/tools/tools.htm

Many talented teachers have put up so many wonderful lessons, assessments,
long term strategy plans, and way more. I could not possibly do what I do
without this site. I love it and so appreciate my online colleagues for
sharing!

Good luck with launching your Reading Workshop. This is my twelfth year, and
I still feel like I am constantly learning and refining and growing. That's
why I teach!

Maura
5/NJ



On Sun, Oct 2, 2011 at 2:49 PM, Cara Acosta  wrote:

> That site is so great, thanks for the share.  For those of you who do
> reader's workshop-- I am a bit overwhelmed with management.  How do you
> decide what type of responding the students are doing at any given time?
>  Is
> it set up individually or as groups or whole class?
>
> On Sun, Oct 2, 2011 at 9:13 AM, Maura Shea Sackett  >wrote:
>
> > Try  the Teachers' College Site. They have downloadable assessments. My
> > district just began using these.
> >
> >
> http://rwproject.tc.columbia.edu/resources/assessments/reading-assessments
> >
> > The assessments are accompanied by rubrics, good explanations for
> > administering them, and how to use them for assessing levels.
> >
> > Maura
> > 5/NJ
> >
> > On Sat, Oct 1, 2011 at 3:41 PM,  wrote:
> >
> > > Hi Beverlee,
> > > What is DEAR?
> > >
> > > And what is the difference between independent level and high
> > instructional
> > > level?  The names make them sound very different.
> > > Although my school gives various reading tests, we do not test for
> > reading
> > > level.  Can anyone suggest a test I can use in the classroom for
> reading
> > > level so that I can determine what texts are right for my students?
> > > Jan
> > >
> > >
> > > Quoting "beverleep...@gmail.com" :
> > >
> > >> And the other thing we'd do well to remember is the crucial piece in
> his
> > >> work reminding us that the material used absolutely needs to be at an
> > >> independent/high instructional level
> > >>  in order for the child to continue to grow as a reader. If she's
> > reading
> > >> "below grade level" then it's very likely that all of the content
> books
> > >> are
> > >> too high, so little growth is likely there. Unless the books in
> readers'
> > >> workshop are carefully matched to the readers, we can't expect the
> kind
> > of
> > >> growth that needs to take place. Plus, there has to be quality
> > >> instruction. I

Re: [MOSAIC] Reader's Workshop Research

[Beverlee Paul]

I'm sure we can buy so many of these remarkable books used on amazon or
other sources.  I think if anyone recommends a book on this list, it's
probably worth the few dollars it costs to buy it used, even when it's out
of print. Sometimes a book is absolutely perfect for the questions a
particular teacher asks to be answered.

 I do agree, especially insecondary classrooms.  I do think Atwell got two
> periods/blocks of time for
> reading and writing in the school she runs.  I've always loved Linda Rief's
> book  Seeking Diversity - about a middle school literacy class.  It may be
> out of print but I really loved it.  She only had the one class and
> describes her decisions about how to use time.  Made a lot of sense to me.
> If someone really wants it I could try to summarize a rough outline of her
> schedule - she did different chunks across a year with different balances.
> PLEASE DO NOT ALL ASK ME AT THE SAME TIME - REMEMBER OUR LISTSERVE RULES.
>
>
___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive

Re: [MOSAIC] Reader's Workshop Research

[Sally Thomas]

Just back from a trip so missed some of these.  I do agree, especially in
secondary classrooms.  I do think Atwell got two periods/blocks of time for
reading and writing in the school she runs.  I've always loved Linda Rief's
book  Seeking Diversity - about a middle school literacy class.  It may be
out of print but I really loved it.  She only had the one class and
describes her decisions about how to use time.  Made a lot of sense to me.
If someone really wants it I could try to summarize a rough outline of her
schedule - she did different chunks across a year with different balances.
PLEASE DO NOT ALL ASK ME AT THE SAME TIME - REMEMBER OUR LISTSERVE RULES.

I'll just do itcuz know ing the list I think at least a few will want
it.  Give me a few days as I'll need to catch up with unloading my car,
laundry and all that stuff.

Anyway it's clear at secondary that some of the reading time must come from
across the curriculum for sure.  And yes of course the english teacher has
other very important things to do, writing being not the least!!!  So some
of the time would have to be outside class.  But I'm thinking we must get
kids passionately engaged in wanting to read to actually make that happen.
So how do we use the time we do have to get the kids hooked and to share
some of that reading thru talk and dialogue with peers and hot to self
assess that and etc.

Sally 


On 10/1/11 1:42 PM, "Judy Shenker"  wrote:

> I AGREE, PROVIDING KIDS TIME TO READ IS PROBABLY THE SINGLE MOST VALUABLE
> USE OF CLASS TIME BUT TWO HOURS A DAY
> IN MIDDLE SCHOOL, I ONLY HAVE MY ENGLISH STUDENTS ONE HOUR - 7 DAYS OUT OF
> 10. 
> DOESN'T GIVING KIDS MAJORITY OF IN CLASS TIME TO READ REDUCE THE
> IMPORTANCE OF A GOOD TEACHER AN DGOOD TEACHING?
> 
> JUDY
> Judy Shenker 
> Learning Enrichment And Development Coordinator
> Coordinatrice en enrichissement et développement de l'apprentissage
> 
> Lower Canada College
> 4090, avenue Royal
> Montréal (Québec)   H4A 2M5
> Téléphone  (514) 482-9797 ext. 333
> Fax (514) 482-0195
> Site web   www.lcc.ca
> 
> Students first 
> L'élève avant tout
> Celebrating 15 years of coeducation
> LCC célèbre 15 ans d'éducation mixte
> 
> 
> 
> 
> On 11-10-01 3:38 PM, "wr...@centurytel.net"  wrote:
> 
>> Wow!
>> Do any of you have classes in which students read two hours a day?
>> 
>> I take this to mean the students are doing the reading.  Not the
>> teacher reading to the student.
>> Jan
>> 
>> 
>> Quoting Sally Thomas :
>>> Allington's research in various places including the big big study he
>>> did
>>> with Peter Johnston found that the most effective teachers (and that
>>> included test scores although much much more) had their students
>>> actually
>>> reading text for much longer times.  I believe he would advocate as
>>> much as
>>> 2 hours a day of reading "just right" textsboth in literacy and
>>> content
>>> area contexts.  Workshop is structured to get kids immersed in texts for
>>> long periods of time.  Any other approach may be doing some things that
>>> are
>>> valuable but not nearly enough actual engaged reading time with texts.
>>> 
>>> That research is very strong!
>>> Sally
>>> 
>> 
>> 
>> 
>> ___
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>> 
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>> 
> 
> 
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe 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] Reader's Workshop Research

[Cara Acosta]

That site is so great, thanks for the share.  For those of you who do
reader's workshop-- I am a bit overwhelmed with management.  How do you
decide what type of responding the students are doing at any given time?  Is
it set up individually or as groups or whole class?

On Sun, Oct 2, 2011 at 9:13 AM, Maura Shea Sackett wrote:

> Try  the Teachers' College Site. They have downloadable assessments. My
> district just began using these.
>
> http://rwproject.tc.columbia.edu/resources/assessments/reading-assessments
>
> The assessments are accompanied by rubrics, good explanations for
> administering them, and how to use them for assessing levels.
>
> Maura
> 5/NJ
>
> On Sat, Oct 1, 2011 at 3:41 PM,  wrote:
>
> > Hi Beverlee,
> > What is DEAR?
> >
> > And what is the difference between independent level and high
> instructional
> > level?  The names make them sound very different.
> > Although my school gives various reading tests, we do not test for
> reading
> > level.  Can anyone suggest a test I can use in the classroom for reading
> > level so that I can determine what texts are right for my students?
> > Jan
> >
> >
> > Quoting "beverleep...@gmail.com" :
> >
> >> And the other thing we'd do well to remember is the crucial piece in his
> >> work reminding us that the material used absolutely needs to be at an
> >> independent/high instructional level
> >>  in order for the child to continue to grow as a reader. If she's
> reading
> >> "below grade level" then it's very likely that all of the content books
> >> are
> >> too high, so little growth is likely there. Unless the books in readers'
> >> workshop are carefully matched to the readers, we can't expect the kind
> of
> >> growth that needs to take place. Plus, there has to be quality
> >> instruction. It so disappoints me in the [hopefully] rare instances when
> a
> >> teacher
> >> creates what amounts to little more than DEAR, calls it readers'
> workshop,
> >> and then complains that workshop "doesn't work." So...be sure when
> you're
> >> looking at the research that you look beyond the conclusions to see how
> >> the
> >> research was set up, how the terms are defined, etcetera.  And PLEASE,
> >> some
> >> of you, find a collaborator and do this research so teachers in ten
> years
> >> aren't still asking, "Where's the beef?"
> >> Connected by DROIDVerizon Wireless
> >>
> >>
> >
> > __**_
> > Mosaic mailing list
> > Mosaic@literacyworkshop.org
> > To unsubscribe or modify your membership please go to
> > http://literacyworkshop.org/**mailman/options/mosaic_**
> > literacyworkshop.org<
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>
> >
> > Search the MOSAIC archives at http://snipurl.com/**MosaicArchive<
> 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] Reader's Workshop Research

[Maura Shea Sackett]

Try  the Teachers' College Site. They have downloadable assessments. My
district just began using these.

http://rwproject.tc.columbia.edu/resources/assessments/reading-assessments

The assessments are accompanied by rubrics, good explanations for
administering them, and how to use them for assessing levels.

Maura
5/NJ

On Sat, Oct 1, 2011 at 3:41 PM,  wrote:

> Hi Beverlee,
> What is DEAR?
>
> And what is the difference between independent level and high instructional
> level?  The names make them sound very different.
> Although my school gives various reading tests, we do not test for reading
> level.  Can anyone suggest a test I can use in the classroom for reading
> level so that I can determine what texts are right for my students?
> Jan
>
>
> Quoting "beverleep...@gmail.com" :
>
>> And the other thing we'd do well to remember is the crucial piece in his
>> work reminding us that the material used absolutely needs to be at an
>> independent/high instructional level
>>  in order for the child to continue to grow as a reader. If she's reading
>> "below grade level" then it's very likely that all of the content books
>> are
>> too high, so little growth is likely there. Unless the books in readers'
>> workshop are carefully matched to the readers, we can't expect the kind of
>> growth that needs to take place. Plus, there has to be quality
>> instruction. It so disappoints me in the [hopefully] rare instances when a
>> teacher
>> creates what amounts to little more than DEAR, calls it readers' workshop,
>> and then complains that workshop "doesn't work." So...be sure when you're
>> looking at the research that you look beyond the conclusions to see how
>> the
>> research was set up, how the terms are defined, etcetera.  And PLEASE,
>> some
>> of you, find a collaborator and do this research so teachers in ten years
>> aren't still asking, "Where's the beef?"
>> Connected by DROIDVerizon Wireless
>>
>>
>
> __**_
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe 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] Reader's Workshop Research

[Lorraine]

It is part of independent reading. Students need a reader's journal to log in 
what they are reading, the pages they read that day and a reader's response 
which can be modeled during the mini lesson. D.E.A.R. is gone. Independent 
reading, literature circles and guided reading groups will give the teacher and 
student accountability. Reading Counts quizes would show student 
accountability. 



-Original Message-
From: Barbara Decker 
To: Mosaic: A Reading Comprehension Strategies Email Group 
; write 
Sent: Sat, Oct 1, 2011 7:08 pm
Subject: Re: [MOSAIC] Reader's Workshop Research


I agree with the need for accountability. We have reading time 2 days a week 
uring the PBIS (character ed) classes which are 30 minutes long. The students 
ave to read their "Reading Counts"  books first to earn their required points 
er quarter and then they are allowed to read other books. This can be hard to 
onitor and I feel that as long as they are reading, it is a good start. Our 
cience teacher was talking about DEAR just this week but he called it Drop Dead 
nd Read. I got such a chuckle out of this!


rom: "Stein, Ellen H." 
o: "wr...@centurytel.net" ; Mosaic: A Reading 
omprehension Strategies Email Group 
ent: Saturday, October 1, 2011 3:54 PM
ubject: Re: [MOSAIC] Reader's Workshop Research
Drop Everything And Read= D.E.A.R. Time. My concern with this is that teachers 
sually assign 15-20 minutes of DEAR time and the students are supposed to do 
ust thatg; Drop Everything and Read. But, how do we know they are reading.? How 
o we know they are thinkng about what they're reading? I believe there should 
e some accaountability; perhaps routine individual conferencing to check for 
nderstanding. What about a strategy focus for the time and sharing of that 
trategy when DEAR time is over. By itself, we rfeally can't tell if students 
re really reading.
Ellen Stein
eading Resource Teacher
iverview Elementary School
10-887-1428
___
rom: mosaic-bounces+estein=bcps@literacyworkshop.org 
[mosaic-bounces+estein=bcps@literacyworkshop.org] 
n Behalf Of wr...@centurytel.net [wr...@centurytel.net]
ent: Saturday, October 01, 2011 3:41 PM
o: Mosaic: A Reading Comprehension Strategies Email Group
ubject: Re: [MOSAIC] Reader's Workshop Research
Hi Beverlee,
hat is DEAR?
And what is the difference between independent level and high
nstructional level?  The names make them sound very different.
Although my school gives various reading tests, we do not test for
eading level.  Can anyone suggest a test I can use in the classroom
or reading level so that I can determine what texts are right for my
tudents?
an

uoting "beverleep...@gmail.com" :
 And the other thing we'd do well to remember is the crucial piece in his
 work reminding us that the material used absolutely needs to be at an
 independent/high instructional level
  in order for the child to continue to grow as a reader. If she's reading
 "below grade level" then it's very likely that all of the content books are
 too high, so little growth is likely there. Unless the books in readers'
 workshop are carefully matched to the readers, we can't expect the kind of
 growth that needs to take place. Plus, there has to be quality instruction.
 It so disappoints me in the [hopefully] rare instances when a teacher
 creates what amounts to little more than DEAR, calls it readers' workshop,
 and then complains that workshop "doesn't work." So...be sure when you're
 looking at the research that you look beyond the conclusions to see how the
 research was set up, how the terms are defined, etcetera.  And PLEASE, some
 of you, find a collaborator and do this research so teachers in ten years
 aren't still asking, "Where's the beef?"
 Connected by DROIDVerizon Wireless


__
osaic mailing list
os...@literacyworkshop.org
o unsubscribe or modify your membership please go to
ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
Search the MOSAIC archives at http://snipurl.com/MosaicArchive

__
osaic mailing list
os...@literacyworkshop.org
o unsubscribe or modify your membership please go to
ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
Search the MOSAIC archives at http://snipurl.com/MosaicArchive
__
osaic mailing list
os...@literacyworkshop.org
o unsubscribe or modify your membership please go to
ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
Search the MOSAIC archives at http://snipurl.com/MosaicArchive

___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive

Re: [MOSAIC] Reader's Workshop Research

[Lorraine]

This indeoendent reading block is where small group instruction can tke place, 
individual conferences and use reader's notebooks for responses and a reading 
log.



-Original Message-
From: Stein, Ellen H. 
To: write ; Mosaic: A Reading Comprehension Strategies 
Email Group 
Sent: Sat, Oct 1, 2011 5:30 pm
Subject: Re: [MOSAIC] Reader's Workshop Research


Drop Everything And Read= D.E.A.R. Time. My concern with this is that teachers 
sually assign 15-20 minutes of DEAR time and the students are supposed to do 
ust thatg; Drop Everything and Read. But, how do we know they are reading.? How 
o we know they are thinkng about what they're reading? I believe there should 
e some accaountability; perhaps routine individual conferencing to check for 
nderstanding. What about a strategy focus for the time and sharing of that 
trategy when DEAR time is over. By itself, we rfeally can't tell if students 
re really reading.
Ellen Stein
eading Resource Teacher
iverview Elementary School
10-887-1428
___
rom: mosaic-bounces+estein=bcps@literacyworkshop.org 
[mosaic-bounces+estein=bcps@literacyworkshop.org] 
n Behalf Of wr...@centurytel.net [wr...@centurytel.net]
ent: Saturday, October 01, 2011 3:41 PM
o: Mosaic: A Reading Comprehension Strategies Email Group
ubject: Re: [MOSAIC] Reader's Workshop Research
Hi Beverlee,
hat is DEAR?
And what is the difference between independent level and high
nstructional level?  The names make them sound very different.
Although my school gives various reading tests, we do not test for
eading level.  Can anyone suggest a test I can use in the classroom
or reading level so that I can determine what texts are right for my
tudents?
an

uoting "beverleep...@gmail.com" :
 And the other thing we'd do well to remember is the crucial piece in his
 work reminding us that the material used absolutely needs to be at an
 independent/high instructional level
  in order for the child to continue to grow as a reader. If she's reading
 "below grade level" then it's very likely that all of the content books are
 too high, so little growth is likely there. Unless the books in readers'
 workshop are carefully matched to the readers, we can't expect the kind of
 growth that needs to take place. Plus, there has to be quality instruction.
 It so disappoints me in the [hopefully] rare instances when a teacher
 creates what amounts to little more than DEAR, calls it readers' workshop,
 and then complains that workshop "doesn't work." So...be sure when you're
 looking at the research that you look beyond the conclusions to see how the
 research was set up, how the terms are defined, etcetera.  And PLEASE, some
 of you, find a collaborator and do this research so teachers in ten years
 aren't still asking, "Where's the beef?"
 Connected by DROIDVerizon Wireless


__
osaic mailing list
os...@literacyworkshop.org
o unsubscribe or modify your membership please go to
ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
Search the MOSAIC archives at http://snipurl.com/MosaicArchive

__
osaic mailing list
os...@literacyworkshop.org
o unsubscribe or modify your membership please go to
ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
Search the MOSAIC archives at http://snipurl.com/MosaicArchive

___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive

Re: [MOSAIC] Reader's Workshop Research

[C McLoughlin]

Jan,

The terms independent level and instructional level (and frustration level) 
have to do with the accuracy rate of a reader.  At the independent level, a 
reader is reading with an accuracy rate above 95%.  With that high an accuracy 
rate, it is thought that they can most likely comprehend what they are reading 
without assistance.  If a reader is reading at 90-95% accuracy, that is 
considered instructional because they need a stronger reader (or teacher) to 
help them comprehend the text, since they are missing up to 1 out of 10 words, 
on average.  Frustration level is below 90% accuracy, and it is unlikely that 
the reader can make sense of that text.  

These levels are often derived from QRI or Fountas and Pinnell leveled texts.  
Using those texts (or really any other texts that are "graded", for example a 
3rd grade text, 5th gr text, etc)  one can determine a student's independent 
and instructional level so you know what to have them read independently, and 
what to read with them in a guided reading setting.  Generally the texts are 
not too lengthy, but are slightly longer than one could expect a student to 
read in a minute or two, so you can also gauge words per minute.  You start 
with your best guess as to independent level and then work forward or backward. 
 So, you may guess a 3rd grader is reading at grade level, so you have them 
read a third grade text.  If it turns out that they are reading with 100% 
accuracy you might want to try a 4th grade text and see what happens there.  
You may find they are still independent at 4th grade.  Try a 5th grade text and 
their accuracy may drop to 92%
 and you have then determined their independent (4th gr) and instructional 
level 5th gr).  Sometimes it works in reverse, and you have to go to lower 
level texts to get to an independent level, because your best guess might turn 
out to be frustration level.

It is a somewhat time consuming process, but yields a lot of information, 
especially if you analyze any errors they make (miscue analysis). There are 
other ways to help you make guesses, including DIBELS (based on fluency) and 
word lists (based on decoding ability and word recognition) but nothing is as 
thorough as having the students read for you.

Hope that helps!

Carol Mc
Reading/ESL Specialist
NY 



>
>From: "wr...@centurytel.net" 
>To: Mosaic: A Reading Comprehension Strategies Email Group 
>
>Sent: Saturday, October 1, 2011 3:41 PM
>Subject: Re: [MOSAIC] Reader's Workshop Research
>
>Hi Beverlee,
>What is DEAR?
>
>And what is the difference between independent level and high instructional 
>level?  The names make them sound very different. 
>Although my school gives various reading tests, we do not test for reading 
>level.  Can anyone suggest a test I can use in the classroom for reading level 
>so that I can determine what texts are right for my students?
>Jan
>
>
>Quoting "beverleep...@gmail.com" :
>> And the other thing we'd do well to remember is the crucial piece in his
>> work reminding us that the material used absolutely needs to be at an
>> independent/high instructional level
>>  in order for the child to continue to grow as a reader.
>
___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive

Re: [MOSAIC] Reader's Workshop Research

[Barbara Decker]

I agree with the need for accountability. We have reading time 2 days a week 
during the PBIS (character ed) classes which are 30 minutes long. The students 
have to read their "Reading Counts"  books first to earn their required points 
per quarter and then they are allowed to read other books. This can be hard to 
monitor and I feel that as long as they are reading, it is a good start. Our 
science teacher was talking about DEAR just this week but he called it Drop 
Dead and Read. I got such a chuckle out of this!




From: "Stein, Ellen H." 
To: "wr...@centurytel.net" ; Mosaic: A Reading 
Comprehension Strategies Email Group 
Sent: Saturday, October 1, 2011 3:54 PM
Subject: Re: [MOSAIC] Reader's Workshop Research

Drop Everything And Read= D.E.A.R. Time. My concern with this is that teachers 
usually assign 15-20 minutes of DEAR time and the students are supposed to do 
just thatg; Drop Everything and Read. But, how do we know they are reading.? 
How do we know they are thinkng about what they're reading? I believe there 
should be some accaountability; perhaps routine individual conferencing to 
check for understanding. What about a strategy focus for the time and sharing 
of that strategy when DEAR time is over. By itself, we rfeally can't tell if 
students are really reading.

Ellen Stein
Reading Resource Teacher
Riverview Elementary School
410-887-1428

From: mosaic-bounces+estein=bcps@literacyworkshop.org 
[mosaic-bounces+estein=bcps@literacyworkshop.org] On Behalf Of 
wr...@centurytel.net [wr...@centurytel.net]
Sent: Saturday, October 01, 2011 3:41 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Reader's Workshop Research

Hi Beverlee,
What is DEAR?

And what is the difference between independent level and high
instructional level?  The names make them sound very different.

Although my school gives various reading tests, we do not test for
reading level.  Can anyone suggest a test I can use in the classroom
for reading level so that I can determine what texts are right for my
students?
Jan


Quoting "beverleep...@gmail.com" :
> And the other thing we'd do well to remember is the crucial piece in his
> work reminding us that the material used absolutely needs to be at an
> independent/high instructional level
>  in order for the child to continue to grow as a reader. If she's reading
> "below grade level" then it's very likely that all of the content books are
> too high, so little growth is likely there. Unless the books in readers'
> workshop are carefully matched to the readers, we can't expect the kind of
> growth that needs to take place. Plus, there has to be quality instruction.
> It so disappoints me in the [hopefully] rare instances when a teacher
> creates what amounts to little more than DEAR, calls it readers' workshop,
> and then complains that workshop "doesn't work." So...be sure when you're
> looking at the research that you look beyond the conclusions to see how the
> research was set up, how the terms are defined, etcetera.  And PLEASE, some
> of you, find a collaborator and do this research so teachers in ten years
> aren't still asking, "Where's the beef?"
> Connected by DROIDVerizon Wireless
>


___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe 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] Reader's Workshop Research

[Beverlee Paul]

>
> I have not worked directly with middle schoolers or in a middle school.  My
> only experience is K-6.  But I still can't picture a school where kids read
> less than 2 hours a day.  Say they have a class called "reading" for 50
> minutes.  I would hope they would be reading at least 35 minutes in there,
> although not always by themselves.  That 35 minutes would include the
> reading they do with peers or teachers and would commonly be in the "direct
> instruction" phase of that class.  Then say they had a 75 minutes class in
> social studies, which our middle schoolers do.  I think it's reasonable to
> expect at least 35 minutes there reading, alone or with others.  Science,
> same thing.  Math, less reading--maybe 15 minutes.  Language arts in a 75
> minutes period, probably easily 40 minutes, including during the writing
> process.  Then reading at home of course.  Based on this conservative
> estimate, a child in that school would be reading 3 and 1/2 hours a day in
> school.  So at least two hours a day would be easily attained.  And if your
> content area teachers are well-educated, they will be teaching the reading
> strategies kids need to be successful readers during their class time.  I
> totally get what Allington says -- if our kids are reading less than 2 hours
> a day, we need to carefully examine what they are doing to see if it's all
> high-quality.  If not, maybe we need to make better decisions because they
> really do need active engagement in reading in order to become better
> readers.
>

> Do any of you have classes in which students read two hours a day?
>
> I take this to mean the students are doing the reading.  Not the
> teacher reading to the student.
> 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] Reader's Workshop Research

[Sandra.Henry]

Some students need accountability. Some need support such as audio books. 
Others need to one-one during DEAR time.

- Original Message -
From: Stein, Ellen H. [mailto:est...@bcps.org]
Sent: Saturday, October 01, 2011 03:54 PM
To: wr...@centurytel.net ; Mosaic: A Reading  
Comprehension Strategies Email Group 
Subject: Re: [MOSAIC] Reader's Workshop Research

Drop Everything And Read= D.E.A.R. Time. My concern with this is that teachers 
usually assign 15-20 minutes of DEAR time and the students are supposed to do 
just thatg; Drop Everything and Read. But, how do we know they are reading.? 
How do we know they are thinkng about what they're reading? I believe there 
should be some accaountability; perhaps routine individual conferencing to 
check for understanding. What about a strategy focus for the time and sharing 
of that strategy when DEAR time is over. By itself, we rfeally can't tell if 
students are really reading.

Ellen Stein
Reading Resource Teacher
Riverview Elementary School
410-887-1428

From: mosaic-bounces+estein=bcps@literacyworkshop.org 
[mosaic-bounces+estein=bcps@literacyworkshop.org] On Behalf Of 
wr...@centurytel.net [wr...@centurytel.net]
Sent: Saturday, October 01, 2011 3:41 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Reader's Workshop Research

Hi Beverlee,
What is DEAR?

And what is the difference between independent level and high
instructional level?  The names make them sound very different.

Although my school gives various reading tests, we do not test for
reading level.  Can anyone suggest a test I can use in the classroom
for reading level so that I can determine what texts are right for my
students?
Jan


Quoting "beverleep...@gmail.com" :
> And the other thing we'd do well to remember is the crucial piece in his
> work reminding us that the material used absolutely needs to be at an
> independent/high instructional level
>  in order for the child to continue to grow as a reader. If she's reading
> "below grade level" then it's very likely that all of the content books are
> too high, so little growth is likely there. Unless the books in readers'
> workshop are carefully matched to the readers, we can't expect the kind of
> growth that needs to take place. Plus, there has to be quality instruction.
> It so disappoints me in the [hopefully] rare instances when a teacher
> creates what amounts to little more than DEAR, calls it readers' workshop,
> and then complains that workshop "doesn't work." So...be sure when you're
> looking at the research that you look beyond the conclusions to see how the
> research was set up, how the terms are defined, etcetera.  And PLEASE, some
> of you, find a collaborator and do this research so teachers in ten years
> aren't still asking, "Where's the beef?"
> Connected by DROIDVerizon Wireless
>


___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe 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] Reader's Workshop Research

[Judy Shenker]

I AGREE, PROVIDING KIDS TIME TO READ IS PROBABLY THE SINGLE MOST VALUABLE
USE OF CLASS TIME BUT TWO HOURS A DAY
IN MIDDLE SCHOOL, I ONLY HAVE MY ENGLISH STUDENTS ONE HOUR - 7 DAYS OUT OF
10. 
DOESN'T GIVING KIDS MAJORITY OF IN CLASS TIME TO READ REDUCE THE
IMPORTANCE OF A GOOD TEACHER AN DGOOD TEACHING?

JUDY
Judy Shenker 
Learning Enrichment And Development Coordinator
Coordinatrice en enrichissement et développement de l'apprentissage

Lower Canada College
4090, avenue Royal 
Montréal (Québec)   H4A 2M5
Téléphone  (514) 482-9797 ext. 333
Fax (514) 482-0195
Site web   www.lcc.ca

Students first 
L'élève avant tout 
Celebrating 15 years of coeducation
LCC célèbre 15 ans d'éducation mixte




On 11-10-01 3:38 PM, "wr...@centurytel.net"  wrote:

>Wow!
>Do any of you have classes in which students read two hours a day?
>
>I take this to mean the students are doing the reading.  Not the
>teacher reading to the student.
>Jan
>
>
>Quoting Sally Thomas :
>> Allington's research in various places including the big big study he
>>did
>> with Peter Johnston found that the most effective teachers (and that
>> included test scores although much much more) had their students
>>actually
>> reading text for much longer times.  I believe he would advocate as
>>much as
>> 2 hours a day of reading "just right" textsboth in literacy and
>>content
>> area contexts.  Workshop is structured to get kids immersed in texts for
>> long periods of time.  Any other approach may be doing some things that
>>are
>> valuable but not nearly enough actual engaged reading time with texts.
>>
>> That research is very strong!
>> Sally
>>
>
>
>
>___
>Mosaic mailing list
>Mosaic@literacyworkshop.org
>To unsubscribe or modify your membership please go to
>http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>
>Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>


___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive

Re: [MOSAIC] Reader's Workshop Research

[write]

Wow!
Do any of you have classes in which students read two hours a day?

I take this to mean the students are doing the reading.  Not the 
teacher reading to the student. 
Jan



Quoting Sally Thomas :

Allington's research in various places including the big big study he did
with Peter Johnston found that the most effective teachers (and that
included test scores although much much more) had their students actually
reading text for much longer times.  I believe he would advocate as much as
2 hours a day of reading "just right" textsboth in literacy and content
area contexts.  Workshop is structured to get kids immersed in texts for
long periods of time.  Any other approach may be doing some things that are
valuable but not nearly enough actual engaged reading time with texts. 


That research is very strong!
Sally





___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive

Re: [MOSAIC] Reader's Workshop Research

[beverleep...@gmail.com]

Don't forget--reading (and reading instruction) takes place in more of the  
day than what you might list in your lesson plans than "reading." They are  
reading in all the content areas in addition to your language arts  
instruction. I would be seriously worried about any classroom in which the  
students read less than two hours a day! Two hours is actually a "minimum"  
to my way of thinking, grades 1 though 6.

Connected by DROID on Verizon Wireless

-Original message-
From: wr...@centurytel.net
To: "Mosaic: A Reading Comprehension Strategies Email Group"  


Sent: Sat, Oct 1, 2011 20:48:27 GMT+00:00
Subject: Re: [MOSAIC] Reader's Workshop Research

Wow!
Do any of you have classes in which students read two hours a day?

I take this to mean the students are doing the reading.  Not the 
teacher reading to the student. 
Jan



Quoting Sally Thomas :

Allington's research in various places including the big big study he did
with Peter Johnston found that the most effective teachers (and that
included test scores although much much more) had their students actually
reading text for much longer times.  I believe he would advocate as much  

as
2 hours a day of reading "just right" textsboth in literacy and  

content

area contexts.  Workshop is structured to get kids immersed in texts for
long periods of time.  Any other approach may be doing some things that  

are
valuable but not nearly enough actual engaged reading time with texts. 


That research is very strong!
Sally





___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive


___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive

Re: [MOSAIC] Reader's Workshop Research

[Stein, Ellen H.]

Drop Everything And Read= D.E.A.R. Time. My concern with this is that teachers 
usually assign 15-20 minutes of DEAR time and the students are supposed to do 
just thatg; Drop Everything and Read. But, how do we know they are reading.? 
How do we know they are thinkng about what they're reading? I believe there 
should be some accaountability; perhaps routine individual conferencing to 
check for understanding. What about a strategy focus for the time and sharing 
of that strategy when DEAR time is over. By itself, we rfeally can't tell if 
students are really reading.

Ellen Stein
Reading Resource Teacher
Riverview Elementary School
410-887-1428

From: mosaic-bounces+estein=bcps@literacyworkshop.org 
[mosaic-bounces+estein=bcps@literacyworkshop.org] On Behalf Of 
wr...@centurytel.net [wr...@centurytel.net]
Sent: Saturday, October 01, 2011 3:41 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Reader's Workshop Research

Hi Beverlee,
What is DEAR?

And what is the difference between independent level and high
instructional level?  The names make them sound very different.

Although my school gives various reading tests, we do not test for
reading level.  Can anyone suggest a test I can use in the classroom
for reading level so that I can determine what texts are right for my
students?
Jan


Quoting "beverleep...@gmail.com" :
> And the other thing we'd do well to remember is the crucial piece in his
> work reminding us that the material used absolutely needs to be at an
> independent/high instructional level
>  in order for the child to continue to grow as a reader. If she's reading
> "below grade level" then it's very likely that all of the content books are
> too high, so little growth is likely there. Unless the books in readers'
> workshop are carefully matched to the readers, we can't expect the kind of
> growth that needs to take place. Plus, there has to be quality instruction.
> It so disappoints me in the [hopefully] rare instances when a teacher
> creates what amounts to little more than DEAR, calls it readers' workshop,
> and then complains that workshop "doesn't work." So...be sure when you're
> looking at the research that you look beyond the conclusions to see how the
> research was set up, how the terms are defined, etcetera.  And PLEASE, some
> of you, find a collaborator and do this research so teachers in ten years
> aren't still asking, "Where's the beef?"
> Connected by DROIDVerizon Wireless
>


___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe 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] Reader's Workshop Research

[write]

Hi Beverlee,
What is DEAR?

And what is the difference between independent level and high 
instructional level?  The names make them sound very different. 

Although my school gives various reading tests, we do not test for 
reading level.  Can anyone suggest a test I can use in the classroom 
for reading level so that I can determine what texts are right for my 
students?

Jan


Quoting "beverleep...@gmail.com" :

And the other thing we'd do well to remember is the crucial piece in his
work reminding us that the material used absolutely needs to be at an
independent/high instructional level
 in order for the child to continue to grow as a reader. If she's reading
"below grade level" then it's very likely that all of the content books are
too high, so little growth is likely there. Unless the books in readers'
workshop are carefully matched to the readers, we can't expect the kind of
growth that needs to take place. Plus, there has to be quality instruction. 
It so disappoints me in the [hopefully] rare instances when a teacher

creates what amounts to little more than DEAR, calls it readers' workshop,
and then complains that workshop "doesn't work." So...be sure when you're
looking at the research that you look beyond the conclusions to see how the
research was set up, how the terms are defined, etcetera.  And PLEASE, some
of you, find a collaborator and do this research so teachers in ten years
aren't still asking, "Where's the beef?"
Connected by DROIDVerizon Wireless




___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive

Re: [MOSAIC] Reader's Workshop Research

[beverleep...@gmail.com]

And the other thing we'd do well to remember is the crucial piece in his  
work reminding us that the material used absolutely needs to be at an  
independent/high instructional level
in order for the child to continue to grow as a reader. If she's reading  
"below grade level" then it's very likely that all of the content books are  
too high, so little growth is likely there. Unless the books in readers'  
workshop are carefully matched to the readers, we can't expect the kind of  
growth that needs to take place. Plus, there has to be quality instruction.  
It so disappoints me in the [hopefully] rare instances when a teacher  
creates what amounts to little more than DEAR, calls it readers' workshop,  
and then complains that workshop "doesn't work." So...be sure when you're  
looking at the research that you look beyond the conclusions to see how the  
research was set up, how the terms are defined, etcetera.  And PLEASE, some  
of you, find a collaborator and do this research so teachers in ten years  
aren't still asking, "Where's the beef?"

Connected by DROIDVerizon Wireless

-Original message-
From: Sally Thomas 
To: mosaic listserve 
Sent: Thu, Sep 29, 2011 02:52:51 GMT+00:00
Subject: Re: [MOSAIC] Reader's Workshop Research

Allington's research in various places including the big big study he did
with Peter Johnston found that the most effective teachers (and that
included test scores although much much more) had their students actually
reading text for much longer times.  I believe he would advocate as much as
2 hours a day of reading "just right" textsboth in literacy and content
area contexts.  Workshop is structured to get kids immersed in texts for
long periods of time.  Any other approach may be doing some things that are
valuable but not nearly enough actual engaged reading time with texts.

That research is very strong!
Sally


On 9/28/11 4:55 PM, "Kim"  wrote:



Does anyone know of any articles or research that prove the effectiveness  

of

readers workshop?  I'd be particularly interested in any research that
compares readers workshop and literacy stations.
Thanks!



Kim
 
 


___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive





___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive


___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive

Re: [MOSAIC] Reader's Workshop Research

[Sally Thomas]

Read also allington's book on Response to Intervention.  Says pretty mucht
he same thing - kids need to be actually reading reading reading A LOT!


On 9/28/11 6:41 PM, "Cara Acosta"  wrote:

> I'd be interested in the information as well.  I am about to embark on a
> reader's workshop-ish schedule and it would be interesting to see what is
> out there!
> 
> On Wed, Sep 28, 2011 at 6:55 PM, Kim  wrote:
> 
>> 
>> Does anyone know of any articles or research that prove the effectiveness
>> of readers workshop?  I'd be particularly interested in any research that
>> compares readers workshop and literacy stations.
>> Thanks!
>> 
>> 
>> 
>> Kim
>> 
>> 
>> 
>> ___
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>> 
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>> 
>> 
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> 



___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive

Re: [MOSAIC] Reader's Workshop Research

[Sally Thomas]

Allington's research in various places including the big big study he did
with Peter Johnston found that the most effective teachers (and that
included test scores although much much more) had their students actually
reading text for much longer times.  I believe he would advocate as much as
2 hours a day of reading "just right" textsboth in literacy and content
area contexts.  Workshop is structured to get kids immersed in texts for
long periods of time.  Any other approach may be doing some things that are
valuable but not nearly enough actual engaged reading time with texts.

That research is very strong!
Sally


On 9/28/11 4:55 PM, "Kim"  wrote:

> 
> Does anyone know of any articles or research that prove the effectiveness of
> readers workshop?  I'd be particularly interested in any research that
> compares readers workshop and literacy stations.
> Thanks!
> 
> 
> 
> Kim
>  
>  
> 
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> 



___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive

Re: [MOSAIC] Reader's Workshop Research

[Cara Acosta]

I'd be interested in the information as well.  I am about to embark on a
reader's workshop-ish schedule and it would be interesting to see what is
out there!

On Wed, Sep 28, 2011 at 6:55 PM, Kim  wrote:

>
> Does anyone know of any articles or research that prove the effectiveness
> of readers workshop?  I'd be particularly interested in any research that
> compares readers workshop and literacy stations.
> Thanks!
>
>
>
> Kim
>
>
>
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>
>
___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive

Re: [MOSAIC] Reader's Workshop Research

[Kim]

Does anyone know of any articles or research that prove the effectiveness of 
readers workshop?  I'd be particularly interested in any research that compares 
readers workshop and literacy stations.
Thanks!



Kim
 
 

___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

Search the MOSAIC archives at http://snipurl.com/MosaicArchive

Re: [MOSAIC] Reader's Workshop Research

[Carol Carlson]

I was also just reading the first chapter of Best Practice that  
Matters. The first chapter is available online and it outlines best  
practices that matter for deep learning to occur.
Choice, differentiated instruction, student responsibility, etc are  
mentioned.
Carol

On Sep 27, 2007, at 4:23 PM, [EMAIL PROTECTED] wrote:

> I have always gone back to the work of Brian Cambourne to support  
> the worshop approach to teaching & learning-Cambourne's 7  
> Conditions for all learning, but especially: watching others at the  
> beginning (modeling & demonstration); guided practice;  practice;  
> moving toward independence with your own self-extending system.  I  
> don't think he used terms like "guided practice," when the work was  
> published, but believe he did describe how important it is to have  
> a supportive person to watch and emulate, who would then gradually  
> realease control to the learner.
>
> I think Carmel Crevola would be another independent researcher  
> whose work would support teaching in the workshop approach,  
> including her work documenting the amount of time for each  
> component: focus or mini-lesson/reading work/ second mini-lesson 
> (sometimes?), and the importance of sharing what you've learned  
> about yourself at the end of the workshop.
>
> I think you could also go back to the work of Richard Anderson, and  
> others at the reading center at the University of IL to support the  
> "time to read" provided in the workshop approach. My guess is that  
> after all the money that will be spent on investigating the "4th  
> grade reading slump," it will be discovered that kids still aren't  
> reading very much in those 4th grade classrooms, and beyond; they  
> are spending all their time listening to adults in the name of  
> reading instruction.  Richard Allington has "numbers" too about how  
> many minutes students are actually reading in classrooms that don't  
> use a workshop, where a big block of time is dedicated to actually  
> reading.
>
> And, John Guthrie's reaearch on reading motivation could give you  
> information on the importance of choice in developing life-long  
> readers, and a big part of the workshop.
>
> And of course there's the practice of Nancie Atwell who is often  
> mentioned on this listserve. Nancie's new book, or if someone on  
> here took good notes when hearing her speak. The students she  
> describes from working class families in Maine who graduate from  
> her demonstration school and attend prestigious schools.
>
> Elaine Garan's new book could give you the right things to say,  
> even from the National Reading Panel, about the importance of  
> students talk to each other about the books they are reading in the  
> workshop for vocabulary development, etc.
>
> There is also a book written by Peter H. Johnston called Choice  
> Words: How our language affects children's learning. He provides a  
> lot of citations that support the kind of teacher talk that is most  
> effective, and often part of the conferring in any workshop.
>
> john d.
>
> mosaic@literacyworkshop.org wrote:
>> Hi -
>> I sent this before and it bounced back to me.  I am not sure if it  
>> went through so here it is again!
>>
>> I have been an avid reader and not a participant of this listserve  
>> but I =
>>   need your input on a problem that has come up at school.  I am a  
>> Title 1 =
>>   teacher in an elementary school.  I have teamed with teachers  
>> for Reader's =
>>   Workshop, asking them to let me teach the lessons for a year -  
>> if they =
>>   were active participants - and then they could implement  
>> Reader's Workshop =
>>   in their own classroom the next year.  I love it for two reasons  
>> - I spent =
>>   time with the kids (my favorite!) AND I was able to model daily  
>> for =
>>   teachers.  Any teacher who participated with me became an  
>> advocate for =
>>   Reader's Workshop in our building.  Now the problem - other  
>> teachers are =
>>   asking for research that supports RW for reading instruction.   
>> Any ideas =
>>   or places where I can begin to look?  I thought I remember  
>> someone posting =
>>   information about this but can't remember where or when.  I am  
>> sorry if =
>>   this seems a bit jumbled - I am on my way to my daughter's  
>> volleyball game =
>>   but this has been weighing on my mind.
>>   Thanks for any input -
>>   Diane
>>
>>
>>
>>
>>
>>
> <[EMAIL PROTECTED]> 09/27/07 12:00 PM >>>
>> 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 diges

Re: [MOSAIC] Reader's Workshop Research

[jdelich]

I have always gone back to the work of Brian Cambourne to support the worshop 
approach to teaching & learning-Cambourne's 7 Conditions for all learning, but 
especially: watching others at the beginning (modeling & demonstration); guided 
practice;  practice; moving toward independence with your own self-extending 
system.  I don't think he used terms like "guided practice," when the work was 
published, but believe he did describe how important it is to have a supportive 
person to watch and emulate, who would then gradually realease control to the 
learner.

I think Carmel Crevola would be another independent researcher whose work would 
support teaching in the workshop approach, including her work documenting the 
amount of time for each component: focus or mini-lesson/reading work/ second 
mini-lesson(sometimes?), and the importance of sharing what you've learned 
about yourself at the end of the workshop.

I think you could also go back to the work of Richard Anderson, and others at 
the reading center at the University of IL to support the "time to read" 
provided in the workshop approach. My guess is that after all the money that 
will be spent on investigating the "4th grade reading slump," it will be 
discovered that kids still aren't reading very much in those 4th grade 
classrooms, and beyond; they are spending all their time listening to adults in 
the name of reading instruction.  Richard Allington has "numbers" too about how 
many minutes students are actually reading in classrooms that don't use a 
workshop, where a big block of time is dedicated to actually reading.

And, John Guthrie's reaearch on reading motivation could give you information 
on the importance of choice in developing life-long readers, and a big part of 
the workshop. 

And of course there's the practice of Nancie Atwell who is often mentioned on 
this listserve. Nancie's new book, or if someone on here took good notes when 
hearing her speak. The students she describes from working class families in 
Maine who graduate from her demonstration school and attend prestigious 
schools. 

Elaine Garan's new book could give you the right things to say, even from the 
National Reading Panel, about the importance of students talk to each other 
about the books they are reading in the workshop for vocabulary development, 
etc.

There is also a book written by Peter H. Johnston called Choice Words: How our 
language affects children's learning. He provides a lot of citations that 
support the kind of teacher talk that is most effective, and often part of the 
conferring in any workshop.

john d.

mosaic@literacyworkshop.org wrote:
>Hi -
>I sent this before and it bounced back to me.  I am not sure if it went 
>through so here it is again!
>
>I have been an avid reader and not a participant of this listserve but I =
>   need your input on a problem that has come up at school.  I am a Title 1 =
>   teacher in an elementary school.  I have teamed with teachers for Reader's =
>   Workshop, asking them to let me teach the lessons for a year - if they =
>   were active participants - and then they could implement Reader's Workshop =
>   in their own classroom the next year.  I love it for two reasons - I spent =
>   time with the kids (my favorite!) AND I was able to model daily for =
>   teachers.  Any teacher who participated with me became an advocate for =
>   Reader's Workshop in our building.  Now the problem - other teachers are =
>   asking for research that supports RW for reading instruction.  Any ideas =
>   or places where I can begin to look?  I thought I remember someone posting =
>   information about this but can't remember where or when.  I am sorry if =
>   this seems a bit jumbled - I am on my way to my daughter's volleyball game =
>   but this has been weighing on my mind.
>   Thanks for any input -
>   Diane
>
>
>
>
>
>
 <[EMAIL PROTECTED]> 09/27/07 12:00 PM >>>
>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: Autumn Leaves-book help (Cynthia Reyes)
>   2. Re: comp. strategies with teachers ([EMAIL PROTECTED])
>   3. Re: Off Topic- For Elementary Teachers ([EMAIL PROTECTED])
>   4. monitoring for comprehension (Janelle)
>   5. Re: textmapping research (Marg Epp)
>   6. Re: File Folder Schema Lesson Help (Felicia Barra)
>   7. Re: phonics was spelling lists/Marie Clay (Joy)
>   8. Re: phonics was spelling lists/Marie Clay (Beverlee Paul)
>   9. Re: monitoring for comprehension (Dacia Myhre)
>
>
>--