Re: [MOSAIC] Comprehension strategies assessment
Ellin Oliver Keene has written a book that assesses the comp strategies- published by Shell. Also Benchmark Educational Publishing has developed grade level assessments of comprehension strategies. On Wed, Nov 2, 2011 at 6:36 PM, evelia cadet cadeteve...@hotmail.comwrote: Do you give your students a summative assessment to test their knowledge and application of the comprehension strategies? I have been working with my students on metacognition, making connection, visualizing and asking questions. I have been asked by the administrators to create a test that would evaluate what students have been learning in my class. Does anyone has experience making this kind of assessment? Thank you so much. I really need help. Evelia Sent from my Windows Phone -Original Message- From: Cheryl Consonni Sent: Tuesday, October 11, 2011 10:09 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] please help whoever gave a list of good books that are high interest lo readability, could you please send again, i went back a while and can't find the link, thanks so much Cheryl 'Teaching is a work of heart.' ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies assessment
I also need help. I had a list of strategies that the children could use to assess which strategies they used it was called Knowing your strategies. I have no idea where I got it. I check the mosaic website and didn't find it. Does anyone know what I am talking about. It was a check list that the students used to see which strategy they used. Pat Kimathi On Nov 2, 2011, at 8:25 PM, Judy Shenker wrote: Evelia, Keene's book of strategy assessment tools has already been mentioned, while I think it has it's purpose it assesses students knowledge of strategies NOT their use. I prefer to SEE evidence of use - In Harvey and Goudvis's Comprehension Toolkit they suggest many activities for each strategy that can easily be used as an assessment. These activities direct students to leave 'tracks of their thinking' - real concrete visible evidence of strategy use. 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 11-11-02 10:33 PM, Patricia Kimathi pkima...@earthlink.net wrote: I saw one in my Treasures book. I don't know how good it is. If you don't get anything else let me know and I will copy it and email. I don't trust publishing companies, but it says there are no right or wrong answers just things to think about so it might be ok. Let me know PatK On Nov 2, 2011, at 6:36 PM, evelia cadet wrote: Do you give your students a summative assessment to test their knowledge and application of the comprehension strategies? I have been working with my students on metacognition, making connection, visualizing and asking questions. I have been asked by the administrators to create a test that would evaluate what students have been learning in my class. Does anyone has experience making this kind of assessment? Thank you so much. I really need help. Evelia Sent from my Windows Phone -Original Message- From: Cheryl Consonni Sent: Tuesday, October 11, 2011 10:09 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] please help whoever gave a list of good books that are high interest lo readability, could you please send again, i went back a while and can't find the link, thanks so much Cheryl 'Teaching is a work of heart.' ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies assessment
The Metacogntive Strategy Index. I don't have it electronically but this survey is multiple choice and divided into 3 sections: Before I read I. While I'm reading I... and, After Reading I Hope this helps in finding it. Dr. Paula J. Adams Reading Specialist Sweet Home Middle School ** IMPORTANT: The contents of this email and any attachments are confidential. They are intended for the named recipient(s) only. If you have received this email in error, please notify the system manager or the sender immediately and do not disclose the contents to anyone or make copies thereof. *** eSafe scanned this email for viruses, vandals, and malicious content. *** ** ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies assessment
Check out this link for assessments. I use Ellin Keene's MPIR regularly. I find that it is not just knowledge of the strategy that is being tested... it does, when using the think aloud portion, assess application of it. http://www.readinglady.com/mosaic/tools/tools.htm#1 Jennifer L. Palmer Instructional Facilitator National Board Certified Teacher Magnolia Elementary (home school) 901 Trimble Road Joppa, MD 21085 410-612-1553 Fax 410-612-1576 In every child a touch of greatness!!' Proud of our Title One School Norrisville Elementary 5302 Norrisville Road White Hall, MD 21161 410-692-7810 Fax 410-692-7812 Where Bright Futures Begin!! From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org [mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org] on behalf of evelia cadet [cadeteve...@hotmail.com] Sent: Wednesday, November 02, 2011 9:36 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: [MOSAIC] Comprehension strategies assessment Do you give your students a summative assessment to test their knowledge and application of the comprehension strategies? I have been working with my students on metacognition, making connection, visualizing and asking questions. I have been asked by the administrators to create a test that would evaluate what students have been learning in my class. Does anyone has experience making this kind of assessment? Thank you so much. I really need help. Evelia Sent from my Windows Phone -Original Message- From: Cheryl Consonni Sent: Tuesday, October 11, 2011 10:09 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] please help whoever gave a list of good books that are high interest lo readability, could you please send again, i went back a while and can't find the link, thanks so much Cheryl 'Teaching is a work of heart.' ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies assessment
expected. I expected ___ because ___. ■What can I write or draw that might help me remember and understand what I just read? Evaluating ■How well did I read and understand? ■What strategies worked well for me? ■What strategies did not work for me? ■What should I do next time? ■Do I need some help for next time? ■How will I remember what I read? -Original Message- From: VanDyke, Lynnette (MDE) Sent: Thursday, November 03, 2011 10:58 AM To: mosaic@literacyworkshop.org Subject: RE: [MOSAIC] Comprehension strategies assessment Hi, I have a couple of items related to this in digitial format. See the attachments. I believe the second article contains the index being discussed. -Original Message- From: mosaic-bounces+vandykel=michigan@literacyworkshop.org [mailto:mosaic-bounces+vandykel=michigan@literacyworkshop.org] On Behalf Of Paula Adams MS Sent: Thursday, November 03, 2011 9:06 AM To: mosaic@literacyworkshop.org Cc: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Comprehension strategies assessment The Metacogntive Strategy Index. I don't have it electronically but this survey is multiple choice and divided into 3 sections: Before I read I. While I'm reading I... and, After Reading I Hope this helps in finding it. Dr. Paula J. Adams Reading Specialist Sweet Home Middle School ** IMPORTANT: The contents of this email and any attachments are confidential. They are intended for the named recipient(s) only. If you have received this email in error, please notify the system manager or the sender immediately and do not disclose the contents to anyone or make copies thereof. *** eSafe scanned this email for viruses, vandals, and malicious content. *** ** ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies assessment
Hi, I have a couple of items related to this in digitial format. See the attachments. I believe the second article contains the index being discussed. -Original Message- From: mosaic-bounces+vandykel=michigan@literacyworkshop.org [mailto:mosaic-bounces+vandykel=michigan@literacyworkshop.org] On Behalf Of Paula Adams MS Sent: Thursday, November 03, 2011 9:06 AM To: mosaic@literacyworkshop.org Cc: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Comprehension strategies assessment The Metacogntive Strategy Index. I don't have it electronically but this survey is multiple choice and divided into 3 sections: Before I read I. While I'm reading I... and, After Reading I Hope this helps in finding it. Dr. Paula J. Adams Reading Specialist Sweet Home Middle School ** IMPORTANT: The contents of this email and any attachments are confidential. They are intended for the named recipient(s) only. If you have received this email in error, please notify the system manager or the sender immediately and do not disclose the contents to anyone or make copies thereof. *** eSafe scanned this email for viruses, vandals, and malicious content. *** ** ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies assessment
Wow, what a request! How old are your students? You could use questions like: What is metacognition? What does it mean to make a connection? What does your brain do when you make a connection? How does visualization help you understand a story? When do you ask questions when you are reading? I used to ask my students similar questions, I taught 3rd and 4th grades. When I asked theses questions I wanted them to know what the strategy was, what their brain was doing when they used the strategy and how to talk about their thinking. When an 8 year old talks about metacognition and truly understands the how and why of their thinking, it blows the minds of the adults in the room. My goal was for students to be able to put common names to what they were doing so we could have meaningful conversations in the room -not just keep adding new information into the discussion, but responding to what someone else has said. 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 Wed, Nov 2, 2011 at 6:36 PM, evelia cadet cadeteve...@hotmail.comwrote: Do you give your students a summative assessment to test their knowledge and application of the comprehension strategies? I have been working with my students on metacognition, making connection, visualizing and asking questions. I have been asked by the administrators to create a test that would evaluate what students have been learning in my class. Does anyone has experience making this kind of assessment? Thank you so much. I really need help. Evelia Sent from my Windows Phone -Original Message- From: Cheryl Consonni Sent: Tuesday, October 11, 2011 10:09 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] please help whoever gave a list of good books that are high interest lo readability, could you please send again, i went back a while and can't find the link, thanks so much Cheryl 'Teaching is a work of heart.' ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies assessment
That is the one that is listed in my Treasures Diagnostic Assessment Book Patk On Nov 3, 2011, at 6:05 AM, Paula Adams MS wrote: The Metacogntive Strategy Index. I don't have it electronically but this survey is multiple choice and divided into 3 sections: Before I read I. While I'm reading I... and, After Reading I Hope this helps in finding it. Dr. Paula J. Adams Reading Specialist Sweet Home Middle School ** IMPORTANT: The contents of this email and any attachments are confidential. They are intended for the named recipient(s) only. If you have received this email in error, please notify the system manager or the sender immediately and do not disclose the contents to anyone or make copies thereof. *** eSafe scanned this email for viruses, vandals, and malicious content. *** ** ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies assessment
I keyed in Knowing your strategies - comprehension into google and came up with an amazing list or resources. Hope this helps, stay cool form sunny Australia niek I also need help. I had a list of strategies that the children could use to assess which strategies they used it was called Knowing your strategies. I have no idea where I got it. I check the mosaic website and didn't find it. Does anyone know what I am talking about. It was a check list that the students used to see which strategy they used. Pat Kimathi On Nov 2, 2011, at 8:25 PM, Judy Shenker wrote: Evelia, Keene's book of strategy assessment tools has already been mentioned, while I think it has it's purpose it assesses students knowledge of strategies NOT their use. I prefer to SEE evidence of use - In Harvey and Goudvis's Comprehension Toolkit they suggest many activities for each strategy that can easily be used as an assessment. These activities direct students to leave 'tracks of their thinking' - real concrete visible evidence of strategy use. 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 11-11-02 10:33 PM, Patricia Kimathi pkima...@earthlink.net wrote: I saw one in my Treasures book. I don't know how good it is. If you don't get anything else let me know and I will copy it and email. I don't trust publishing companies, but it says there are no right or wrong answers just things to think about so it might be ok. Let me know PatK On Nov 2, 2011, at 6:36 PM, evelia cadet wrote: Do you give your students a summative assessment to test their knowledge and application of the comprehension strategies? I have been working with my students on metacognition, making connection, visualizing and asking questions. I have been asked by the administrators to create a test that would evaluate what students have been learning in my class. Does anyone has experience making this kind of assessment? Thank you so much. I really need help. Evelia Sent from my Windows Phone -Original Message- From: Cheryl Consonni Sent: Tuesday, October 11, 2011 10:09 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] please help whoever gave a list of good books that are high interest lo readability, could you please send again, i went back a while and can't find the link, thanks so much Cheryl 'Teaching is a work of heart.' ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive -- Niek Jansen Year 6/7 teacher Melaleuca Park Primary Boandik Tce Mt Gambier South Australia Australia 5290 ph 61 08 87251404 fax 61 08 87250297 may God bless and keep you always may your wishes all come true may you always do for others and let others do for you may you build a ladder to the stars and climb on every rung and may you stay Forever Young (Dylan) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies assessment
I saw one in my Treasures book. I don't know how good it is. If you don't get anything else let me know and I will copy it and email. I don't trust publishing companies, but it says there are no right or wrong answers just things to think about so it might be ok. Let me know PatK On Nov 2, 2011, at 6:36 PM, evelia cadet wrote: Do you give your students a summative assessment to test their knowledge and application of the comprehension strategies? I have been working with my students on metacognition, making connection, visualizing and asking questions. I have been asked by the administrators to create a test that would evaluate what students have been learning in my class. Does anyone has experience making this kind of assessment? Thank you so much. I really need help. Evelia Sent from my Windows Phone -Original Message- From: Cheryl Consonni Sent: Tuesday, October 11, 2011 10:09 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] please help whoever gave a list of good books that are high interest lo readability, could you please send again, i went back a while and can't find the link, thanks so much Cheryl 'Teaching is a work of heart.' ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies assessment
Evelia, Keene's book of strategy assessment tools has already been mentioned, while I think it has it's purpose it assesses students knowledge of strategies NOT their use. I prefer to SEE evidence of use - In Harvey and Goudvis's Comprehension Toolkit they suggest many activities for each strategy that can easily be used as an assessment. These activities direct students to leave 'tracks of their thinking' - real concrete visible evidence of strategy use. 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 11-11-02 10:33 PM, Patricia Kimathi pkima...@earthlink.net wrote: I saw one in my Treasures book. I don't know how good it is. If you don't get anything else let me know and I will copy it and email. I don't trust publishing companies, but it says there are no right or wrong answers just things to think about so it might be ok. Let me know PatK On Nov 2, 2011, at 6:36 PM, evelia cadet wrote: Do you give your students a summative assessment to test their knowledge and application of the comprehension strategies? I have been working with my students on metacognition, making connection, visualizing and asking questions. I have been asked by the administrators to create a test that would evaluate what students have been learning in my class. Does anyone has experience making this kind of assessment? Thank you so much. I really need help. Evelia Sent from my Windows Phone -Original Message- From: Cheryl Consonni Sent: Tuesday, October 11, 2011 10:09 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] please help whoever gave a list of good books that are high interest lo readability, could you please send again, i went back a while and can't find the link, thanks so much Cheryl 'Teaching is a work of heart.' ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies assessment
Ellin Keene has a resource called Assessing Comprehension Thinking Strategies that is very good. I am also looking at how using the Daily 5 / Cafe Menu can be reported to parents as an insert in a report card. Does anyone have an suggestions or resources they could direct me to? Thanks, Susan Henry Teacher Librarian Balgonie Elementary School Prairie Valley School Division (306) 771-2345 From: mosaic-bounces+susan.henry=pvsd...@literacyworkshop.org [mosaic-bounces+susan.henry=pvsd...@literacyworkshop.org] On Behalf Of evelia cadet [cadeteve...@hotmail.com] Sent: November 2, 2011 7:36 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: [MOSAIC] Comprehension strategies assessment Do you give your students a summative assessment to test their knowledge and application of the comprehension strategies? I have been working with my students on metacognition, making connection, visualizing and asking questions. I have been asked by the administrators to create a test that would evaluate what students have been learning in my class. Does anyone has experience making this kind of assessment? Thank you so much. I really need help. Evelia Sent from my Windows Phone -Original Message- From: Cheryl Consonni Sent: Tuesday, October 11, 2011 10:09 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] please help whoever gave a list of good books that are high interest lo readability, could you please send again, i went back a while and can't find the link, thanks so much Cheryl 'Teaching is a work of heart.' ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 CONFIDENTIALITY WARNING: The information transmitted is intended only for the addressee and may contain confidential, proprietary, and/or privileged material. Any unauthorized review, distribution, or other use of or the taking of any action in reliance upon this information is prohibited. If you received this in error, please contact the sender and delete or destroy this message and any copies. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies
Perhaps the author is Lori Oczkus? Together in education, Teri Adams Cody's Reading Specialist adamst...@pleasval.k12.ia.us 563-332-0210 -Original Message- From: mosaic-bounces+adamsteri=pleasval.k12.ia...@literacyworkshop.org [mailto:mosaic-bounces+adamsteri=pleasval.k12.ia...@literacyworkshop.org ] On Behalf Of Katie Green Sent: Tuesday, October 25, 2011 8:58 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Comprehension strategies I use hand motions and cues for my kids and they love it! Our favorite is making connections and they link fingers. Now my kids actually do that while raising hands to share! I wish I could remember the name of the author I got it from. I will have to check at work. Songs and motions help them remember and apply them. I too want to learn and share! Just out of curiosity How do your districts deal with special ed kids and testing. I know we HAVE to do ISAT but what about district tests and outcome assessments. We have to give everything to all of our kids and on grade level to boot! Feeling frustrated with the lack of teaching time and overwhelming waste of time spent on useless information,...gee may kids failed again. I hate giving them tests so far above what they can do and NOT being able to help. It does nothing but discourage us all. Sorry for the negative buzz but we just got slammed with another outcome assessment. Frustrated and Cranky!!! Katie On 10/25/2011 2:35 PM, Palmer, Jennifer wrote: We do have this debate from time to time on this list. I have done it both ways after reading much thoughtful discussion on this listserve... But now, I start by teaching individual strategies in isolation for a while. I get much deeper thinking when I spend time helping kids see how, when and why to use a strategy. This is my opinion based on experiences with my kids...what works for me in my settings. The big key is to help students understand how a strategy helps them understand, so I always, every single lesson, say What do you know now that you didn't understand before? OR in fiction, What do you understand about this story that you did not understand before? This way students understand that the END is not the strategy, the strategy is a means to an end...deep understanding of text. THEN, I have them use the new strategy with strategies previously taught and we study how they work together. What do I understand that I didn't understand before by using questioning and inferring? How do they work together? Do I always use them together? Can I use one without the other? I feel this metacognitive piece is very important for kids. Here is an analogy that explains where I am with this debate right now. I think of it this way. I know some fantastic teachers that are naturals... they just KNOW what to do that helps kids learn. They are great teachers and the kids make great progress. There are OTHER teachers, though, who can go above and beyond that. They know and can explain to others why they do what they do and how it helps kids learn. AND those teachers who can bring what they do naturally and automatically to a concrete level...they are reflective and metacognitive... they can name what they do, why they do it and how it helps. They can also use this conscious knowledge to adjust their thinking and actions when they need to based on how their kids present themselves. When those teachers are a part of a learning community, we ALL grow. We all learn from these teachers because they can explain their thinking, the conditions under which something works or doesn't work... and how it might work in anot her situation. I want this level of intellectual engagment for kids too. I want them to be able to understand how they can gain meaning from text... what works and doesn't under certain conditions. Yes, I want them to be automatic in use of strategies, I want them to use them seamlessly and easily... but I also want them to know how it works and why so that when they are faced with the higher level texts that are coming with common core, they will approach it fearlessly because they have a plan... they know what to do. So, I know I disagree with many on this list when I say that I DO care that kids can name the strategies they are using. I DO care that they can explain how to infer to others...because I like the intellectual rigor that type of discussion always brings, but I do not stop at process. And that is important. It is always, in the end, about making meaning from text... not just learning the strategy. I am eager to read more discussion on this. In the past, though, it has become a bit heated as some of us have some philosophical differences. So, this is a gentle reminder, keep an open mind. Ask questions of people you disagree with... and be aware that emails do not always carry your intended tone. It is easy to offend when no offense is meant. I want all to know, I am always open
Re: [MOSAIC] Comprehension strategies
Have you checked out the website www.kbumreading.com? I went to a workshop a few weeks ago and Kathy spoke about the importance of teaching comprehension strategies. Our goal as teachers is to empower students to READ and sustain comprehension in both narrative and expository texts. She has some wonderful ideas and templates on how to teach the comprehension strategies. -Original Message- From: mosaic-bounces+acorbett=bcps@literacyworkshop.org [mailto:mosaic-bounces+acorbett=bcps@literacyworkshop.org] On Behalf Of evelia cadet Sent: Tuesday, October 25, 2011 11:01 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Comprehension strategies I truly appreciate all of your suggestions. This is my first time teaching the comprehension strategies explicitly. My school focus more on teaching the comprehension skills. I teach fourth grade and most of my students have not received explicit instruction of the strategies. In fact, we had to discuss the general meaning of the word 'strategy'. They could only associate it with test taking strategies. Thank you again. I learn so much from all of you. Evelia Sent from my Windows Phone -Original Message- From: Palmer, Jennifer Sent: Tuesday, October 25, 2011 2:35 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Comprehension strategies We do have this debate from time to time on this list. I have done it both ways after reading much thoughtful discussion on this listserve... But now, I start by teaching individual strategies in isolation for a while. I get much deeper thinking when I spend time helping kids see how, when and why to use a strategy. This is my opinion based on experiences with my kids...what works for me in my settings. The big key is to help students understand how a strategy helps them understand, so I always, every single lesson, say What do you know now that you didn't understand before? OR in fiction, What do you understand about this story that you did not understand before? This way students understand that the END is not the strategy, the strategy is a means to an end...deep understanding of text. THEN, I have them use the new strategy with strategies previously taught and we study how they work together. What do I understand that I didn't understand before by using questioning and inferring? How do they work together? Do I always use them together? Can I use one without the other? I feel this metacognitive piece is very important for kids. Here is an analogy that explains where I am with this debate right now. I think of it this way. I know some fantastic teachers that are naturals... they just KNOW what to do that helps kids learn. They are great teachers and the kids make great progress. There are OTHER teachers, though, who can go above and beyond that. They know and can explain to others why they do what they do and how it helps kids learn. AND those teachers who can bring what they do naturally and automatically to a concrete level...they are reflective and metacognitive... they can name what they do, why they do it and how it helps. They can also use this conscious knowledge to adjust their thinking and actions when they need to based on how their kids present themselves. When those teachers are a part of a learning community, we ALL grow. We all learn from these teachers because they can explain their thinking, the conditions under which something works or doesn't work... and how it might work in another situation. I want this level of intellectual engagment for kids too. I want them to be able to understand how they can gain meaning from text... what works and doesn't under certain conditions. Yes, I want them to be automatic in use of strategies, I want them to use them seamlessly and easily... but I also want them to know how it works and why so that when they are faced with the higher level texts that are coming with common core, they will approach it fearlessly because they have a plan... they know what to do. So, I know I disagree with many on this list when I say that I DO care that kids can name the strategies they are using. I DO care that they can explain how to infer to others...because I like the intellectual rigor that type of discussion always brings, but I do not stop at process. And that is important. It is always, in the end, about making meaning from text... not just learning the strategy. I am eager to read more discussion on this. In the past, though, it has become a bit heated as some of us have some philosophical differences. So, this is a gentle reminder, keep an open mind. Ask questions of people you disagree with... and be aware that emails do not always carry your intended tone. It is easy to offend when no offense is meant. I want all to know, I am always open to learning...share what you think! I am always ready to grow... Jennifer List
Re: [MOSAIC] Comprehension strategies-hand motions
Katie The strategy hand motions...they came from Lori Ockzcus (not 100% sure of the spelling). She spent a day at our school doing actual strategy lessons...great to see how she incorporated gradual release...how she used dramatic play to enhance comprehension... Fabulous stuff. Jennifer L. Palmer Instructional Facilitator National Board Certified Teacher Magnolia Elementary (home school) 901 Trimble Road Joppa, MD 21085 410-612-1553 Fax 410-612-1576 In every child a touch of greatness!!' Proud of our Title One School Norrisville Elementary 5302 Norrisville Road White Hall, MD 21161 410-692-7810 Fax 410-692-7812 Where Bright Futures Begin!! From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org [mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org] on behalf of Katie Green [katherinegr...@mindspring.com] Sent: Tuesday, October 25, 2011 9:57 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Comprehension strategies I use hand motions and cues for my kids and they love it! Our favorite is making connections and they link fingers. Now my kids actually do that while raising hands to share! I wish I could remember the name of the author I got it from. I will have to check at work. Songs and motions help them remember and apply them. I too want to learn and share! ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies
We have found that when working with inferring they need to access their schema, so we usually start with schema. As we continue our work with strategies the students discover they use more than one to gain meaning from text. Over the years I moved to doing a quick study of each strategy (about a week each) just so the students are aware of them and can put a name for what our brain is doing. Then I taught each one deeply using picture books that easily lent themselves to that strategy. I also started out with an easy picture book so they did not have to work hard to understand the story and use the strategy. In my subsequent teaching of that strategy I would move to more difficult picture books. I always used a think aloud, sharing what my brain was thinking. Using picture books is so powerful. I found it best to have read the story to them previously, at a different time, so the story was familiar to them. This helped them focus on the strategy work, not the story and what is going to happen next. Often in my teaching I only used a part of the story to demonstrate, and have them try it. Since they had already heard the story they were not focused on hearing the rest of the story. As the year went on, children understood that when reading a book we use more than one strategy, but sometimes we use one strategy more than others for a certain book. What a learning experience when 2 students use a different strategy to understand the text and are able to share their thinking with the class. And each is validated! Teaching the strategies gave my students an understanding of what their brain was doing and a way to talk about it and share their thinking with others. 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 25, 2011 at 6:57 PM, Katie Green katherinegr...@mindspring.comwrote: I use hand motions and cues for my kids and they love it! Our favorite is making connections and they link fingers. Now my kids actually do that while raising hands to share! I wish I could remember the name of the author I got it from. I will have to check at work. Songs and motions help them remember and apply them. I too want to learn and share! Just out of curiosity How do your districts deal with special ed kids and testing. I know we HAVE to do ISAT but what about district tests and outcome assessments. We have to give everything to all of our kids and on grade level to boot! Feeling frustrated with the lack of teaching time and overwhelming waste of time spent on useless information,...gee may kids failed again. I hate giving them tests so far above what they can do and NOT being able to help. It does nothing but discourage us all. Sorry for the negative buzz but we just got slammed with another outcome assessment. Frustrated and Cranky!!! Katie On 10/25/2011 2:35 PM, Palmer, Jennifer wrote: We do have this debate from time to time on this list. I have done it both ways after reading much thoughtful discussion on this listserve... But now, I start by teaching individual strategies in isolation for a while. I get much deeper thinking when I spend time helping kids see how, when and why to use a strategy. This is my opinion based on experiences with my kids...what works for me in my settings. The big key is to help students understand how a strategy helps them understand, so I always, every single lesson, say What do you know now that you didn't understand before? OR in fiction, What do you understand about this story that you did not understand before? This way students understand that the END is not the strategy, the strategy is a means to an end...deep understanding of text. THEN, I have them use the new strategy with strategies previously taught and we study how they work together. What do I understand that I didn't understand before by using questioning and inferring? How do they work together? Do I always use them together? Can I use one without the other? I feel this metacognitive piece is very important for kids. Here is an analogy that explains where I am with this debate right now. I think of it this way. I know some fantastic teachers that are naturals... they just KNOW what to do that helps kids learn. They are great teachers and the kids make great progress. There are OTHER teachers, though, who can go above and beyond that. They know and can explain to others why they do what they do and how it helps kids learn. AND those teachers who can bring what they do naturally and automatically to a concrete level...they are reflective and metacognitive... they can name what they do, why they do it and how it helps. They can also use this conscious knowledge to adjust their thinking and actions when they need to based on how their kids present
Re: [MOSAIC] Comprehension strategies
Katie- I feel your pain and frustration. When will the testing follies stop Are any parents of those special ed students speaking out against this? Are IEP goals being met? Sounds like no time to teach. 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 25, 2011 at 6:57 PM, Katie Green katherinegr...@mindspring.comwrote: I use hand motions and cues for my kids and they love it! Our favorite is making connections and they link fingers. Now my kids actually do that while raising hands to share! I wish I could remember the name of the author I got it from. I will have to check at work. Songs and motions help them remember and apply them. I too want to learn and share! Just out of curiosity How do your districts deal with special ed kids and testing. I know we HAVE to do ISAT but what about district tests and outcome assessments. We have to give everything to all of our kids and on grade level to boot! Feeling frustrated with the lack of teaching time and overwhelming waste of time spent on useless information,...gee may kids failed again. I hate giving them tests so far above what they can do and NOT being able to help. It does nothing but discourage us all. Sorry for the negative buzz but we just got slammed with another outcome assessment. Frustrated and Cranky!!! Katie On 10/25/2011 2:35 PM, Palmer, Jennifer wrote: We do have this debate from time to time on this list. I have done it both ways after reading much thoughtful discussion on this listserve... But now, I start by teaching individual strategies in isolation for a while. I get much deeper thinking when I spend time helping kids see how, when and why to use a strategy. This is my opinion based on experiences with my kids...what works for me in my settings. The big key is to help students understand how a strategy helps them understand, so I always, every single lesson, say What do you know now that you didn't understand before? OR in fiction, What do you understand about this story that you did not understand before? This way students understand that the END is not the strategy, the strategy is a means to an end...deep understanding of text. THEN, I have them use the new strategy with strategies previously taught and we study how they work together. What do I understand that I didn't understand before by using questioning and inferring? How do they work together? Do I always use them together? Can I use one without the other? I feel this metacognitive piece is very important for kids. Here is an analogy that explains where I am with this debate right now. I think of it this way. I know some fantastic teachers that are naturals... they just KNOW what to do that helps kids learn. They are great teachers and the kids make great progress. There are OTHER teachers, though, who can go above and beyond that. They know and can explain to others why they do what they do and how it helps kids learn. AND those teachers who can bring what they do naturally and automatically to a concrete level...they are reflective and metacognitive... they can name what they do, why they do it and how it helps. They can also use this conscious knowledge to adjust their thinking and actions when they need to based on how their kids present themselves. When those teachers are a part of a learning community, we ALL grow. We all learn from these teachers because they can explain their thinking, the conditions under which something works or doesn't work... and how it might work in another situation. I want this level of intellectual engagment for kids too. I want them to be able to understand how they can gain meaning from text... what works and doesn't under certain conditions. Yes, I want them to be automatic in use of strategies, I want them to use them seamlessly and easily... but I also want them to know how it works and why so that when they are faced with the higher level texts that are coming with common core, they will approach it fearlessly because they have a plan... they know what to do. So, I know I disagree with many on this list when I say that I DO care that kids can name the strategies they are using. I DO care that they can explain how to infer to others...because I like the intellectual rigor that type of discussion always brings, but I do not stop at process. And that is important. It is always, in the end, about making meaning from text... not just learning the strategy. I am eager to read more discussion on this. In the past, though, it has become a bit heated as some of us have some philosophical differences. So, this is a gentle reminder, keep an open mind. Ask questions of people you disagree with... and be aware that emails do not always carry your
Re: [MOSAIC] Comprehension strategies-hand motions
How amazing I would love to meet her! On 10/26/2011 7:14 AM, Palmer, Jennifer wrote: Katie The strategy hand motions...they came from Lori Ockzcus (not 100% sure of the spelling). She spent a day at our school doing actual strategy lessons...great to see how she incorporated gradual release...how she used dramatic play to enhance comprehension... Fabulous stuff. Jennifer L. Palmer Instructional Facilitator National Board Certified Teacher Magnolia Elementary (home school) 901 Trimble Road Joppa, MD 21085 410-612-1553 Fax 410-612-1576 In every child a touch of greatness!!' Proud of our Title One School Norrisville Elementary 5302 Norrisville Road White Hall, MD 21161 410-692-7810 Fax 410-692-7812 Where Bright Futures Begin!! From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org [mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org] on behalf of Katie Green [katherinegr...@mindspring.com] Sent: Tuesday, October 25, 2011 9:57 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Comprehension strategies I use hand motions and cues for my kids and they love it! Our favorite is making connections and they link fingers. Now my kids actually do that while raising hands to share! I wish I could remember the name of the author I got it from. I will have to check at work. Songs and motions help them remember and apply them. I too want to learn and share! ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies
While I don't think it really matters, I teach questioning first because I feel answering those questions often leads to inferences Sent from my iPhone On Oct 25, 2011, at 1:38 AM, evelia cadet cadeteve...@hotmail.com wrote: Which strategy would you teach first to your students, inferencing? Or asking questions? And why? I am undecided on which one I should teach. Thank you. Evelia Date: Thu, 13 Oct 2011 06:47:13 -0400 From: fcbsm...@optonline.net To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Mosaic Digest, Vol 62, Issue 10 Debbie Miller has a great DVD on conferencing. It's expensive but you may be able to get it from a library somewhere. -Original Message- From: mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org [mailto:mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org] On Behalf Of mrs. teacher Sent: Wednesday, October 12, 2011 9:30 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Mosaic Digest, Vol 62, Issue 10 Evelia - I have one word: CAFE! The Daily Five, but especially the CAFE menu, really revolutionized the way I conference with students! This is my first year launching reader's workshop and I believe is going very well. My district does not follow reader's workshop. So, I have been preaching about readers' workshop in my school. Two other teachers started reader's workshop, after seeing the enthusiasm my students are showing about their reading. I wanted to share this with you all because this group has made a big impact in my teaching. Now I need some help with individual conferences. How essential are they? Do they need to happen everyday? Does anyone know about a great website or book about individual conferences? Anything else I should know about conferences? Thanks a lot. Evelia Cadet ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Comprehension strategies
Do you wonder if we should teach them in isolation or together within a context? - Original Message - From: Jennifer Palmer jennifer.pal...@hcps.org To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tuesday, October 25, 2011 3:36:12 AM GMT -06:00 Central America Subject: Re: [MOSAIC] Comprehension strategies While I don't think it really matters, I teach questioning first because I feel answering those questions often leads to inferences Sent from my iPhone On Oct 25, 2011, at 1:38 AM, evelia cadet cadeteve...@hotmail.com wrote: Which strategy would you teach first to your students, inferencing? Or asking questions? And why? I am undecided on which one I should teach. Thank you. Evelia Date: Thu, 13 Oct 2011 06:47:13 -0400 From: fcbsm...@optonline.net To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Mosaic Digest, Vol 62, Issue 10 Debbie Miller has a great DVD on conferencing. It's expensive but you may be able to get it from a library somewhere. -Original Message- From: mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org [mailto:mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org] On Behalf Of mrs. teacher Sent: Wednesday, October 12, 2011 9:30 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Mosaic Digest, Vol 62, Issue 10 Evelia - I have one word: CAFE! The Daily Five, but especially the CAFE menu, really revolutionized the way I conference with students! This is my first year launching reader's workshop and I believe is going very well. My district does not follow reader's workshop. So, I have been preaching about readers' workshop in my school. Two other teachers started reader's workshop, after seeing the enthusiasm my students are showing about their reading. I wanted to share this with you all because this group has made a big impact in my teaching. Now I need some help with individual conferences. How essential are they? Do they need to happen everyday? Does anyone know about a great website or book about individual conferences? Anything else I should know about conferences? Thanks a lot. Evelia Cadet ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Comprehension strategies
I would teach monitoring first. -Original Message- From: mosaic-bounces+sharon.ann=charter@literacyworkshop.org [mailto:mosaic-bounces+sharon.ann=charter@literacyworkshop.org] On Behalf Of evelia cadet Sent: Monday, October 24, 2011 11:20 PM To: Mosaic Group Subject: [MOSAIC] Comprehension strategies Which strategy would you teach first to your students, inferencing? Or asking questions? And why? I am undecided on which one I should teach. Thank you. Evelia Date: Thu, 13 Oct 2011 06:47:13 -0400 From: fcbsm...@optonline.net To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Mosaic Digest, Vol 62, Issue 10 Debbie Miller has a great DVD on conferencing. It's expensive but you may be able to get it from a library somewhere. -Original Message- From: mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org [mailto:mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org] On Behalf Of mrs. teacher Sent: Wednesday, October 12, 2011 9:30 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Mosaic Digest, Vol 62, Issue 10 Evelia - I have one word: CAFE! The Daily Five, but especially the CAFE menu, really revolutionized the way I conference with students! This is my first year launching reader's workshop and I believe is going very well. My district does not follow reader's workshop. So, I have been preaching about readers' workshop in my school. Two other teachers started reader's workshop, after seeing the enthusiasm my students are showing about their reading. I wanted to share this with you all because this group has made a big impact in my teaching. Now I need some help with individual conferences. How essential are they? Do they need to happen everyday? Does anyone know about a great website or book about individual conferences? Anything else I should know about conferences? Thanks a lot. Evelia Cadet ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Comprehension strategies
I always vote for within a context because language is communication and without context there is no meaning. my two cents... Renee On Oct 25, 2011, at 7:12 AM, Nicole Frederickson wrote: Do you wonder if we should teach them in isolation or together within a context? - Original Message - From: Jennifer Palmer jennifer.pal...@hcps.org To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tuesday, October 25, 2011 3:36:12 AM GMT -06:00 Central America Subject: Re: [MOSAIC] Comprehension strategies While I don't think it really matters, I teach questioning first because I feel answering those questions often leads to inferences Sent from my iPhone On Oct 25, 2011, at 1:38 AM, evelia cadet cadeteve...@hotmail.com wrote: Which strategy would you teach first to your students, inferencing? Or asking questions? And why? I am undecided on which one I should teach. Thank you. Evelia Date: Thu, 13 Oct 2011 06:47:13 -0400 From: fcbsm...@optonline.net To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Mosaic Digest, Vol 62, Issue 10 Debbie Miller has a great DVD on conferencing. It's expensive but you may be able to get it from a library somewhere. -Original Message- From: mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org [mailto:mosaic-bounces +fcbsmom3=optonline@literacyworkshop.org] On Behalf Of mrs. teacher Sent: Wednesday, October 12, 2011 9:30 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Mosaic Digest, Vol 62, Issue 10 Evelia - I have one word: CAFE! The Daily Five, but especially the CAFE menu, really revolutionized the way I conference with students! This is my first year launching reader's workshop and I believe is going very well. My district does not follow reader's workshop. So, I have been preaching about readers' workshop in my school. Two other teachers started reader's workshop, after seeing the enthusiasm my students are showing about their reading. I wanted to share this with you all because this group has made a big impact in my teaching. Now I need some help with individual conferences. How essential are they? Do they need to happen everyday? Does anyone know about a great website or book about individual conferences? Anything else I should know about conferences? Thanks a lot. Evelia Cadet ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive Democracy doesn't come from the top. It comes from the bottom. Democracy is not what governments do. It's what people do. ~ Howard Zinn ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies
I would agree with Jennifer (on all counts). Here's my thought: that choosing the strategy first and then looking for books with which to teach that strategy is backward. That the books for read aloud and independent reading and guided reading or whatever should be chosen first, and the strategies taught when appropriate. Having said all that, I would say questioning can lead in to most other strategies. That and visualizing (but that's because I'm very visual). Renee On Oct 25, 2011, at 2:36 AM, Palmer, Jennifer wrote: While I don't think it really matters, I teach questioning first because I feel answering those questions often leads to inferences Sent from my iPhone On Oct 25, 2011, at 1:38 AM, evelia cadet cadeteve...@hotmail.com wrote: Which strategy would you teach first to your students, inferencing? Or asking questions? And why? I am undecided on which one I should teach. Thank you. The reward of a thing well done is to have done it. ~ Ralph Waldo Emerson, The Conduct of Life, 'Fate,' 1860 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies
We do have this debate from time to time on this list. I have done it both ways after reading much thoughtful discussion on this listserve... But now, I start by teaching individual strategies in isolation for a while. I get much deeper thinking when I spend time helping kids see how, when and why to use a strategy. This is my opinion based on experiences with my kids...what works for me in my settings. The big key is to help students understand how a strategy helps them understand, so I always, every single lesson, say What do you know now that you didn't understand before? OR in fiction, What do you understand about this story that you did not understand before? This way students understand that the END is not the strategy, the strategy is a means to an end...deep understanding of text. THEN, I have them use the new strategy with strategies previously taught and we study how they work together. What do I understand that I didn't understand before by using questioning and inferring? How do they work together? Do I always use them together? Can I use one without the other? I feel this metacognitive piece is very important for kids. Here is an analogy that explains where I am with this debate right now. I think of it this way. I know some fantastic teachers that are naturals... they just KNOW what to do that helps kids learn. They are great teachers and the kids make great progress. There are OTHER teachers, though, who can go above and beyond that. They know and can explain to others why they do what they do and how it helps kids learn. AND those teachers who can bring what they do naturally and automatically to a concrete level...they are reflective and metacognitive... they can name what they do, why they do it and how it helps. They can also use this conscious knowledge to adjust their thinking and actions when they need to based on how their kids present themselves. When those teachers are a part of a learning community, we ALL grow. We all learn from these teachers because they can explain their thinking, the conditions under which something works or doesn't work... and how it might work in another situation. I want this level of intellectual engagment for kids too. I want them to be able to understand how they can gain meaning from text... what works and doesn't under certain conditions. Yes, I want them to be automatic in use of strategies, I want them to use them seamlessly and easily... but I also want them to know how it works and why so that when they are faced with the higher level texts that are coming with common core, they will approach it fearlessly because they have a plan... they know what to do. So, I know I disagree with many on this list when I say that I DO care that kids can name the strategies they are using. I DO care that they can explain how to infer to others...because I like the intellectual rigor that type of discussion always brings, but I do not stop at process. And that is important. It is always, in the end, about making meaning from text... not just learning the strategy. I am eager to read more discussion on this. In the past, though, it has become a bit heated as some of us have some philosophical differences. So, this is a gentle reminder, keep an open mind. Ask questions of people you disagree with... and be aware that emails do not always carry your intended tone. It is easy to offend when no offense is meant. I want all to know, I am always open to learning...share what you think! I am always ready to grow... Jennifer List moderator Instructional Facilitator National Board Certified Teacher + I always vote for within a context because language is communication and without context there is no meaning. my two cents... Renee On Oct 25, 2011, at 7:12 AM, Nicole Frederickson wrote: Do you wonder if we should teach them in isolation or together within a context? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies
I would suggest that you systematically teach the strategies using short texts or picture books, so you can really focus in on the strategy without having to first teach vocab, etc. I'm not sure what grade level you're teaching, but picture books can be used at every grade, as some of them have pretty complex subject matter. I don't think it matters much which one you start with, but spend enough time on each one as you introduce it (at least a week) to get your students to the point where they have had sufficient guided practice to start applying it independently. You should model, do think alouds and write your thinking on chart paper and leave it up for them to refer to as they start applying the strategy. After each strategy has been introduced, you should be encouraging the students to use that strategy everywhere - independent reading, social studies texts, etc. After they've all been introduced, and here I agree with Renee, you highlight whatever one is appropriate for the book you've chosen to read. You need to keep reinforcing it throughout the year. What I found really helpful was the book, Strategies That Work. There is an index in the back that lists tons of picture books, segmented by strategy, that are perfect to use for introducing and applying each strategy. The index is a great quick resource, plus of course the book has detailed chapters that give you lots of tips on how to teach each strategy. Hope that helps! Carol M. Reading/ESL Specialist NY From: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tuesday, October 25, 2011 10:37 AM Subject: Re: [MOSAIC] Comprehension strategies I would agree with Jennifer (on all counts). Here's my thought: that choosing the strategy first and then looking for books with which to teach that strategy is backward. That the books for read aloud and independent reading and guided reading or whatever should be chosen first, and the strategies taught when appropriate. Having said all that, I would say questioning can lead in to most other strategies. That and visualizing (but that's because I'm very visual). Renee On Oct 25, 2011, at 2:36 AM, Palmer, Jennifer wrote: While I don't think it really matters, I teach questioning first because I feel answering those questions often leads to inferences Sent from my iPhone On Oct 25, 2011, at 1:38 AM, evelia cadet cadeteve...@hotmail.com wrote: Which strategy would you teach first to your students, inferencing? Or asking questions? And why? I am undecided on which one I should teach. Thank you. The reward of a thing well done is to have done it. ~ Ralph Waldo Emerson, The Conduct of Life, 'Fate,' 1860 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies
I use hand motions and cues for my kids and they love it! Our favorite is making connections and they link fingers. Now my kids actually do that while raising hands to share! I wish I could remember the name of the author I got it from. I will have to check at work. Songs and motions help them remember and apply them. I too want to learn and share! Just out of curiosity How do your districts deal with special ed kids and testing. I know we HAVE to do ISAT but what about district tests and outcome assessments. We have to give everything to all of our kids and on grade level to boot! Feeling frustrated with the lack of teaching time and overwhelming waste of time spent on useless information,...gee may kids failed again. I hate giving them tests so far above what they can do and NOT being able to help. It does nothing but discourage us all. Sorry for the negative buzz but we just got slammed with another outcome assessment. Frustrated and Cranky!!! Katie On 10/25/2011 2:35 PM, Palmer, Jennifer wrote: We do have this debate from time to time on this list. I have done it both ways after reading much thoughtful discussion on this listserve... But now, I start by teaching individual strategies in isolation for a while. I get much deeper thinking when I spend time helping kids see how, when and why to use a strategy. This is my opinion based on experiences with my kids...what works for me in my settings. The big key is to help students understand how a strategy helps them understand, so I always, every single lesson, say What do you know now that you didn't understand before? OR in fiction, What do you understand about this story that you did not understand before? This way students understand that the END is not the strategy, the strategy is a means to an end...deep understanding of text. THEN, I have them use the new strategy with strategies previously taught and we study how they work together. What do I understand that I didn't understand before by using questioning and inferring? How do they work together? Do I always use them together? Can I use one without the other? I feel this metacognitive piece is very important for kids. Here is an analogy that explains where I am with this debate right now. I think of it this way. I know some fantastic teachers that are naturals... they just KNOW what to do that helps kids learn. They are great teachers and the kids make great progress. There are OTHER teachers, though, who can go above and beyond that. They know and can explain to others why they do what they do and how it helps kids learn. AND those teachers who can bring what they do naturally and automatically to a concrete level...they are reflective and metacognitive... they can name what they do, why they do it and how it helps. They can also use this conscious knowledge to adjust their thinking and actions when they need to based on how their kids present themselves. When those teachers are a part of a learning community, we ALL grow. We all learn from these teachers because they can explain their thinking, the conditions under which something works or doesn't work... and how it might work in another situation. I want this level of intellectual engagment for kids too. I want them to be able to understand how they can gain meaning from text... what works and doesn't under certain conditions. Yes, I want them to be automatic in use of strategies, I want them to use them seamlessly and easily... but I also want them to know how it works and why so that when they are faced with the higher level texts that are coming with common core, they will approach it fearlessly because they have a plan... they know what to do. So, I know I disagree with many on this list when I say that I DO care that kids can name the strategies they are using. I DO care that they can explain how to infer to others...because I like the intellectual rigor that type of discussion always brings, but I do not stop at process. And that is important. It is always, in the end, about making meaning from text... not just learning the strategy. I am eager to read more discussion on this. In the past, though, it has become a bit heated as some of us have some philosophical differences. So, this is a gentle reminder, keep an open mind. Ask questions of people you disagree with... and be aware that emails do not always carry your intended tone. It is easy to offend when no offense is meant. I want all to know, I am always open to learning...share what you think! I am always ready to grow... Jennifer List moderator Instructional Facilitator National Board Certified Teacher + I always vote for within a context because language is communication and without context there is no meaning. my two cents... Renee On Oct 25, 2011, at 7:12 AM, Nicole Frederickson wrote: Do you wonder if we should teach them in
Re: [MOSAIC] Comprehension strategies
I model a strategy during shared reading but then apply it during guided reading groups. We constantly ask did that make sense? What could we do to check or figure it out.. Definitely teach while reading not in isolation..my two cents On 10/25/2011 9:37 AM, Renee wrote: I would agree with Jennifer (on all counts). Here's my thought: that choosing the strategy first and then looking for books with which to teach that strategy is backward. That the books for read aloud and independent reading and guided reading or whatever should be chosen first, and the strategies taught when appropriate. Having said all that, I would say questioning can lead in to most other strategies. That and visualizing (but that's because I'm very visual). Renee On Oct 25, 2011, at 2:36 AM, Palmer, Jennifer wrote: While I don't think it really matters, I teach questioning first because I feel answering those questions often leads to inferences Sent from my iPhone On Oct 25, 2011, at 1:38 AM, evelia cadet cadeteve...@hotmail.com wrote: Which strategy would you teach first to your students, inferencing? Or asking questions? And why? I am undecided on which one I should teach. Thank you. The reward of a thing well done is to have done it. ~ Ralph Waldo Emerson, The Conduct of Life, 'Fate,' 1860 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies
I truly appreciate all of your suggestions. This is my first time teaching the comprehension strategies explicitly. My school focus more on teaching the comprehension skills. I teach fourth grade and most of my students have not received explicit instruction of the strategies. In fact, we had to discuss the general meaning of the word 'strategy'. They could only associate it with test taking strategies. Thank you again. I learn so much from all of you. Evelia Sent from my Windows Phone -Original Message- From: Palmer, Jennifer Sent: Tuesday, October 25, 2011 2:35 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Comprehension strategies We do have this debate from time to time on this list. I have done it both ways after reading much thoughtful discussion on this listserve... But now, I start by teaching individual strategies in isolation for a while. I get much deeper thinking when I spend time helping kids see how, when and why to use a strategy. This is my opinion based on experiences with my kids...what works for me in my settings. The big key is to help students understand how a strategy helps them understand, so I always, every single lesson, say What do you know now that you didn't understand before? OR in fiction, What do you understand about this story that you did not understand before? This way students understand that the END is not the strategy, the strategy is a means to an end...deep understanding of text. THEN, I have them use the new strategy with strategies previously taught and we study how they work together. What do I understand that I didn't understand before by using questioning and inferring? How do they work together? Do I always use them together? Can I use one without the other? I feel this metacognitive piece is very important for kids. Here is an analogy that explains where I am with this debate right now. I think of it this way. I know some fantastic teachers that are naturals... they just KNOW what to do that helps kids learn. They are great teachers and the kids make great progress. There are OTHER teachers, though, who can go above and beyond that. They know and can explain to others why they do what they do and how it helps kids learn. AND those teachers who can bring what they do naturally and automatically to a concrete level...they are reflective and metacognitive... they can name what they do, why they do it and how it helps. They can also use this conscious knowledge to adjust their thinking and actions when they need to based on how their kids present themselves. When those teachers are a part of a learning community, we ALL grow. We all learn from these teachers because they can explain their thinking, the conditions under which something works or doesn't work... and how it might work in another situation. I want this level of intellectual engagment for kids too. I want them to be able to understand how they can gain meaning from text... what works and doesn't under certain conditions. Yes, I want them to be automatic in use of strategies, I want them to use them seamlessly and easily... but I also want them to know how it works and why so that when they are faced with the higher level texts that are coming with common core, they will approach it fearlessly because they have a plan... they know what to do. So, I know I disagree with many on this list when I say that I DO care that kids can name the strategies they are using. I DO care that they can explain how to infer to others...because I like the intellectual rigor that type of discussion always brings, but I do not stop at process. And that is important. It is always, in the end, about making meaning from text... not just learning the strategy. I am eager to read more discussion on this. In the past, though, it has become a bit heated as some of us have some philosophical differences. So, this is a gentle reminder, keep an open mind. Ask questions of people you disagree with... and be aware that emails do not always carry your intended tone. It is easy to offend when no offense is meant. I want all to know, I am always open to learning...share what you think! I am always ready to grow... Jennifer List moderator Instructional Facilitator National Board Certified Teacher + I always vote for within a context because language is communication and without context there is no meaning. my two cents... Renee On Oct 25, 2011, at 7:12 AM, Nicole Frederickson wrote: Do you wonder if we should teach them in isolation or together within a context? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension Monitoring
Judy, I think your students might benefit from textmapping. Check it out at www.textmapping.org. Renee On Oct 20, 2010, at 7:18 PM, Judy Shenker wrote: Hello, I have tried all of Tovani's and Mosaics ideas for helping students monitor their comprehension - but many of my struggling seventh grade readers still appear to be reading words not ideas. All difficulties they identify are at the word level - what does this word mean etc . I have even put inconsistencies embedded into the text to see if they were able to identify obvious comprehension breakdowns - but they even missed those. Any ideas - how do I help them begin to better assess what they understand and what they don't - on a text rather than a word level? Judy ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Sometimes it's a little better to travel than to arrive. ~ Robert Pirsig ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] comprehension strategy continuum
I like to use the Stephanie Harvey Toolkit. There are 26 strategies, and I've settled on about 13-14 that work nicely from making connections to focusing on main idea, questioning, inferencing, etc. Amy -- From: hutch1...@juno.com Sent: Wednesday, September 08, 2010 7:12 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] comprehension strategy continuum Hi all, Has anyone developed or come across a continuum for comprehension strategies? My colleagues and I have discussed wanting info at our fingertips that would help us to help those further along in their skills. Be able to help them take it to the next level. We're not always sure what the next level should look like. Thanks! norma Let us be grateful to people who make us happy, they are the charming gardeners who make our souls blossom. ~Marcel Proust Moms Asked to Return to School Grant Funding May Be Available to Those That Qualify. http://thirdpartyoffers.juno.com/TGL3131/4c8826756a26650a8f1st06duc ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] comprehension strategy continuum
See Ellin Keenes book on Comprehension Assessment. Much of this - the rubrics especially- are also available in the tools through this list serve. Sally On 9/8/10 5:12 PM, hutch1...@juno.com hutch1...@juno.com wrote: Hi all, Has anyone developed or come across a continuum for comprehension strategies? My colleagues and I have discussed wanting info at our fingertips that would help us to help those further along in their skills. Be able to help them take it to the next level. We're not always sure what the next level should look like. Thanks! norma Let us be grateful to people who make us happy, they are the charming gardeners who make our souls blossom. ~Marcel Proust Moms Asked to Return to School Grant Funding May Be Available to Those That Qualify. http://thirdpartyoffers.juno.com/TGL3131/4c8826756a26650a8f1st06duc ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension in Content Areas
Manzano's academic vocabulary might be of interest to you Building Academic Vocabulary: Teacher's Manual (9781416602347): Robert J. Marzano, Debra J. Pickering: Books Philomena Marinaccio-Eckel, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: hccarl...@comcast.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wed, Jul 21, 2010 5:00 pm Subject: Re: [MOSAIC] Comprehension in Content Areas Are you familiar with CRISS (Creating Independent Readers through Student Owned Strategies)? http://www.projectcriss.com/ The creators have put together a good many reading/writing strategies to help students in the content areas. Those of us who are reading specialists can see the logic of these strategies. If you can get training from a national CRISS trainer, it may pay off. CRISS encourages teachers to then become trainers and it is especially beneficial in larger districts. Carol - Original Message - From: Lascelia Cadienne Dacres ldal...@fau.edu To: mosaic@literacyworkshop.org Sent: Wednesday, July 21, 2010 9:30:12 AM Subject: [MOSAIC] Comprehension in Content Areas Hello Everyone, I am a Learning Team Facilitator (curriculum specialist) and I work with other teachers in the various content areas such as social studies, math, and science etc. At my middle school, we want our students to use the same strategies in their different classes.We believe it will be easier for students to see how reading strategies are relevant outside of their reading class. As Reading Specialists, teachers with a reading background, your suggestions are very important. What are some comprehension strategies that you think will work well in the content areas described above? and why? Thank you in Advance for your Responses, Lascelia Dacres ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension in Content Areas
You might try scrolls and textmapping. * When you unroll a scroll on your blackboard, you and your students can work with whole portions of text -- such as chapters. Scrolls present book content as continuous and complete. Everyone can see the entire text. This enables real top-down thinking, reinforced by rich, direct, sensory access to the full text. Scrolls are a simple, inexpensive, and powerful tool for both content-area and comprehension strategies instruction (such as determinging importance, and SQ3R). * Textmapping is a simple and powerful graphic organizer technique. Unlike most graphic organizers, which are implemented off of the text (such as on a separate piece of paper), textmapping is done directly on the text. This links comprehension -- and the thinking that goes into it -- directly and explicitly to the text. The learning that comes from these methods is rapid and persistent. Scrolls and textmapping together place students in a flexible, intuitive, richly multisensory, and learner-friendly environment for hands-on discovery of the comprehension strategies described in books such as Mosaic of Thought (Keene Zimmermann), Strategies that Work (Harvey Goudvis), Reading With Meaning (Miller), I Read It, But I Don't Get It (Tovani), and How to Stay in College (Pauk). I hope that you will give it a try. More information: * An introductory piece: http://www.textmapping.org/whWorkshopNotes.html#introductionHead * Teacher comments: http://www.textmapping.org/comments.html * Main Site: http://www.textmapping.org Dave Middlebrook The Textmapping Project A resource for teachers improving reading comprehension skills instruction. www.textmapping.org | Please share this site with your colleagues! USA: (609) 771-1781 dmiddlebr...@textmapping.org - Original Message - From: Lascelia Cadienne Dacres ldal...@fau.edu To: mosaic@literacyworkshop.org Sent: Wednesday, July 21, 2010 10:30 AM Subject: [MOSAIC] Comprehension in Content Areas Hello Everyone, I am a Learning Team Facilitator (curriculum specialist) and I work with other teachers in the various content areas such as social studies, math, and science etc. At my middle school, we want our students to use the same strategies in their different classes.We believe it will be easier for students to see how reading strategies are relevant outside of their reading class. As Reading Specialists, teachers with a reading background, your suggestions are very important. What are some comprehension strategies that you think will work well in the content areas described above? and why? Thank you in Advance for your Responses, Lascelia Dacres ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension in Content Areas
I would definitely start with Determining Importance and teaching self-monitoring and metacognition. Everything really builds on that one. On Wed, Jul 21, 2010 at 8:30 AM, Lascelia Cadienne Dacres ldal...@fau.eduwrote: Hello Everyone, I am a Learning Team Facilitator (curriculum specialist) and I work with other teachers in the various content areas such as social studies, math, and science etc. At my middle school, we want our students to use the same strategies in their different classes.We believe it will be easier for students to see how reading strategies are relevant outside of their reading class. As Reading Specialists, teachers with a reading background, your suggestions are very important. What are some comprehension strategies that you think will work well in the content areas described above? and why? Thank you in Advance for your Responses, Lascelia Dacres ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- There is nothing so unequal as equal treatment of unequals.Chief Justice Oliver Wendell Holmes ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension in Content Areas
A strategy I have used is called Request reading. The kids read with a partner. First, they skim the article and make a prediction (I always have them tell what they saw or read in the article to help them make the prediction). Next, one child reads out loud to the other. At the end of a section (designated by the teacher), the listener summarizes/states the main idea. Then they work to clarify any questions either child had. They do this for the whole article, taking turns reading and listening. At the end, they go back and ask questions that could be answered in each section. If the kids have had exposure to QAR, they can ask stop and think questions. As they do this more often, I steer them away from asking just right there questions. To introduce expository, you can compare fiction to non-fiction. The Magic Tree House series has wonderful research guides on the topic of the first twenty or so MTH books. It is a direct comparison on the two types of texts, and easy to see since they are on the same topic. --- On Wed, 7/21/10, Jennifer Bishop jengreen...@hotmail.com wrote: From: Jennifer Bishop jengreen...@hotmail.com Subject: Re: [MOSAIC] Comprehension in Content Areas To: mosaic@literacyworkshop.org Date: Wednesday, July 21, 2010, 9:15 PM One of my favorites is an Anticipation Guide...it can be quite effective when working with content areas. Even if it is just a set of statements where the students answer True or False to an upcoming chapter. It is so useful for the teacher because they have an assessment of what students know before instruction begins so that instruction can be tailored; but it also serves as a guide for students so that they will pay closer attention to the details given in the anticipation guide and thus learning is more purposeful. Date: Wed, 21 Jul 2010 10:30:12 -0400 From: ldal...@fau.edu To: mosaic@literacyworkshop.org Subject: [MOSAIC] Comprehension in Content Areas Hello Everyone, I am a Learning Team Facilitator (curriculum specialist) and I work with other teachers in the various content areas such as social studies, math, and science etc. At my middle school, we want our students to use the same strategies in their different classes.We believe it will be easier for students to see how reading strategies are relevant outside of their reading class. As Reading Specialists, teachers with a reading background, your suggestions are very important. What are some comprehension strategies that you think will work well in the content areas described above? and why? Thank you in Advance for your Responses, Lascelia Dacres ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ The New Busy is not the too busy. Combine all your e-mail accounts with Hotmail. http://www.windowslive.com/campaign/thenewbusy?tile=multiaccountocid=PID28326::T:WLMTAGL:ON:WL:en-US:WM_HMP:042010_4 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension in Content Areas
Are you familiar with CRISS (Creating Independent Readers through Student Owned Strategies)? http://www.projectcriss.com/ The creators have put together a good many reading/writing strategies to help students in the content areas. Those of us who are reading specialists can see the logic of these strategies. If you can get training from a national CRISS trainer, it may pay off. CRISS encourages teachers to then become trainers and it is especially beneficial in larger districts. Carol - Original Message - From: Lascelia Cadienne Dacres ldal...@fau.edu To: mosaic@literacyworkshop.org Sent: Wednesday, July 21, 2010 9:30:12 AM Subject: [MOSAIC] Comprehension in Content Areas Hello Everyone, I am a Learning Team Facilitator (curriculum specialist) and I work with other teachers in the various content areas such as social studies, math, and science etc. At my middle school, we want our students to use the same strategies in their different classes.We believe it will be easier for students to see how reading strategies are relevant outside of their reading class. As Reading Specialists, teachers with a reading background, your suggestions are very important. What are some comprehension strategies that you think will work well in the content areas described above? and why? Thank you in Advance for your Responses, Lascelia Dacres ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension in Content Areas
One of my favorites is an Anticipation Guide...it can be quite effective when working with content areas. Even if it is just a set of statements where the students answer True or False to an upcoming chapter. It is so useful for the teacher because they have an assessment of what students know before instruction begins so that instruction can be tailored; but it also serves as a guide for students so that they will pay closer attention to the details given in the anticipation guide and thus learning is more purposeful. Date: Wed, 21 Jul 2010 10:30:12 -0400 From: ldal...@fau.edu To: mosaic@literacyworkshop.org Subject: [MOSAIC] Comprehension in Content Areas Hello Everyone, I am a Learning Team Facilitator (curriculum specialist) and I work with other teachers in the various content areas such as social studies, math, and science etc. At my middle school, we want our students to use the same strategies in their different classes.We believe it will be easier for students to see how reading strategies are relevant outside of their reading class. As Reading Specialists, teachers with a reading background, your suggestions are very important. What are some comprehension strategies that you think will work well in the content areas described above? and why? Thank you in Advance for your Responses, Lascelia Dacres ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ The New Busy is not the too busy. Combine all your e-mail accounts with Hotmail. http://www.windowslive.com/campaign/thenewbusy?tile=multiaccountocid=PID28326::T:WLMTAGL:ON:WL:en-US:WM_HMP:042010_4 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension remediation
Wendy, This is also my first submission. Which Fountas Pinnell's guided reading series are you referring to? I am using their Leveled Literacy Intervention Program with my students in an urban school with over 95% poverty. There are 2 of us (intervention teachers/coaches) using this new program and we are seeing amazing results. In my 25 years of teaching this is the best program that I have seen to accelerate the struggling readers. Cindi Shear Rochester City School District Intervention/Prevention Teacher/Coach -Original Message- From: mosaic-bounces+cynthia.shear=rcsdk12@literacyworkshop.org [mailto:mosaic-bounces+cynthia.shear=rcsdk12@literacyworkshop.org] On Behalf Of Wendy Forshee Sent: Monday, February 01, 2010 8:31 AM To: mosaic@literacyworkshop.org Subject: [MOSAIC] Comprehension remediation My first submission so I hope this gets through. We have started remediation here and are using Fontas and Pinnell's guided reading series on the children's instructional reading levels in groups of 3 and 4 for first, second and third grades. We are using 7 teachers in 1/2 hour blocks during the day every day - 30 min. per day. We are a low income title 1 school with 50% below reading level. I'm interested in what others think of this remediation plan. Wendy Forshee -Original Message- From: mosaic-bounces+wforshee=lexcs@literacyworkshop.org on behalf of mosaic-requ...@literacyworkshop.org Sent: Sun 1/31/2010 12:00 PM To: mosaic@literacyworkshop.org Subject: Mosaic Digest, Vol 41, Issue 21 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 mosaic-requ...@literacyworkshop.org You can reach the person managing the list at mosaic-ow...@literacyworkshop.org When replying, please edit your Subject line so it is more specific than Re: Contents of Mosaic digest... Today's Topics: 1. Re: help with remediation of reading objectives (EDWARD JACKSON) 2. Re: help with remediation of reading objectives (Sue Hayden) 3. Re: help with remediation of reading objectives (rr1...@aol.com) 4. Fw: Re: help with remediation of reading objectives (C McLoughlin) 5. Re: help with remediation of reading objectives (EDWARD JACKSON) 6. Re: help with remediation of reading objectives (Kare) 7. Re: Fw: Re: help with remediation of reading objectives (rr1...@aol.com) 8. Re: help with remediation of reading objectives (rr1...@aol.com) 9. Back to comprehension... (cnjpal...@aol.com) 10. Re: Back to comprehension...Main Idea (soozq55...@aol.com) 11. comprehension strategies in my school (jvma...@comcast.net) -- Message: 1 Date: Sat, 30 Jan 2010 18:09:49 + From: EDWARD JACKSON lori_jack...@q.com Subject: Re: [MOSAIC] help with remediation of reading objectives To: mosaic@literacyworkshop.org Message-ID: snt121-w1366364c847c856f280a59f2...@phx.gbl Content-Type: text/plain; charset=iso-8859-1 First thoughts--objective #2 seems broadly written to address multiple genres but all the points to follow revolved around fiction. That doesn't seem to be taking you where you what to go. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me To: mosaic@literacyworkshop.org Date: Sat, 30 Jan 2010 10:02:35 -0500 From: rr1...@aol.com Subject: [MOSAIC] help with remediation of reading objectives This may not be the best place to ask, but I thought I would try... I teach fourth grade, this is my first year there, after moving up from 3rd. I am also grade level chair and have just myself and two brand new teachers on my grade level. I have been asked to participate in an intervention block for my grade level.test scores aren't where we would like them to be and we need to make AYP this year or we will have more sanctions. Here are the objectives that my students are low on...Any advice/resources on how to reteach these would be greatly appreciated. 1. Identify key words and discover their meanings and relationship through a variety of strategies. (I take this to be context clues, although the language of the objective is not clear, in my opinion). 2. Respond to fiction, nonfiction, poetry, and drama using interpretive, critical and evaluative processes by: a. Analyzing the impact of authors' word choice and context b. Examining the reasons for characters' action c. Identifying and examining characters' motives d Considering a situation or problem from different characters' point of view e. Analyzing differences among genres f. Making inferences and drawing conclusions about characters, events, and themes 3.
Re: [MOSAIC] comprehension strategies in my school
Judy, Reading is a life skill and a life joy. You are now a quote on my wall. Thanks for the inspiration. Leslie R. Stewart (203)481-5386 X310 FAX (203)483-0749 lstew...@branford.k12.ct.us Be who you are and say what you feel because those who mind don't matter and those who matter don't mind. ~ Dr. Seuss -Original Message- From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org [mailto:mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of jvma...@comcast.net Sent: Sunday, January 31, 2010 5:46 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] comprehension strategies in my school ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] comprehension strategies in my school
And mine!! Just in time for Family Literacy Night On Mon, Feb 1, 2010 at 12:33 PM, Stewart, L lstew...@branford.k12.ct.uswrote: Judy, Reading is a life skill and a life joy. You are now a quote on my wall. Thanks for the inspiration. Leslie R. Stewart (203)481-5386 X310 FAX (203)483-0749 lstew...@branford.k12.ct.us Be who you are and say what you feel because those who mind don't matter and those who matter don't mind. ~ Dr. Seuss -Original Message- From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org[mailto: mosaic-bounces+lstewart mosaic-bounces%2Blstewart=branford.k12.ct.us@ literacyworkshop.org] On Behalf Of jvma...@comcast.net Sent: Sunday, January 31, 2010 5:46 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] comprehension strategies in my school ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- There is nothing so unequal as equal treatment of unequals.Chief Justice Oliver Wendell Holmes ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] comprehension strategies in my school
In a message dated 1/31/2010 2:24:48 P.M. Eastern Standard Time, jvma...@comcast.net writes: Judy P.S. All your questions are excellent. May I reply to more than one? Judy...OF COURSE! Jennifer ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] comprehension strategies in my school
Judy, Thank you so much for your responses. I wish that we had similar minded people in our district, but we don't. Although our current Executive Director is leaving and will be replaced with a former principal from our district, I really don't see the philosophy changing much. I am not allowed to stray from the HM text, and our literacy coach is seen by many as a lesson plan police. She comes and checks that you have your objectives written, and will do a demonstration lesson if you ask. She is currently pushing Thinking Maps, which I have begun to use. But overuse of anything, can't really be good, can it? I guess what I am looking for is some way to incorporate the strategies into the HM text. That being said, I don't have a strong understanding of the strategies or how to teach them. I did read MOT many years ago, but can't find my copy now. Our current literacy block is mandated as follows: 30-40 of whole group instruction, where I am teach the 4 domains of reading required of the upper grades-phonics, fluency, comprehension and vocabulary. Additionally, we must spend 60 minutes with small groups, while the other students do stations. Stations are supposed to have a product so that we are holding the kids accountable. Workbook pages are not allowed. Technically the kids are supposed to do a different station each day related to the domains, very time consuming and seems like busy work to me. Small groups meet based on their reading level and we use the leveled reader that comes with the series. I just don't know how this is effective. I have four small groups, and can meet with them for only 15 mins. Although the literacy coach does tell us that we don't have to meet with the highest kids each day. Any additional help would be greatly appreciated! Rosie -Original Message- From: jvma...@comcast.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sun, Jan 31, 2010 11:48 am Subject: [MOSAIC] comprehension strategies in my school Comprehension strategies: what is the state of comprehension instruction in your school? How well is comprehension being taught? What can teacher leaders do to help improve practices? I am thrilled to reply to this question. My small district in Northern California was an early comprehension strategy follower--they even paid for Ellin Keene to spend a day speaking to us and sent many teachers (not me, I was new to the district then) to Colorado for training. Alas, California went the way of the politicians and we were given a choice of using Houghton Mifflin or Open Court. Our district chose HM and we were expected to teach it with fidelity. I did so for one year and then I returned to comprehension strategies (occasionally using the text from HM for shared reading). THE GOOD NEWS is that finally, this year, our principal has sanctioned a return to comprehension strategies (hmmm, seems those basals weren't the answer to test scores). Of course, I never gave them up, but it's nice to be working in the open again. So now we have a lot of training and retraining to do. It's hard to believe, because my district (and boy, was I proud of it) was once so entren ched in MOT, we have teachers who have never even read Mosaic. We do have a coach and a MOT committee and we've been given 3 Learning Communities for teaching comprehension strategies. At the first one, I brought in students and modeled a think aloud (I want to grow up to be Ellin Keene) and we discussed a piece of literature thinking about how adults use comprehension strategies. At the second we again discussed literature and shared how our work is going. The third (a whole afternoon on a staff development day) is yet to be determined. I am thrilled to be an official comprehension strategy teacher again. Judy P.S. All your questions are excellent. May I reply to more than one? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] comprehension strategies in my school
Rosie, How much reading are the kids actually doing out of a 90 minute literacy block? That would be more valuable than stations made of busy work. Their product could be a response to what they've read. Sue -Original Message- From: rr1...@aol.com To: mosaic@literacyworkshop.org Sent: Sun, Jan 31, 2010 3:38 pm Subject: Re: [MOSAIC] comprehension strategies in my school Judy, Thank you so much for your responses. I wish that we had similar minded people in our district, but we don't. Although our current Executive Director is leaving and will be replaced with a former principal from our district, I really don't see the philosophy changing much. I am not allowed to stray from the HM text, and our literacy coach is seen by many as a lesson plan police. She comes and checks that you have your objectives written, and will do a demonstration lesson if you ask. She is currently pushing Thinking Maps, which I have begun to use. But overuse of anything, can't really be good, can it? I guess what I am looking for is some way to incorporate the strategies into the HM text. That being said, I don't have a strong understanding of the strategies or how to teach them. I did read MOT many years ago, but can't find my copy now. Our current literacy block is mandated as follows: 30-40 of whole group instruction, where I am teach the 4 domains of reading required of the upper grades-phonics, fluency, comprehension and vocabulary. Additionally, we must spend 60 minutes with small groups, while the other students do stations. Stations are supposed to have a product so that we are holding the kids accountable. Workbook pages are not allowed. Technically the kids are supposed to do a different station each day related to the domains, very time consuming and seems like busy work to me. Small groups meet based on their reading level and we use the leveled reader that comes with the series. I just don't know how this is effective. I have four small groups, and can meet with them for only 15 mins. Although the literacy coach does tell us that we don't have to meet with the highest kids each day. Any additional help would be greatly appreciated! Rosie -Original Message- From: jvma...@comcast.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sun, Jan 31, 2010 11:48 am Subject: [MOSAIC] comprehension strategies in my school Comprehension strategies: what is the state of comprehension instruction in your school? How well is comprehension being taught? What can teacher leaders do to help improve practices? I am thrilled to reply to this question. My small district in Northern California was an early comprehension strategy follower--they even paid for Ellin Keene to spend a day speaking to us and sent many teachers (not me, I was new to the district then) to Colorado for training. Alas, California went the way of the politicians and we were given a choice of using Houghton Mifflin or Open Court. Our district chose HM and we were expected to teach it with fidelity. I did so for one year and then I returned to comprehension strategies (occasionally using the text from HM for shared reading). THE GOOD NEWS is that finally, this year, our principal has sanctioned a return to comprehension strategies (hmmm, seems those basals weren't the answer to test scores). Of course, I never gave them up, but it's nice to be working in the open again. So now we have a lot of training and retraining to do. It's hard to believe, because my district (and boy, was I proud of it) was once so entren ched in MOT, we have teachers who have never even read Mosaic. We do have a coach and a MOT committee and we've been given 3 Learning Communities for teaching comprehension strategies. At the first one, I brought in students and modeled a think aloud (I want to grow up to be Ellin Keene) and we discussed a piece of literature thinking about how adults use comprehension strategies. At the second we again discussed literature and shared how our work is going. The third (a whole afternoon on a staff development day) is yet to be determined. I am thrilled to be an official comprehension strategy teacher again. Judy P.S. All your questions are excellent. May I reply to more than one? ___ Mosaic mailing list mos...@literacyworkshop.org To unsubscribe 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 mos...@literacyworkshop.org To unsubscribe 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] comprehension strategies in my school
Judy, I totally agree with you, however, it is not up to me. My principal is usually pretty flexible, but she is currently out on medical leave. I agree that reading is the key. They do read on their own-most of them-as the majority of them have made their AR goal for the nine weeks. I have some who have earned at least 30 points for the nine weeks. Rosie -Original Message- From: soozq55...@aol.com To: mosaic@literacyworkshop.org Sent: Sun, Jan 31, 2010 4:39 pm Subject: Re: [MOSAIC] comprehension strategies in my school Rosie, How much reading are the kids actually doing out of a 90 minute literacy block? That would be more valuable than stations made of busy work. Their product could be a response to what they've read. Sue -Original Message- From: rr1...@aol.com To: mos...@literacyworkshop.org Sent: Sun, Jan 31, 2010 3:38 pm Subject: Re: [MOSAIC] comprehension strategies in my school Judy, Thank you so much for your responses. I wish that we had similar minded people in our district, but we don't. Although our current Executive Director is leaving and will be replaced with a former principal from our district, I really don't see the philosophy changing much. I am not allowed to stray from the HM text, and our literacy coach is seen by many as a lesson plan police. She comes and checks that you have your objectives written, and will do a demonstration lesson if you ask. She is currently pushing Thinking Maps, which I have begun to use. But overuse of anything, can't really be good, can it? I guess what I am looking for is some way to incorporate the strategies into the HM text. That being said, I don't have a strong understanding of the strategies or how to teach them. I did read MOT many years ago, but can't find my copy now. Our current literacy block is mandated as follows: 30-40 of whole group instruction, where I am teach the 4 domains of reading required of the upper grades-phonics, fluency, comprehension and vocabulary. Additionally, we must spend 60 minutes with small groups, while the other students do stations. Stations are supposed to have a product so that we are holding the kids accountable. Workbook pages are not allowed. Technically the kids are supposed to do a different station each day related to the domains, very time consuming and seems like busy work to me. Small groups meet based on their reading level and we use the leveled reader that comes with the series. I just don't know how this is effective. I have four small groups, and can meet with them for only 15 mins. Although the literacy coach does tell us that we don't have to meet with the highest kids each day. Any additional help would be greatly appreciated! Rosie -Original Message- From: jvma...@comcast.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sun, Jan 31, 2010 11:48 am Subject: [MOSAIC] comprehension strategies in my school Comprehension strategies: what is the state of comprehension instruction in your school? How well is comprehension being taught? What can teacher leaders do to help improve practices? I am thrilled to reply to this question. My small district in Northern California was an early comprehension strategy follower--they even paid for Ellin Keene to spend a day speaking to us and sent many teachers (not me, I was new to the district then) to Colorado for training. Alas, California went the way of the politicians and we were given a choice of using Houghton Mifflin or Open Court. Our district chose HM and we were expected to teach it with fidelity. I did so for one year and then I returned to comprehension strategies (occasionally using the text from HM for shared reading). THE GOOD NEWS is that finally, this year, our principal has sanctioned a return to comprehension strategies (hmmm, seems those basals weren't the answer to test scores). Of course, I never gave them up, but it's nice to be working in the open again. So now we have a lot of training and retraining to do. It's hard to believe, because my district (and boy, was I proud of it) was once so entren ched in MOT, we have teachers who have never even read Mosaic. We do have a coach and a MOT committee and we've been given 3 Learning Communities for teaching comprehension strategies. At the first one, I brought in students and modeled a think aloud (I want to grow up to be Ellin Keene) and we discussed a piece of literature thinking about how adults use comprehension strategies. At the second we again discussed literature and shared how our work is going. The third (a whole afternoon on a staff development day) is yet to be determined. I am thrilled to be an official comprehension strategy teacher again. Judy P.S. All your questions are excellent. May I reply to more than one
Re: [MOSAIC] comprehension strategies in my school
Rosie, you can use the HM selections, just switch up the comprehension strategies so that they make sense. I hate the way HM tries to make you cover 2 strategies or 1 skill and 1 strategy for every selection. Narrow it down to 1 immediately--just choose the one you think is most important for real readers. I am not super familiar with the 5th grade text and don't have it here, but I'll make some educated guesses. One example: I think the first theme has to do with weather--you could concentrate on determining importance for these selections. This would be the comprehension strand of your mandated teaching. But instead of the ridiculous HM busywork, get them to really think about one thing for an extended period of time. Read aloud to them (consider some of the picture books by Seymour Simon) and show them how to determine importance. What your program is sorely missing, IMO, is an independent reading piece. Instead of centers/busywork, kids should be reading. If they were reading, you could tell them to follow-up on the lesson during their independent reading. Another example: we are going to pass out the HM texts in a couple of weeks so that we can read from Theme 2, the Focus on Poetry. There are excellent poems for our analysis. This will follow on the heels of our study of evoking images and coincide with our writer's workshop study of poetry. I'm proud of myself that we'll finally crack open HM. Yet another example: I'm pretty sure Katie's Trunk is one of the later HM selections. This is an outstanding story by Turner, really outstanding, and would be excellent for teaching inference. But don't settle for just one selection. I just can't remember the others. Find 3 selections that would go with a strategy and teach it for 3 weeks. I hate HM's mile wide-inch deep approach. Dig in! Your students will love it and so will you. Okay, deep breath, here's how I teach comprehension strategies (in addition to my earlier post about lessons). I read the chapter in MOT (sometimes for the 103rd time) and then I make sentence strips for anything in the chapter and the bullets at the end of the chapter that I want to teach. Each sentence strip gets matched to a picture book (or more than one if I think it needs more than one lesson) and becomes a lesson. I have come to this method over lots of trial and error and I swear by it. It's all about reading. I read aloud, model using the strategy, and we work the strategy together. Then the kids try it on in their own reading. I am the #1 fan of gradual release of responsibility. Remember, it's all about authenticity. Centers are not authentic. Reading is a life skill and a life joy. Judy - Original Message - From: rr1...@aol.com To: mosaic@literacyworkshop.org Sent: Sunday, January 31, 2010 12:38:16 PM GMT -08:00 US/Canada Pacific Subject: Re: [MOSAIC] comprehension strategies in my school Judy, Thank you so much for your responses. I wish that we had similar minded people in our district, but we don't. Although our current Executive Director is leaving and will be replaced with a former principal from our district, I really don't see the philosophy changing much. I am not allowed to stray from the HM text, and our literacy coach is seen by many as a lesson plan police. She comes and checks that you have your objectives written, and will do a demonstration lesson if you ask. She is currently pushing Thinking Maps, which I have begun to use. But overuse of anything, can't really be good, can it? I guess what I am looking for is some way to incorporate the strategies into the HM text. That being said, I don't have a strong understanding of the strategies or how to teach them. I did read MOT many years ago, but can't find my copy now. Our current literacy block is mandated as follows: 30-40 of whole group instruction, where I am teach the 4 domains of reading required of the upper grades-phonics, fluency, comprehension and vocabulary. Additionally, we must spend 60 minutes with small groups, while the other students do stations. Stations are supposed to have a product so that we are holding the kids accountable. Workbook pages are not allowed. Technically the kids are supposed to do a different station each day related to the domains, very time consuming and seems like busy work to me. Small groups meet based on their reading level and we use the leveled reader that comes with the series. I just don't know how this is effective. I have four small groups, and can meet with them for only 15 mins. Although the literacy coach does tell us that we don't have to meet with the highest kids each day. Any additional help would be greatly appreciated! Rosie -Original Message- From: jvma...@comcast.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sun, Jan 31, 2010 11:48 am Subject: [MOSAIC] comprehension strategies in my school
Re: [MOSAIC] comprehension strategies in my school
hi... I am s interested in what the responses will be. Please share...thanks -Original Message- From: mosaic-bounces+williamska=palmbeach.k12.fl...@literacyworkshop.org on behalf of rr1...@aol.com Sent: Sun 1/31/2010 3:38 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] comprehension strategies in my school Judy, Thank you so much for your responses. I wish that we had similar minded people in our district, but we don't. Although our current Executive Director is leaving and will be replaced with a former principal from our district, I really don't see the philosophy changing much. I am not allowed to stray from the HM text, and our literacy coach is seen by many as a lesson plan police. She comes and checks that you have your objectives written, and will do a demonstration lesson if you ask. She is currently pushing Thinking Maps, which I have begun to use. But overuse of anything, can't really be good, can it? I guess what I am looking for is some way to incorporate the strategies into the HM text. That being said, I don't have a strong understanding of the strategies or how to teach them. I did read MOT many years ago, but can't find my copy now. Our current literacy block is mandated as follows: 30-40 of whole group instruction, where I am teach the 4 domains of reading required of the upper grades-phonics, fluency, comprehension and vocabulary. Additionally, we must spend 60 minutes with small groups, while the other students do stations. Stations are supposed to have a product so that we are holding the kids accountable. Workbook pages are not allowed. Technically the kids are supposed to do a different station each day related to the domains, very time consuming and seems like busy work to me. Small groups meet based on their reading level and we use the leveled reader that comes with the series. I just don't know how this is effective. I have four small groups, and can meet with them for only 15 mins. Although the literacy coach does tell us that we don't have to meet with the highest kids each day. Any additional help would be greatly appreciated! Rosie -Original Message- From: jvma...@comcast.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sun, Jan 31, 2010 11:48 am Subject: [MOSAIC] comprehension strategies in my school Comprehension strategies: what is the state of comprehension instruction in your school? How well is comprehension being taught? What can teacher leaders do to help improve practices? I am thrilled to reply to this question. My small district in Northern California was an early comprehension strategy follower--they even paid for Ellin Keene to spend a day speaking to us and sent many teachers (not me, I was new to the district then) to Colorado for training. Alas, California went the way of the politicians and we were given a choice of using Houghton Mifflin or Open Court. Our district chose HM and we were expected to teach it with fidelity. I did so for one year and then I returned to comprehension strategies (occasionally using the text from HM for shared reading). THE GOOD NEWS is that finally, this year, our principal has sanctioned a return to comprehension strategies (hmmm, seems those basals weren't the answer to test scores). Of course, I never gave them up, but it's nice to be working in the open again. So now we have a lot of training and retraining to do. It's hard to believe, because my district (and boy, was I proud of it) was once so entren ched in MOT, we have teachers who have never even read Mosaic. We do have a coach and a MOT committee and we've been given 3 Learning Communities for teaching comprehension strategies. At the first one, I brought in students and modeled a think aloud (I want to grow up to be Ellin Keene) and we discussed a piece of literature thinking about how adults use comprehension strategies. At the second we again discussed literature and shared how our work is going. The third (a whole afternoon on a staff development day) is yet to be determined. I am thrilled to be an official comprehension strategy teacher again. Judy P.S. All your questions are excellent. May I reply to more than one? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. -- --Palm Beach County Schools
Re: [MOSAIC] comprehension
Wow, Lori, thanks for sharing this! I love what your husband's doing! I am particularly excited about his findings that certain types of questions required not just skimming and scanning, but linking information from within the reading together. This give me a great deal to think about--and I saved your post for future consideration when lesson planning. I am not to questioning yet in my classroom, but I did a demo lesson last week for my colleagues. I was looking for something I could do with a small group (our meeting was after school so we got the kids from daycare) grades 2-5; when I read questions are the glue of engagement, (p. 105) I decided to begin there. Then I read something that I decided to make the focus of my one-shot lesson: the teacher tells her students to think not only about the questions you have, but how they lead you more deeply into the text. (p. 113) This was a tough one to demo, but I loved planning the lesson. Fortunately for me, it worked out okay. Thanks, Lori (and your husband), for showing us the importance and depth of questioning. My colleagues often consider themselves done when kids start asking questions. But that's really only the beginning, isn't it? I like the Q lessons in STW, but am going to try to go even deeper now that I'm in 5th grade. I will definitely use your husband's thinking as well. So please post if he has any further insights. Thanks again, Judy - Original Message - From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Sunday, October 11, 2009 7:20:15 AM GMT -08:00 US/Canada Pacific Subject: Re: [MOSAIC] comprehension My husband is doing an intensive study of questioning with his seventh graders--both in terms of how our questioning of the text drives us deeper towards understanding and simply of the questions themselves. We hope that children will benefit from thinking about question types (realizing, perhaps, when a question is literal or inferential). One the most telling and thought provoking activities came early on when he gave a mock test passage and series of questions. Kids worked in teams to rank the ten questions from most to least difficult. The conversations were very rich. Among other things, they began to realize that prior knowledge played a huge role in determining difficulty and that certain types of questions required not just skimming and scanning, but linking information from within the reading together. I don't know what impact it will have on scores, but it sure has kids thinking. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me Date: Sat, 10 Oct 2009 23:07:05 -0700 From: brenda...@sbcglobal.net To: mosaic@literacyworkshop.org Subject: [MOSAIC] comprehension After looking at the STAR test scores for our 4th graders, we realize they were low in comprehension. What techniques or strategies do you all recommend for raising the student's comprehension of daily reading and application to testing? Thanks, Gordon ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] comprehension
My husband is doing an intensive study of questioning with his seventh graders--both in terms of how our questioning of the text drives us deeper towards understanding and simply of the questions themselves. We hope that children will benefit from thinking about question types (realizing, perhaps, when a question is literal or inferential). One the most telling and thought provoking activities came early on when he gave a mock test passage and series of questions. Kids worked in teams to rank the ten questions from most to least difficult. The conversations were very rich. Among other things, they began to realize that prior knowledge played a huge role in determining difficulty and that certain types of questions required not just skimming and scanning, but linking information from within the reading together. I don't know what impact it will have on scores, but it sure has kids thinking. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me Date: Sat, 10 Oct 2009 23:07:05 -0700 From: brenda...@sbcglobal.net To: mosaic@literacyworkshop.org Subject: [MOSAIC] comprehension After looking at the STAR test scores for our 4th graders, we realize they were low in comprehension. What techniques or strategies do you all recommend for raising the student's comprehension of daily reading and application to testing? Thanks, Gordon ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] comprehension
Lori and Gordon, This type of questioning analysis sounds like the QAR strategy. Q uestion A nswer R elationship examines types of questions that generate certain types of answers. There are lots of wonderful resources for teaching this on our own Mosaic Tools page. http://www.readinglady.com/mosaic/tools/tools.htm I have used this for several years and find that by first asking questions and later deciding what type of thinking is needed to answer them, really deepens readers' comprehension. Another strategy that I love and have found to work well with challenging nonfiction (like our science texts), is a Linda Hoyt method called Read, Cover, Remember, Retell. Students work with a partner. Both partners are reading the same thing, and the students cover as much text as their hand will cover. That is the amount they'll read. Each student reads (sometimes aloud, sometimes silently) and then one partner covers the text again with his or her hand. That partner has to retell what they understood that portion to be about. The partner is looking at the text to see if the first one is getting it. Lifting the hand for a peek if one gets stuck is encouraged, as it is a great way to have them rereading with purpose. Meanwhile the checking partner is also getting the benefit of the reread. After that section is done, the students go on to the next hand-sized section, reading, and the other partner then covers and tries to retell. I found it really helped their understanding because it slowed them down and had them thinking as they read, since students knew they'd have to retell it. I think this could work as an individual strategy by having students stop after certain portions to pause and reflect, checking to see if they got what had already been read. Anything you can do to bring students to the understanding that reading is thinking, and that they need to be reading actively, reacting and responding to any text. Maura 5/NJ - Original Message - From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Sunday, October 11, 2009 7:20:15 AM GMT -08:00 US/Canada Pacific Subject: Re: [MOSAIC] comprehension My husband is doing an intensive study of questioning with his seventh graders--both in terms of how our questioning of the text drives us deeper towards understanding and simply of the questions themselves. We hope that children will benefit from thinking about question types (realizing, perhaps, when a question is literal or inferential). One the most telling and thought provoking activities came early on when he gave a mock test passage and series of questions. Kids worked in teams to rank the ten questions from most to least difficult. The conversations were very rich. Among other things, they began to realize that prior knowledge played a huge role in determining difficulty and that certain types of questions required not just skimming and scanning, but linking information from within the reading together. I don't know what impact it will have on scores, but it sure has kids thinking. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me Date: Sat, 10 Oct 2009 23:07:05 -0700 From: brenda...@sbcglobal.net To: mosaic@literacyworkshop.org Subject: [MOSAIC] comprehension After looking at the STAR test scores for our 4th graders, we realize they were low in comprehension. What techniques or strategies do you all recommend for raising the student's comprehension of daily reading and application to testing? Thanks, Gordon ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] comprehension intervention strategies
Scrolls and Textmapping are already being used in Michigan, as part of the MiClass program for training Middle School teachers. You might try this approach, particularly since it was developed first for struggling readers. More information here: http://www.textmapping.org/whWorkshopNotes.html Dave Middlebrook The Textmapping Project A resource for teachers improving reading comprehension skills instruction. www.textmapping.org | Please share this site with your colleagues! USA: (609) 771-1781 dmiddlebr...@textmapping.org - Original Message - From: Pam Owens pow...@mtpleasant.edzone.net To: Mosaic@literacyworkshop.org Sent: Monday, February 23, 2009 11:01 AM Subject: [MOSAIC] comprehension intervention strategies Our district is compiling a list of research-based intervention strategies = for comprehension. Does anyone know of a resource for this information - = research studies, web sites, or books that might be helpful in our search. = We have found lots of information on teaching comprehension but are = struggling to find information on specific comprehension interventions for = struggling readers to use in a Response to Intervention model. Thanks, Pam from Michigan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] comprehension intervention strategies
The Florida Center for Reading has great intervention activities designed for all five of the reading components. http://www.fcrr.org/Curriculum/SCAindex.htm Krissy -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Pam Owens Sent: Monday, February 23, 2009 9:01 AM To: Mosaic@literacyworkshop.org Subject: [MOSAIC] comprehension intervention strategies Our district is compiling a list of research-based intervention strategies = for comprehension. Does anyone know of a resource for this information - = research studies, web sites, or books that might be helpful in our search. = We have found lots of information on teaching comprehension but are = struggling to find information on specific comprehension interventions for = struggling readers to use in a Response to Intervention model. Thanks, Pam from Michigan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] comprehension intervention strategies
My schools love the FCRR centers and use them daily.? Mary Ann -Original Message- From: kristenspen...@ellicottschools.org To: mosaic@literacyworkshop.org Sent: Mon, 23 Feb 2009 1:29 pm Subject: Re: [MOSAIC] comprehension intervention strategies The Florida Center for Reading has great intervention activities designed for all five of the reading components. http://www.fcrr.org/Curriculum/SCAindex.htm Krissy -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Pam Owens Sent: Monday, February 23, 2009 9:01 AM To: Mosaic@literacyworkshop.org Subject: [MOSAIC] comprehension intervention strategies Our district is compiling a list of research-based intervention strategies = for comprehension. Does anyone know of a resource for this information - = research studies, web sites, or books that might be helpful in our search. = We have found lots of information on teaching comprehension but are = struggling to find information on specific comprehension interventions for = struggling readers to use in a Response to Intervention model. Thanks, Pam from Michigan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] comprehension skills and technology
Hi Suzanne, Here a some great websites for finding just right books: The scholastic website allows you to look up books at FP Guided reading levels http://bookwizard.scholastic.com/tbw/viewCustomSearchForm.do?RowsPerPageOpti ons=[10%2C+50] Also, the lexile Find a book site is also a great tool. There are many correlation/conversion charts out there that show you the correlations between Lexile levels and FP levels. http://www.lexile.com/findabook/ Hope this helps. Rachel On 11/10/08 7:38 PM, suzie herb [EMAIL PROTECTED] wrote: I am wondering how people are embracing new technology as a tool to develop literacy skills, especially reading comprehension. For example, do you use the internet to find other sources for reading comprehension. Do you teach comprehension using the net as a tool. I just went to a fantastic tech conference which was mainly for techies but I am so into literacy I'm working on how to connect the two in a really meaningful way. Is there somewhere on the net where we can access on line books at Fand P levels? Or does someone have an easy way of getting 'just right' material? Thoughts, ideas, directions...as soon as I have this all together in my own head I will send you my blog for those with the same interest to follow the progress of this. Suzanne --- On Tue, 11/11/08, Carol Tavares [EMAIL PROTECTED] wrote: From: Carol Tavares [EMAIL PROTECTED] Subject: Re: [MOSAIC] Re (Mosaic) Summary To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Received: Tuesday, 11 November, 2008, 11:36 AM Linda, Thanks. I couldn't get it to open with Vista, but tried my husband's laptop and it worked. Carol T. On Sun, Nov 9, 2008 at 10:22 PM, [EMAIL PROTECTED] wrote: Carol, Yes, I did get the video to open in real player. The download appeared when I wanted to open it (at the top). Linda ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. S earch the MOSAIC archives at http://snipurl.com/MosaicArchive. Find your perfect match today at the new Yahoo!7 Dating. Get Started http://au.dating.yahoo.com/?cid=53151pid=1012 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. S earch 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] comprehension websites
Mary, Our school is spending the YEAR investigating and studying comprehension, but not limited to reading. We are relying on some work we did this summer with a woman who studied with David Pearson. Take a look at anything you can find written by him. You will find articles that cite him. Think in terms of culture, cognition and linguistics as being contributing factors to comprehension. Also check out Isabel Beck's work on vocabulary development and Janet Allen as well. If you have found anything else that is worth sharing, please do share! Thanks, Leslie In a message dated 11/7/2008 2:38:22 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: My colleagues and I are presenting to our staff on Monday! We attended a presentation by Debbie Miller on Thursday and we will share our learning and information presented by her. One of the things I am trying to pull together is a list of available web sites/places teachers can go for support and learning more about teaching comprehension strategies. Also, any great ideas that provide a wow factor for teachers to want to know more about this fabulous teaching would be great. For some of our teachers this is new. For some of teachers, they feel they are fine with the way things are.So, differentiating is great and ideas are always welcome For those of you who may work in a school or district where some don't teach the strategies.how do you handle PD? As alwaysthank you! Mary Helen ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. **AOL Search: Your one stop for directions, recipes and all other Holiday needs. Search Now. (http://pr.atwola.com/promoclk/10075x1212792382x1200798498/aol?redir=http://searchblog.aol.com/2008/11/04/happy-holidays-from -aol-search/?ncid=emlcntussear0001) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] comprehension websites
Mary, Try this site: http://reading.ecb.org/aboutproject.html -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Mary Helen Chappetto Sent: Friday, November 07, 2008 2:37 PM To: Mosaic: A Reading Comprehension Strategies Listserv Subject: [MOSAIC] comprehension websites My colleagues and I are presenting to our staff on Monday! We attended a presentation by Debbie Miller on Thursday and we will share our learning and information presented by her. One of the things I am trying to pull together is a list of available web sites/places teachers can go for support and learning more about teaching comprehension strategies. Also, any great ideas that provide a wow factor for teachers to want to know more about this fabulous teaching would be great. For some of our teachers this is new. For some of teachers, they feel they are fine with the way things are.So, differentiating is great and ideas are always welcome For those of you who may work in a school or district where some don't teach the strategies.how do you handle PD? As alwaysthank you! Mary Helen ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] comprehension websites
Take a look at Read, Write and Think...I think it is one of the best websites available. It provides lesson plans and all of the printable materials and forms that you need for each lesson. http://www.readwritethink.org/index.asp Also, here is the link for a great lesson on compare and contrast...and you will be able to find lessons for all of the strategies you need! http://www.readwritethink.org/lessons/lesson_view.asp?id=5http://www.readwritethink.org/lessons/lesson_view.asp?id=54 Carol Minkoff On Fri, Nov 7, 2008 at 2:37 PM, Mary Helen Chappetto [EMAIL PROTECTED] wrote: My colleagues and I are presenting to our staff on Monday! We attended a presentation by Debbie Miller on Thursday and we will share our learning and information presented by her. One of the things I am trying to pull together is a list of available web sites/places teachers can go for support and learning more about teaching comprehension strategies. Also, any great ideas that provide a wow factor for teachers to want to know more about this fabulous teaching would be great. For some of our teachers this is new. For some of teachers, they feel they are fine with the way things are.So, differentiating is great and ideas are always welcome For those of you who may work in a school or district where some don't teach the strategies.how do you handle PD? As alwaysthank you! Mary Helen ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension Question
Kelly The answer is...it depends.? I have some boys (and girls too)?that do better in nonfiction because they like it better and are motivated to read it. They have had more experiences with the text structure as a result and are stronger readers in that genre. I think it is worth investigating for each kid... Jennifer -Original Message- From: Kelly George [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Sun, 13 Jul 2008 11:01 pm Subject: [MOSAIC] Comprehension Question Hello, my name is Kelly George and I am student at Wayne State University in Nancy Creech Reading Literacy class. I am a senior majoring in special education. While reading the book I began to develop questions about different genres and the impact that it has on comprehension. Would you agree that fiction is easier than non fiction for struggling readers? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension Question
Not necessarily- Background knowledge is key in comprehension. A struggling reader might have a wealth of knowledge about a nonfiction subject and so using schema his/her comprehension of nonfiction could be easier. Remember too that fiction often using metaphors and figurative language which can be difficult. Maxine In a message dated 7/13/2008 11:04:41 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: Hello, my name is Kelly George and I am student at Wayne State University in Nancy Creech Reading Literacy class. I am a senior majoring in special education. While reading the book I began to develop questions about different genres and the impact that it has on comprehension. Would you agree that fiction is easier than non fiction for struggling readers? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. **Get the scoop on last night's hottest shows and the live music scene in your area - Check out TourTracker.com! (http://www.tourtracker.com?NCID=aolmus0005000112) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension Question
Look at your struggling readers. Are they interested in pop or rap music? Baseball, football? Do they watch History channel or Discovery? INTEREST in a subject is the answer. Take an interest inventory and see what they are interested in, then find material for them to read. If they like a lot of comedies and dramas on TV, they will like fiction. Lots of sports or documentaries or reality shows, they will like non-fiction. Also, check where they are weak in reading skills. If they can't visualize, try showing them a video of the story, then have them read it using the images from the movie. If they aren't fluent, have them practice for fluency. I had one student this year who I couldn't get to read no matter what I tried. I finally found out she needed glasses to read, but she wouldn't wear them. Bottom line: KNOW YOUR STUDENTSthen design the curriculum to their strengths and build on them. Bill -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Kelly George Sent: Sunday, July 13, 2008 11:01 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] Comprehension Question Hello, my name is Kelly George and I am student at Wayne State University in Nancy Creech Reading Literacy class. I am a senior majoring in special education. While reading the book I began to develop questions about different genres and the impact that it has on comprehension. Would you agree that fiction is easier than non fiction for struggling readers? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension Question
Not without a qualifier...Fiction is easier that nonfiction for many struggling readers. Story does seem to offer some language support to many, many strugglers but if your struggler is fanatical about sharks, then sharks are the way to go. The problem with making sweeping generalizations about struggling readers is that no two are alike and no two struggle in the same way. For the child neglect syntax, story may offer more support. For the child neglecting visual clues, it may be that the reading has to supported by more word work. For the child neglecting meaning, then passion may be the key and not every reader will be passionate about fiction. Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 - Original message - From: Kelly George [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Date: Sunday, July 13, 2008 9:10 PM Subject: [MOSAIC] Comprehension Question Hello, my name is Kelly George and I am student at Wayne State University in Nancy Creech Reading Literacy class. I am a senior majoring in special education. While reading the book I began to develop questions about different genres and the impact that it has on comprehension. Would you agree that fiction is easier than non fiction for struggling readers? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension Toolkit 3-5
I personally prefer the Sundance materials by Gambrell better than the Harvey materials. Sundance has gradual release built into the materials really really well! The materials are awesome! Debra Renner Smith Author, Writing and Reading Consultant Beyond Retelling Toward Higher Level Thinking and Big Ideas by Cunningham and Smith Writing Mini-Lessons for Second Grade by Cunningham, Hall, Smith [EMAIL PROTECTED] -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Beverlee Paul Sent: Saturday, May 10, 2008 9:34 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Comprehension Toolkit 3-5 Sundance has both fiction and nonfiction in the materials Linda Gambrell contributed to. Date: Sat, 10 May 2008 14:19:07 -0700 From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Subject: [MOSAIC] Comprehension Toolkit 3-5 -\ are the mentor texts and lessons geared mostly to non-fiction? The upper grade Toolkit has quite a bit of nonfiction, but it also uses historical fiction. There aren't enough lessons to teach an entire year, so there is plenty of space for you to use the strategies taught with fiction. I found it a wonderful resource that I pull from every few weeks, but do not use it by itself. _ Windows Live SkyDrive lets you share files with faraway friends. http://www.windowslive.com/skydrive/overview.html?ocid=TXT_TAGLM_WL_Refresh_ skydrive_052008 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] comprehension kit question
Why do you like them better than the comprehension kits from Harvey? Are they grade level specific? Carol On Mar 3, 2008, at 5:11 PM, Deb Smith wrote: Sundance Newbridge Kit is awesome is was written by the current International Reading Association President, Linda Gambrell. It honors and uses the MOT's thinking strategies and skills. I think it is simple to use and clear. I have all the kits for grades 1-5 fiction and nonfiction. I like them better than Harvey's kits. deb I am a Literacy Coach in a grades 3 and 4 school. Some of my teachers are interested in ordering a comprehension skills kit to augment their guided reading instruction. I am looking at samples from Harvey's Comprehension Toolkit, Sundance Newbridge's Comprehension Strategies Kit, and Mondo's Now I Get It.If you have used any of these, please let me know what your thoughts are. I am also open to looking at any other materials that you have found helpful. Thanks, Linda ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] comprehension program
Is there a book to read to learn more? Pat K to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting. e.e. cummings On Feb 26, 2008, at 3:24 PM, Laura Lindover wrote: I am just starting to work with the Lindamood Bell program, Visualizing and Verbalizing.? I am using it for kids in my Title I p ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] comprehension kit question
Sundance Newbridge Kit is awesome is was written by the current International Reading Association President, Linda Gambrell. It honors and uses the MOT's thinking strategies and skills. I think it is simple to use and clear. I have all the kits for grades 1-5 fiction and nonfiction. I like them better than Harvey's kits. deb I am a Literacy Coach in a grades 3 and 4 school. Some of my teachers are interested in ordering a comprehension skills kit to augment their guided reading instruction. I am looking at samples from Harvey's Comprehension Toolkit, Sundance Newbridge's Comprehension Strategies Kit, and Mondo's Now I Get It.If you have used any of these, please let me know what your thoughts are. I am also open to looking at any other materials that you have found helpful. Thanks, Linda ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] comprehension program
I am just starting to work with the Lindamood Bell program, Visualizing and Verbalizing.? I am using it for kids in my Title I program who have comprehension difficulties to such a degree that several of them also receive other services (SL).? The gist of it is that people who have trouble creating mental images while they read, can be taught to do so. I'm only into it for about two weeks but so far, I love it. In my building we're finding that Speech and Language and reading can work together on comprehension difficulties. Cathy Title I Reading -Original Message- From: Beverlee Paul [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tue, 26 Feb 2008 9:28 am Subject: Re: [MOSAIC] comprehension program read Seven Keys to Comprehension From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Date: Tue, 26 Feb 2008 21:09:03 +1100 Subject: [MOSAIC] comprehension program I have a friend who has a 13 year old son who has been recently diagnosed with aspergers. She is looking for some type of reading comprehension program that she can do with him at home as he finds comprehension of text very, very difficult. So can anyone recommend any programs that a parent could use at home to address this issue? Thanks, Tami ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Climb to the top of the charts!?Play the word scramble challenge with star power. http://club.live.com/star_shuffle.aspx?icid=starshuffle_wlmailtextlink_jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. More new features than ever. Check out the new AOL Mail ! - http://webmail.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] comprehension program
where do you find seven keys to comprehension? On 26-Feb-08, at 9:34 AM, [EMAIL PROTECTED] wrote: I am just starting to work with the Lindamood Bell program, Visualizing and Verbalizing.? I am using it for kids in my Title I program who have comprehension difficulties to such a degree that several of them also receive other services (SL).? The gist of it is that people who have trouble creating mental images while they read, can be taught to do so. I'm only into it for about two weeks but so far, I love it. In my building we're finding that Speech and Language and reading can work together on comprehension difficulties. Cathy Title I Reading -Original Message- From: Beverlee Paul [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tue, 26 Feb 2008 9:28 am Subject: Re: [MOSAIC] comprehension program read Seven Keys to Comprehension From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Date: Tue, 26 Feb 2008 21:09:03 +1100 Subject: [MOSAIC] comprehension program I have a friend who has a 13 year old son who has been recently diagnosed with aspergers. She is looking for some type of reading comprehension program that she can do with him at home as he finds comprehension of text very, very difficult. So can anyone recommend any programs that a parent could use at home to address this issue? Thanks, Tami ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/ options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Climb to the top of the charts!?Play the word scramble challenge with star power. http://club.live.com/star_shuffle.aspx? icid=starshuffle_wlmailtextlink_jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. __ __ More new features than ever. Check out the new AOL Mail ! - http:// webmail.aol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] comprehension program
Link to Amazon's page for the Seven Keys to Comprehension http://tinyurl.com/2jt5sk Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension strategies and Harcourt
I really agree with this. Pat K to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting. e.e. cummings On Feb 11, 2008, at 7:58 AM, Elizabeth Sammons wrote: In addition, since many students lack the background knowledge they need to make sense of the texts they read, primary teachers need to work tirelessly at expanding that background knowledge. By taking advantage of read alouds to open new windows ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension Strategy vs. Skill
Well...I'm proceeding through To Understand, understanding right along that this is NOT a one- or two-read book, so thinking I'm doing okay and then WHAM--on page 57, lurking there a quarter of the way down the page: We must do what may be hardest of all--rethink what we believe is already working. I'd like to paraphrase a comment I've heard before (can't remember who said it) that a mind stretched by a new idea never goes back to its original state. Oh, my, I feel myself From: [EMAIL PROTECTED] Date: Thu, 14 Feb 2008 21:33:27 -0500 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Comprehension Strategy vs. Skill Bev I am still waiting for my copy...and I can hardly wait! Fill us in as you read. Construction of meaning is a social act...lets learn together! Jennifer In a message dated 2/14/2008 9:15:51 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: Hmmm. And I've barely started reading To Understand. I wonder if my mind is about to go on a new journey yet again!! :-) Bev **The year's hottest artists on the red carpet at the Grammy Awards. Go to AOL Music. (http://music.aol.com/grammys?NCID=aolcmp0030002565) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Helping your favorite cause is as easy as instant messaging. You IM, we give. http://im.live.com/Messenger/IM/Home/?source=text_hotmail_join ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension strategies and Harcourt
On Feb 15, 2008, at 9:09 AM, Kendra Carroll wrote: I have taught younger children as well. What do you expect from a 2nd grader's retell? This is my first year and am stumped by their comprehension as I said in an earlier message. When I ask a child to retell a book, I give them little to no proding. Our assessment tool also requires that we not lead except with leads like... tell me more... what happens next..., etc. I'd appreciate any feedback. I would expect a second grader to be able to name the main character and tell the main gist of the story, with a few details thrown in, hopefully in chronological order. That would be at the very basic. After much instruction, modeling, etc., I would expect a second grader to tell me the beginning, main character, problem and solution OR a few chronological events, and the ending, either without prompting or with minimal prompting. As for saying, tell me more that's about what I do anyway, simply because I don't want to taint their response in any way. If I feel like they are almost there, I might ask something like, what happened next? or can you tell me more about that? or even refer to a character, i.e., Can you tell me about what happened with her friend? or whatever. As an additional note, I read an article written by Brian Cambourne about low readers (and this is in quotes because I'm sure it's not the language he used but I am not going to go look) and how they often have a tendency to retell every little unimportant detail, rather than the main gist of the text. I have found this to be true myself, and when I find this happening, I try to get the child to go back and tell me the most important parts which may or may not be successful. (Note to Brian, if you're reading this, I apologize in advance for honing in on this one thing from the article, which of course had much, much more in it.) Renee Education is not the filling of a pail, but the lighting of a fire. ~William Butler Yeats ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension Strategies Harcourt
Just been reading Dorn and Soffos' Reading for Deep Comprehension and it seems relevant to this conversation about retelling. They make the point (p16) that ..reflection represents a unique transaction between reader, writer, and text, resulting in a personalized recreation of the author's message. Reflective knowledge can restructure our perceptions, organize our ideas, expand our knowledge, and influence our minds in long-lasting ways. It is the ultimate goal of reading. This is deep reading vs. retelling the story which is surface reading according to Dorn and Soffos. Freida signing off to read more of what they say. Never miss a thing. Make Yahoo your home page. http://www.yahoo.com/r/hs ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension strategies and Harcourt
In a message dated 2/13/2008 10:35:56 AM Eastern Standard Time, [EMAIL PROTECTED] writes: Has anyone taken into consideration some of Piaget's theories, which would support children from second grade on down being less likely to consider an assortment of ideas at the same time? Trying to catch up on some emails here, and this one really rang of truth. I think little kids have a hard time tying reading all up as a pretty package. Mike Muise has compared reading to driving a car. You can't just learn how to brake, and how to steer, and how to merge etc. Everything has to come together in order to drive the car. For the past few days in my kindergarten we have been studying the text of the song Aiken Drum. We sing and march and talk about the vocabulary in the song (many of them don't know what a ladle, a radish or a celery stalk are ), and then I use the song as a lesson on visualization. They draw the picture in their mind about what Aiken Drum looks like and then put it on paper. About 5 kids in each of my classes didn't get it at all. It made me wonder if there is a disconnect for them between the letters and sounds we do in interactive writing, the read/think alouds we do together, the poetry fluency reading, and the many stupid little guided reading books that have so little comprehension in them! They aren't tying together the necessary components to understand the literacy of it all. I'm still thinking about the best ways to help them do that and if it is possible at their development level. Maybe that is why we don't let kids drive until their mid teens! Nancy **The year's hottest artists on the red carpet at the Grammy Awards. Go to AOL Music. (http://music.aol.com/grammys?NCID=aolcmp0030002565) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies and Harcourt
When I give a book to the child, I remind them before reading that the first thing I will ask is for them to retell the book. When they're done reading, I say, Now please retell the book you just read. Tell me everything you remember. We have checklists (some teacher made) that go along with each story. As the child says something, we mark it down/check it off/document language. The issue that we're working on now is how to determine what's satisfactory. Is it 8 of 10? Or all main ideas w/5 details? That's where teacher judgement comes into play. We also don't give any clues, but I allow the student to look at the cover of the book -- not inside. If they ask, I let them review the story again (picture walk) before beginning their retell. I'm not sure I answered your question ... ? Sheila --- On Fri, 2/15/08, Kendra Carroll [EMAIL PROTECTED] wrote: From: Kendra Carroll [EMAIL PROTECTED] Subject: Re: [MOSAIC] Comprehension strategies and Harcourt To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org, Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Friday, February 15, 2008, 11:09 AM Debbie, I have taught younger children as well. What do you expect from a 2nd grader's retell? This is my first year and am stumped by their comprehension as I said in an earlier message. When I ask a child to retell a book, I give them little to no proding. Our assessment tool also requires that we not lead except with leads like... tell me more... what happens next..., etc. I'd appreciate any feedback. Kendra:) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies and Harcourt
Debbie, I have taught younger children as well. What do you expect from a 2nd grader's retell? This is my first year and am stumped by their comprehension as I said in an earlier message. When I ask a child to retell a book, I give them little to no proding. Our assessment tool also requires that we not lead except with leads like... tell me more... what happens next..., etc. I'd appreciate any feedback. Kendra:) From: [EMAIL PROTECTED] on behalf of Debbie Goodis Sent: Thu 2/14/2008 9:34 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Comprehension strategies and Harcourt Renee, This is one of the main reasons I don't panic when some of my student score poorly on exams. I'm an early childhood educator first (I thought pre-k for 20 years before becoming a 2nd grade teacher) and ALL my training for 4-5 year olds helped me understand the 7-8 year old. They are in the same developmental stage!! I teach very differently than many of my colleagues. However, I must say that the age range for this pre-operational period (Piaget) is 2-8 and so I see many light bulbs going off all year long. But when they don't for a particular child, I just look at the learning that comes before and work on that. I experienced this ten-fold in 1st grade. They are so young and can only make the connections they are developmentally ready for. But, who listens??? Debbie - Never miss a thing. Make Yahoo your homepage. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies and Harcourt
I have moderated my own opinion about the issue of fluency when I began working with teachers and students across my district. I had not seen fluency to an overwhelming issue in my own classroom--yes, for a few strugglers, but not pervasive. I realize that it is FAR more of an issue than I wanted it to be. The fact has been driven home to me as we did some fluency assessments with our struggling high school readers--everyone of these struggling readers was markedly dysfluent. It is not a recipe for success to be a struggling reader, who has often become a reluctant reader, in a secondary setting. The motivation for reading is gone, the neccessity looms. Suddenly an hour of homework can become a four hour obstacle. It is an issue for our students and some of that is due to a failure to address fluency early on in context with modeled reading, shared reading, echo reading, recitation, reader's theater--those joyful and natural classroom interactions that are at the heart of classroom practice where fluency is less of an issue for the majority of students. I am now convinced that some children do need some specific support to improve fluency and that these timings may be part of the plan. However, we have to make sure that we link our conferences with these readers to purposeful reading. I recently observed a conference between a third grade student and his teacher. Together they were reviewing his DRA2 assessment and identifying some goals for the student. The teacher was telling him that she agreed that fluency was something that he needed to work on (he had identified this as a goal) and they were brainstorming somethings he could do to address this goal. On the list was a nightly read aloud with a younger sibbling (with a remark from the teacher that this was a great idea, because While you are working on fluency, you will be helping your little sister learn to love stories and get excited about reading!), partner reading using a read aloud rubric the class developed and using Garage Band twice a week for self-assessment of oral reading. This conversation did not make me uncomfortable at all, because over and over fluency was linked to making read aloud pleasurable for someone else (little brother), the rubric was class developed as a measure for a quality read aloud and the idea of reading aloud using the cool headsets purchased for the purpose is very invitational. I trust this teacher's practice to be focused on pleasure and understanding and know this kiddo was not getting the wrong message about reading. And the other thing about this is that it is not a sweeping assumption that every kid needs this focus, this kid, who is loosing meaning because of dysfluent reading (not just rate, but phrasing, expression) was being intervened with on an individual basis. This is a class of readers and the teacher has shaped that self-image for every child. Lori - Original message - From: Bonita DeAmicis [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: 2008, 13, Wednesday Of February 20:34 Subject: Re: [MOSAIC] Comprehension strategies and Harcourt Beverlee Paul [EMAIL PROTECTED] wrote: It's hard to sell the inadvertant message idea if we're listening to them read with a stopwatch in our hand. G. That is sort of where my theory arose. I noticed when I stopped doing fluency timings and starting focusing on enjoying the book, talking about what is happening, etc, students began to talk about comprehension and to enjoy reading. I had one struggling student who took a great leap in fluency after six months of NOT reading aloud or doing any timings...Sometimes, I suspect, our over-emphasis (or even small emphasis) on timing reading and reading aloud can mislead student priorities. The reason I theorize basals and such (testing probably) have lead primary classes into inadvertantly creating word callers is that I have had more word callers in my upper grade classes in the last few years as testing and fluency has grown in emphasis. Plus, it seems like I am having to work much harder to get children to LIKE books than I have in the past. It could be just my school though. :)Bonita ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies and Harcourt
. I trust this teacher's practice to be focused on pleasure and understanding and know this kiddo was not getting the wrong message about reading. And the other thing about this is that it is not a sweeping assumption that every kid needs this focus, this kid, who is loosing meaning because of dysfluent reading (not just rate, but phrasing, expression) was being intervened with on an individual basis. This is a class of readers and the teacher has shaped that self-image for every child. Lori I think you hit the nail on the head here, Lori. IF it is not a sweeping assumption that is used on all kids in all classrooms, and IF the focus is on meaning, then fluency is an important part of reading instruction. My fear is that sometimes political swings tend to pull classroom practice toward a place unthinkingly--you know what I mean? I wish I could wave a wand that gave all teachers the interest and passion of professional development that I see in this group of online teachers. Then, the political swings and basals would not make much difference--instruction would. :)Bonita ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension Strategy vs. Skill
What the authors propose is to say that strategies are deliberate, goal-directed attempts to control and modify the reader's efforts to decode text, to understand words and construct meanings of text. Reading skills are automatic actions that result in decoding and comprehension with speed, efficiency and fluency and usually occur without awareness of the components or control involved. Hi Jennifer, Do the authors give any examples that would help us to understand this difference? I am currently teaching an on-line graduate level reading course. I find that my participants use the terms strategy and skill interchangeably. They also refer to things like graphic organizers as strategies. Diana _ Helping your favorite cause is as easy as instant messaging. You IM, we give. http://im.live.com/Messenger/IM/Home/?source=text_hotmail_join ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension Strategy vs. Skill
Diana Here is a quote from the authors-- Children in elementary school, especially when instruction focuses on constructing meaning, learn to find main ideas, to skim and to reread first as deliberate actions and, with practice, , later accomplish the same actions with less effort and awareness. In this view of learning, reading strategies often become fluent reading skills. Skills and strategies may serve the same goals and may result in the same behavior. For example, a student may decode words, read a text fluently or find a main idea by using skills OR strategies or both. I teach a graduate reading course as well...until this moment, I had always thought of graphic organizers as a strategy for the teacher, not as a strategy for a student (unless the graphic organizer is created by the student...). Graphic organizers provide a visual representation of a text structure, or a thinking process but are not the actual thinking process or text structure...if that makes sense. Under this new idea of strategies being a deliberately chosen vehicle to decode or comprehend, perhaps I need to revise my definition... Jennifer -In a message dated 2/14/2008 8:26:42 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: Hi Jennifer, Do the authors give any examples that would help us to understand this difference? I am currently teaching an on-line graduate level reading course. I find that my participants use the terms strategy and skill interchangeably. They also refer to things like graphic organizers as strategies. Diana **The year's hottest artists on the red carpet at the Grammy Awards. Go to AOL Music. (http://music.aol.com/grammys?NCID=aolcmp0030002565) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension Strategy vs. Skill
Now I was taught that strategies were what good readers used to comprehend and that the skills were what the author used to organize his text. Like using compare/contrast or cause and effect to get the message across and readers need to be able to recognize that what the author was using. Debbie Diana Triplett [EMAIL PROTECTED] wrote: What the authors propose is to say that strategies are deliberate, goal-directed attempts to control and modify the reader's efforts to decode text, to understand words and construct meanings of text. Reading skills are automatic actions that result in decoding and comprehension with speed, efficiency and fluency and usually occur without awareness of the components or control involved. Hi Jennifer, Do the authors give any examples that would help us to understand this difference? I am currently teaching an on-line graduate level reading course. I find that my participants use the terms strategy and skill interchangeably. They also refer to things like graphic organizers as strategies. Diana _ Helping your favorite cause is as easy as instant messaging. You IM, we give. http://im.live.com/Messenger/IM/Home/?source=text_hotmail_join ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. - Looking for last minute shopping deals? Find them fast with Yahoo! Search. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension Strategy vs. Skill
although discussing strategy vs. skill as pedagogy is interesting the question i have is if teachers use the terms loosely and don't seem to recognize differences between strategies and skills in their delivery of instruction... why then would it be more effective for students to have the behaviors named?i would think that the behaviors themselves would be most important... not the terms.Did the article expound on that? In rereading the article, here is another quote that may help us to understand: We are convinced that the current lack of consistency in use of the terms reflects an underlying confusion about how skill and strategy are conceptualized. Such inconsistency can render our instruction ineffective, even confusing to our students and to us A cleaner conceptualization provides a common language with which to discuss and reflect on the considerable information that is available from the research, practice and theory related to skill and strategy. Second, it contributes to instructional clarity in which the teaching materials and procedures refer to a consistent set of understandings. Third, we can achieve a certain curricular economy if we regard skills and strategies as two sides of any given process or task. This perspective of commonality could limit the proliferation of standards to teach and measure The article also talks about how while beginning readers are more often strategic...as they develop they become skilled. They point out though, that even the most skilled readers will run into texts that are too difficult and will revert to becoming strategic once more. They argue that because of this we must also assess strategy usage and not just end point comprehension. Without knowing what strategies readers use at point of difficulty, we cannot tell what we need to teach next to bring the strategy to the level of a skill. Interesting stuff and I am still trying to digest all of this---there is some cognitive dissonance with my existing schema!!! :- Jennifer **The year's hottest artists on the red carpet at the Grammy Awards. Go to AOL Music. (http://music.aol.com/grammys?NCID=aolcmp0030002565) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension Strategy vs. Skill
Bev I am still waiting for my copy...and I can hardly wait! Fill us in as you read. Construction of meaning is a social act...lets learn together! Jennifer In a message dated 2/14/2008 9:15:51 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: Hmmm. And I've barely started reading To Understand. I wonder if my mind is about to go on a new journey yet again!! :-) Bev **The year's hottest artists on the red carpet at the Grammy Awards. Go to AOL Music. (http://music.aol.com/grammys?NCID=aolcmp0030002565) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies and Harcourt
Renee, This is one of the main reasons I don't panic when some of my student score poorly on exams. I'm an early childhood educator first (I thought pre-k for 20 years before becoming a 2nd grade teacher) and ALL my training for 4-5 year olds helped me understand the 7-8 year old. They are in the same developmental stage!! I teach very differently than many of my colleagues. However, I must say that the age range for this pre-operational period (Piaget) is 2-8 and so I see many light bulbs going off all year long. But when they don't for a particular child, I just look at the learning that comes before and work on that. I experienced this ten-fold in 1st grade. They are so young and can only make the connections they are developmentally ready for. But, who listens??? Debbie - Never miss a thing. Make Yahoo your homepage. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies and Harcourt
Has anyone taken into consideration some of Piaget's theories, which would support children from second grade on down being less likely to consider an assortment of ideas at the same time? I am not trying to denigrate the abilities of children, but what kind of comprehension are we looking for? Not counting the word callers and phonicators who trip gayly through text and then look at you blankly, I'm wondering if we aren't asking the average kid to know, do, and say more than they are developmentally ready for? Can't we just let them enjoy a story any more? Maybe tell us about their favorite part? Please don't lecture me on standards. I'm talking about real kids. Renee On Feb 13, 2008, at 5:30 AM, Patricia Kimathi wrote: I agree I see the same thing with my gifted 2nd graders. Comprehension seems a mystery. This has been a struggle, but we are almost there Patricia Kimathi Mission Parent Representative California Association for the Gifted 8465 South Van Ness Avenue Inglewood, CA 90305 Phone: 323.750.6559 Fax: 323.292.3626 Serving gifted students, parents, teachers, and administrators of Los Angeles County On Feb 11, 2008, at 6:19 PM, Bonita DeAmicis wrote: [EMAIL PROTECTED] wrote: I teach gifted 5th graders, but have taught regular 3rd through 5th as well as gifted 3rd through 5th. Having my reading endorsement, I too am surprised by the word callers at the beginning of the year. This year I was especially surprised because my class did not seem to think that comprehension was important. Can you imagine? It is my theory (totally unproven) that the trend toward testing and basals has hurried our students into fluent reading (ie word calling) at the expense of comprehension. The problem of students who can sound out, read smoothly, and have no clue what it means, has grown in recent years at the upper grades. I look forward to a return to balance... :)Bonita ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies and Harcourt
I've heard Lilian Katz say that in addition to asking what kids COULD do, we need to ask what they SHOULD do. Whatever we ask them to do should matter to their lives at this time. That might relate to what you are saying. Bev From: [EMAIL PROTECTED] Date: Wed, 13 Feb 2008 07:34:51 -0800 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Comprehension strategies and Harcourt Has anyone taken into consideration some of Piaget's theories, which would support children from second grade on down being less likely to consider an assortment of ideas at the same time? I am not trying to denigrate the abilities of children, but what kind of comprehension are we looking for? Not counting the word callers and phonicators who trip gayly through text and then look at you blankly, I'm wondering if we aren't asking the average kid to know, do, and say more than they are developmentally ready for? Can't we just let them enjoy a story any more? Maybe tell us about their favorite part? Please don't lecture me on standards. I'm talking about real kids. Renee On Feb 13, 2008, at 5:30 AM, Patricia Kimathi wrote: I agree I see the same thing with my gifted 2nd graders. Comprehension seems a mystery. This has been a struggle, but we are almost there Patricia Kimathi Mission Parent Representative California Association for the Gifted 8465 South Van Ness Avenue Inglewood, CA 90305 Phone: 323.750.6559 Fax: 323.292.3626 Serving gifted students, parents, teachers, and administrators of Los Angeles County On Feb 11, 2008, at 6:19 PM, Bonita DeAmicis wrote: [EMAIL PROTECTED] wrote: I teach gifted 5th graders, but have taught regular 3rd through 5th as well as gifted 3rd through 5th. Having my reading endorsement, I too am surprised by the word callers at the beginning of the year. This year I was especially surprised because my class did not seem to think that comprehension was important. Can you imagine? It is my theory (totally unproven) that the trend toward testing and basals has hurried our students into fluent reading (ie word calling) at the expense of comprehension. The problem of students who can sound out, read smoothly, and have no clue what it means, has grown in recent years at the upper grades. I look forward to a return to balance... :)Bonita ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Shed those extra pounds with MSN and The Biggest Loser! http://biggestloser.msn.com/ ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension strategies and Harcourt
I work with real kids and I consider them to be grand thinkers. I think the push to phonicate has little to do with development and something to do with the way we advertantly or inadvertantly message what is important about reading. Lori On 2/13/08 8:34 AM, Renee [EMAIL PROTECTED] wrote: Has anyone taken into consideration some of Piaget's theories, which would support children from second grade on down being less likely to consider an assortment of ideas at the same time? I am not trying to denigrate the abilities of children, but what kind of comprehension are we looking for? Not counting the word callers and phonicators who trip gayly through text and then look at you blankly, I'm wondering if we aren't asking the average kid to know, do, and say more than they are developmentally ready for? Can't we just let them enjoy a story any more? Maybe tell us about their favorite part? Please don't lecture me on standards. I'm talking about real kids. Renee On Feb 13, 2008, at 5:30 AM, Patricia Kimathi wrote: I agree I see the same thing with my gifted 2nd graders. Comprehension seems a mystery. This has been a struggle, but we are almost there Patricia Kimathi Mission Parent Representative California Association for the Gifted 8465 South Van Ness Avenue Inglewood, CA 90305 Phone: 323.750.6559 Fax: 323.292.3626 Serving gifted students, parents, teachers, and administrators of Los Angeles County On Feb 11, 2008, at 6:19 PM, Bonita DeAmicis wrote: [EMAIL PROTECTED] wrote: I teach gifted 5th graders, but have taught regular 3rd through 5th as well as gifted 3rd through 5th. Having my reading endorsement, I too am surprised by the word callers at the beginning of the year. This year I was especially surprised because my class did not seem to think that comprehension was important. Can you imagine? It is my theory (totally unproven) that the trend toward testing and basals has hurried our students into fluent reading (ie word calling) at the expense of comprehension. The problem of students who can sound out, read smoothly, and have no clue what it means, has grown in recent years at the upper grades. I look forward to a return to balance... :)Bonita ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- Lori Jackson District Literacy Coach Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension strategies and Harcourt
It's hard to sell the inadvertant message idea if we're listening to them read with a stopwatch in our hand. G. Date: Wed, 13 Feb 2008 17:14:30 -0700 From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Comprehension strategies and Harcourt I work with real kids and I consider them to be grand thinkers. I think the push to phonicate has little to do with development and something to do with the way we advertantly or inadvertantly message what is important about reading. Lori On 2/13/08 8:34 AM, Renee [EMAIL PROTECTED] wrote: Has anyone taken into consideration some of Piaget's theories, which would support children from second grade on down being less likely to consider an assortment of ideas at the same time? I am not trying to denigrate the abilities of children, but what kind of comprehension are we looking for? Not counting the word callers and phonicators who trip gayly through text and then look at you blankly, I'm wondering if we aren't asking the average kid to know, do, and say more than they are developmentally ready for? Can't we just let them enjoy a story any more? Maybe tell us about their favorite part?Please don't lecture me on standards. I'm talking about real kids.Renee On Feb 13, 2008, at 5:30 AM, Patricia Kimathi wrote:I agree I see the same thing with my gifted 2nd graders. Comprehension seems a mystery. This has been a struggle, but we are almost there Patricia Kimathi Mission Parent Representative California Association for the Gifted 8465 South Van Ness Avenue Inglewood, CA 90305 Phone: 323.750.6559 Fax: 323.292.3626 Serving gifted students, parents, teachers, and administrators of Los Angeles County On Feb 11, 2008, at 6:19 PM, Bonita DeAmicis wrote: [EMAIL PROTECTED] wrote: I teach gifted 5th graders, but have taught regular 3rd through 5th as well as gifted 3rd through 5th. Having my reading endorsement, I too am surprised by the word callers at the beginning of the year. This year I was especially surprised because my class did not seem to think that comprehension was important. Can you imagine?It is my theory (totally unproven) that the trend toward testing and basals has hurried our students into fluent reading (ie word calling) at the expense of comprehension. The problem of students who can sound out, read smoothly, and have no clue what it means, has grown in recent years at the upper grades. I look forward to a return to balance...:)Bonita ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org.Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org.Search the MOSAIC archives at http://snipurl.com/MosaicArchive. We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.-- Lori Jackson District Literacy Coach Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Shed those extra pounds with MSN and The Biggest Loser! http://biggestloser.msn.com/ ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension strategies and Harcourt
Yes, Bev That is exactly what I am saying. :-) Renee On Feb 13, 2008, at 7:45 AM, Beverlee Paul wrote: I've heard Lilian Katz say that in addition to asking what kids COULD do, we need to ask what they SHOULD do. Whatever we ask them to do should matter to their lives at this time. That might relate to what you are saying. Bev From: [EMAIL PROTECTED] Date: Wed, 13 Feb 2008 07:34:51 -0800 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Comprehension strategies and Harcourt Has anyone taken into consideration some of Piaget's theories, which would support children from second grade on down being less likely to consider an assortment of ideas at the same time? I am not trying to denigrate the abilities of children, but what kind of comprehension are we looking for? Not counting the word callers and phonicators who trip gayly through text and then look at you blankly, I'm wondering if we aren't asking the average kid to know, do, and say more than they are developmentally ready for? Can't we just let them enjoy a story any more? Maybe tell us about their favorite part? Please don't lecture me on standards. I'm talking about real kids. Renee On Feb 13, 2008, at 5:30 AM, Patricia Kimathi wrote: I agree I see the same thing with my gifted 2nd graders. Comprehension seems a mystery. This has been a struggle, but we are almost there Patricia Kimathi Mission Parent Representative California Association for the Gifted 8465 South Van Ness Avenue Inglewood, CA 90305 Phone: 323.750.6559 Fax: 323.292.3626 Serving gifted students, parents, teachers, and administrators of Los Angeles County On Feb 11, 2008, at 6:19 PM, Bonita DeAmicis wrote: [EMAIL PROTECTED] wrote: I teach gifted 5th graders, but have taught regular 3rd through 5th as well as gifted 3rd through 5th. Having my reading endorsement, I too am surprised by the word callers at the beginning of the year. This year I was especially surprised because my class did not seem to think that comprehension was important. Can you imagine? It is my theory (totally unproven) that the trend toward testing and basals has hurried our students into fluent reading (ie word calling) at the expense of comprehension. The problem of studen! ts who c an sound out, read smoothly, and have no clue what it means, has grown in recent years at the upper grades. I look forward to a return to balance... :)Bonita ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Shed those extra pounds with MSN and The Biggest Loser! http://biggestloser.msn.com/ ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Sometimes it's a little better to travel than to arrive. ~ Robert Pirsig ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension Strategy vs. Skill
I'm kind of partial to the midwest commonspeak: Strategies are what you do when you don't know what to do. There's some merit to it, albeit simplified a bit much. Hello everyone Has anyone else seen the latest issue of the Reading Teacher? The very first article may be of great interest to many of you on this list. Over the past few years, there have been many discussions here on Mosaic about the differences between strategies and skills. This article by Afflerbach, Pearson and Paris discusses the confusion in the field, looks at the uses of the terms historically in the reading field and then attempts to clarify the difference. What the authors propose is to say that strategies are deliberate, goal-directed attempts to control and modify the reader's efforts to decode text, to understand words and construct meanings of text. Reading skills are automatic actions that result in decoding and comprehension with speed, efficiency and fluency and usually occur without awareness of the components or control involved. Skills are used out of habit and unconsciously and are faster than strategies because conscious decision making is not required. The authors further argue that we need to be consistent and clear when we use the terms strategy and skill with students in order to make our instruction more effective. I am interested in hearing the reactions of the fine folks on this list to these ideas and encourage you to check out the article yourself. Jennifer List moderator _ Connect and share in new ways with Windows Live. http://www.windowslive.com/share.html?ocid=TXT_TAGHM_Wave2_sharelife_012008 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension Strategy vs. Skill
What I kinda got out of this article is that strategies become skills with practice. For example, one of those kids who barks at print is taught to stop herself periodically to ask herself if what she read makes sense. It feels awkward at first and the child must deliberately be reminded and then remind herself to do this. Then...this is self monitoring as a strategy. As the child evolves and improves as a reader...the self monitoring becomes a 'way of life'---automatic and a 'skill.' What fascinates me is the idea that while I might have 'visualizing' as a skill---usually I get a mind movie naturally when I read---there may be times when I am struggling with a text and have to consciously employ visualizing and then it goes back to being a strategy. I used to think of things like identifying story elements or naming text features as skills and MOT stuff as strategies. By this new definition... they all could be skills OR strategies depending on the person and whether or not they are consciously employed! Interesting stuff! Jennifer In a message dated 2/13/2008 8:58:17 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: I didn't mean to make light of the thoughtful article definitions, which I actually have read only a part of cuz it just came today, but I am thinking of skills as being knee jerk, such as when the rubber mallet strikes your knee at your physical exam. It reminds me of a saying by an esteemed educator (whose name annoyingly has left me at the moment) who was visiting classrooms in the order of Distar/Reading Mastery who proclaimed, I've never seen such barkers in my life! Surely she was hearing the results of skill instruction, yes? **The year's hottest artists on the red carpet at the Grammy Awards. Go to AOL Music. (http://music.aol.com/grammys?NCID=aolcmp0030002565) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies and Harcourt
Beverlee Paul [EMAIL PROTECTED] wrote: It's hard to sell the inadvertant message idea if we're listening to them read with a stopwatch in our hand. G. That is sort of where my theory arose. I noticed when I stopped doing fluency timings and starting focusing on enjoying the book, talking about what is happening, etc, students began to talk about comprehension and to enjoy reading. I had one struggling student who took a great leap in fluency after six months of NOT reading aloud or doing any timings...Sometimes, I suspect, our over-emphasis (or even small emphasis) on timing reading and reading aloud can mislead student priorities. The reason I theorize basals and such (testing probably) have lead primary classes into inadvertantly creating word callers is that I have had more word callers in my upper grade classes in the last few years as testing and fluency has grown in emphasis. Plus, it seems like I am having to work much harder to get children to LIKE books than I have in the past. It could be just my school though. :)Bonita ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension strategies and Harcourt
Dorothy Watson calls them phonicators. I guess this means that phonication is widespread. All humor aside, I agree with Beverly. Pronouncing is not reading. I generally explain that my blind parent has a sort of scanner that converts typed text to voice and, over the years, the sound quality has improved and although it is still somewhat mechanical, it is more fluent and expressive than I ever I thought a machine could be. No one out there would define what this machine does as reading, in the sense that we educators define reading. My father is the one pondering, questioning, synthesizing this information. He does the same when listening to audiobooks. I am not suggesting that children without a precluding disability should not learn to be their own pronouncers of text (my father read Braille fluently until he lost sensation in his fingertips), but when reading becomes a process more associated with a machine than a mind, we are in serious trouble. Lori - Original message - From: Beverlee Paul [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: 2008, 11, Monday Of February 20:10 Subject: Re: [MOSAIC] Comprehension strategies and Harcourt The real nubbin of the problem, in my opinion, is reflected on this listserv with just one day's posts. It starts and ends with a definition of reading. When what is actually decoding is called reading, it makes a difference in everything that's done. We are creating readers, all right--well, at least DIBELers and fluent somethings--why do we whine when we get exactly what we have taught? Decoders. Date: Mon, 11 Feb 2008 18:19:41 -0800 From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Comprehension strategies and Harcourt [EMAIL PROTECTED] wrote: I teach gifted 5th graders, but have taught regular 3rd through 5th as well as gifted 3rd through 5th. Having my reading endorsement, I too am surprised by the word callers at the beginning of the year. This year I was especially surprised because my class did not seem to think that comprehension was important. Can you imagine? It is my theory (totally unproven) that the trend toward testing and basals has hurried our students into fluent reading (ie word calling) at the expense of comprehension. The problem of students who can sound out, read smoothly, and have no clue what it means, has grown in recent years at the upper grades. I look forward to a return to balance... :)Bonita ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Climb to the top of the charts! Play the word scramble challenge with star power. http://club.live.com/star_shuffle.aspx?icid=starshuffle_wlmailtextlink_jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension strategies and Harcourt
In my experience as a K and 2nd grade teacher, and now as an Instructional Coach, I have found that comprehension is taught in the primary grade, but not as extensively as it should be. In addition, since many students lack the background knowledge they need to make sense of the texts they read, primary teachers need to work tirelessly at expanding that background knowledge. By taking advantage of read alouds to open new windows to the world, we can help expand that knowledge. Many books that we read aloud are simply fun and explore areas the students are already familiar with. Although there is certainly a time and place for those books, we have the responsibility to read texts that expand their vision and experience. In addition, from my experience in the classroom, students really love nonfiction texts and stories that go beyond the everyday experiences of these students. Laney -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Kendra Carroll Sent: Monday, February 11, 2008 9:10 AM To: Mosaic: A Reading Comprehension Strategies Email Group; mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Comprehension strategies and Harcourt In primary grades, it should be about 50-50. I am teaching 2nd grade for the first time after spending 3 years in first. I am seeing many students who word call on a 4th grade level but cannot comprehend near that level. Its almost like these students have spent so much time focusing on the word level that they have forgotten to take time to comprehend. I am not sure if this is developmental or that we as teachers K-1 are not spending enough time on comprehension. I would love to know the opinions of others:) Kendra North Carolina From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Sat 2/9/2008 5:32 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] Comprehension strategies and Harcourt I also want to know how comprehension is addressed in the primary grades...or is it mostly decoding? Jennifer Maryland **Biggest Grammy Award surprises of all time on AOL Music. (http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp003 00025 48) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies and Harcourt
I think it is really important that young children have MANY opportunities to think and talk about books while they are learning the tools of reading. Developing oral language and thinking skills needs to go hand in hand with decoding . Of course there will developmental limitations to their thinking but there needs to be lots of opportunity to develop thinking through talking, drawing ,etc. Exposure is critical. In this age of skills driven education, the idea of reading to children and talking about books seems to many like a waste of valuable time . I disagree. Lester Laminak writes about how important exposure to good literature is to the reading process. I think Kgn. and first grade teachers should read to their students at least 3 times a day and talk together about what they are reading. -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Kendra Carroll Sent: Monday, February 11, 2008 8:10 AM To: Mosaic: A Reading Comprehension Strategies Email Group; mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Comprehension strategies and Harcourt In primary grades, it should be about 50-50. I am teaching 2nd grade for the first time after spending 3 years in first. I am seeing many students who word call on a 4th grade level but cannot comprehend near that level. Its almost like these students have spent so much time focusing on the word level that they have forgotten to take time to comprehend. I am not sure if this is developmental or that we as teachers K-1 are not spending enough time on comprehension. I would love to know the opinions of others:) Kendra North Carolina From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Sat 2/9/2008 5:32 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] Comprehension strategies and Harcourt I also want to know how comprehension is addressed in the primary grades...or is it mostly decoding? Jennifer Maryland **Biggest Grammy Award surprises of all time on AOL Music. (http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp003 00025 48) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies and Harcourt
In primary grades, it should be about 50-50. I am teaching 2nd grade for the first time after spending 3 years in first. I am seeing many students who word call on a 4th grade level but cannot comprehend near that level. Its almost like these students have spent so much time focusing on the word level that they have forgotten to take time to comprehend. I am not sure if this is developmental or that we as teachers K-1 are not spending enough time on comprehension. I would love to know the opinions of others:) Kendra North Carolina From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Sat 2/9/2008 5:32 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] Comprehension strategies and Harcourt I also want to know how comprehension is addressed in the primary grades...or is it mostly decoding? Jennifer Maryland **Biggest Grammy Award surprises of all time on AOL Music. (http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp00300025 48) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies and Harcourt
The real nubbin of the problem, in my opinion, is reflected on this listserv with just one day's posts. It starts and ends with a definition of reading. When what is actually decoding is called reading, it makes a difference in everything that's done. We are creating readers, all right--well, at least DIBELers and fluent somethings--why do we whine when we get exactly what we have taught? Decoders. Date: Mon, 11 Feb 2008 18:19:41 -0800 From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Comprehension strategies and Harcourt [EMAIL PROTECTED] wrote: I teach gifted 5th graders, but have taught regular 3rd through 5th as well as gifted 3rd through 5th. Having my reading endorsement, I too am surprised by the word callers at the beginning of the year. This year I was especially surprised because my class did not seem to think that comprehension was important. Can you imagine? It is my theory (totally unproven) that the trend toward testing and basals has hurried our students into fluent reading (ie word calling) at the expense of comprehension. The problem of students who can sound out, read smoothly, and have no clue what it means, has grown in recent years at the upper grades. I look forward to a return to balance... :)Bonita ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _ Climb to the top of the charts! Play the word scramble challenge with star power. http://club.live.com/star_shuffle.aspx?icid=starshuffle_wlmailtextlink_jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension strategies and Harcourt
I teach gifted 5th graders, but have taught regular 3rd through 5th as well as gifted 3rd through 5th. Having my reading endorsement, I too am surprised by the word callers at the beginning of the year. This year I was especially surprised because my class did not seem to think that comprehension was important. Can you imagine? We have read and discussed everything you can imagine! They are so tired of me making them retell, summarize, think about it, say it another way, act it out, draw a picture, etc. that I think they are going to comprehend just to get me off their backs! I do feel like we have made great strides; however, I don't know where the problem started. I have always stressed comprehension is just as important as reading. You can't have one without the other. Karen **The year's hottest artists on the red carpet at the Grammy Awards. Go to AOL Music. (http://music.aol.com/grammys?NCID=aolcmp0030002565) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] Comprehension strategies and Harcourt
This is my first year in kindergarten after six years in the upper elementary grades so I feel experienced enough to jump in on this topic. When teaching 4th grade I always felt like the kids were coming to us weak in comprehension skills--great word callers but couldn't tell me what they'd read about; much less have a conversation in a book club. Now that I'm in kindergarten the focus is on letter and sound recognition (and sight word recog.) that sometimes I think we underestimate the thinking skills that our little guys and gals can engage in while listening. So, I am working very hard to incorporate higher level thinking strategies during my reading instruction and read alouds. Now if only I could get my teammates to jump on my bandwagon:-) Nicole in NC ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension strategies and Harcourt
Ah Krista, we are in the same boat, different states! I am in a Reading First school using Scott Foresman, the 2000 version! The most recent version has a lot of in depth comprehension strategy lessons (at least in the upper grades--I previewed the 4th grade set when our district was adopting last year) and we are teaching from the old series (there have been two newer versions since this one came out) because that is what we had when we received the grant four years ago and we must be consistent!! As a matter of fact, my phonics instruction is called Links and it is 100% scripted. I try to share my ideas with my partners and their response is wow, you sure read a lot, when do you have time for your family? ARGH!! (Not to worry, my family is not neglected and they are much happier when I am happy.) So, I'm the lone ranger thinking aloud, thinking aloud, thinking aloud until the cows come home and lo and behold, we (my little guys and gals) are predicting and making connections. Yippe--even it is only my 16, 16 is better than none, right?:-) On a positive note I have a student teacher this semester and I have already given her my old copy of Mosaic and told her that whatever she did between now and the beginning of the new school year, she needed to read that book cover to cover until it was ingrained in her brain. I told her if she learns anything from me it is that if you want to keep yourself up to date on best practices you need to search for what is best for your children, not wait for some textbook company or an administrator fishing for quick miracle cures (or band-aids for gaping wounds, as I so fondly refer to Reading First) to give you the tools you need. On that note, have a good night and happy reading! Nicole in NC -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Krista Sadlers Sent: Monday, February 11, 2008 8:47 PM To: 'Mosaic: A Reading Comprehension Strategies Email Group' Subject: Re: [MOSAIC] Comprehension strategies and Harcourt Oh you should see my plans Lori...I write in SUPPLEMENT and SUBSTITUTE as often as I think I can get away with it. I am very vocal in my disregard for this reading series with all of my administrators and they haven't yet bothered me. My team regards me as the book queen because I have a book for everything and often try to share some of my lessons with them. The district is choosing a new reading series for next year - hopefully I'll get lucky and get one forced upon me that is at least half-way decent. My problem is that I came from RI and they allowed us more freedom to teach. After four years I continue to struggle with someone telling me that I'm expected to read from the book and be on page 67 on Tuesday. -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Ljackson Sent: Monday, February 11, 2008 8:37 PM To: [EMAIL PROTECTED], Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Comprehension strategies and Harcourt Amen, and if you are stuck with a pacing guide, then think about the literature you can incorporate into social studies and science. Perhaps you can find more freedom within the content areas and there is so much rich literature to support study in these areas. Lori - Original message - From: Dan Nicole Lavinder [EMAIL PROTECTED] To: 'Mosaic: A Reading Comprehension Strategies Email Group' mosaic@literacyworkshop.org Date: 2008, 11, Monday Of February 17:41 Subject: Re: [MOSAIC] Comprehension strategies and Harcourt This is my first year in kindergarten after six years in the upper elementary grades so I feel experienced enough to jump in on this topic. When teaching 4th grade I always felt like the kids were coming to us weak in comprehension skills--great word callers but couldn't tell me what they'd read about; much less have a conversation in a book club. Now that I'm in kindergarten the focus is on letter and sound recognition (and sight word recog.) that sometimes I think we underestimate the thinking skills that our little guys and gals can engage in while listening. So, I am working very hard to incorporate higher level thinking strategies during my reading instruction and read alouds. Now if only I could get my teammates to jump on my bandwagon:-) Nicole in NC ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. No virus found in this incoming
Re: [MOSAIC] Comprehension strategies and Harcourt
[EMAIL PROTECTED] wrote: I teach gifted 5th graders, but have taught regular 3rd through 5th as well as gifted 3rd through 5th. Having my reading endorsement, I too am surprised by the word callers at the beginning of the year. This year I was especially surprised because my class did not seem to think that comprehension was important. Can you imagine? It is my theory (totally unproven) that the trend toward testing and basals has hurried our students into fluent reading (ie word calling) at the expense of comprehension. The problem of students who can sound out, read smoothly, and have no clue what it means, has grown in recent years at the upper grades. I look forward to a return to balance... :)Bonita ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension strategies and Harcourt
Oh you should see my plans Lori...I write in SUPPLEMENT and SUBSTITUTE as often as I think I can get away with it. I am very vocal in my disregard for this reading series with all of my administrators and they haven't yet bothered me. My team regards me as the book queen because I have a book for everything and often try to share some of my lessons with them. The district is choosing a new reading series for next year - hopefully I'll get lucky and get one forced upon me that is at least half-way decent. My problem is that I came from RI and they allowed us more freedom to teach. After four years I continue to struggle with someone telling me that I'm expected to read from the book and be on page 67 on Tuesday. -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Ljackson Sent: Monday, February 11, 2008 8:37 PM To: [EMAIL PROTECTED], Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Comprehension strategies and Harcourt Amen, and if you are stuck with a pacing guide, then think about the literature you can incorporate into social studies and science. Perhaps you can find more freedom within the content areas and there is so much rich literature to support study in these areas. Lori - Original message - From: Dan Nicole Lavinder [EMAIL PROTECTED] To: 'Mosaic: A Reading Comprehension Strategies Email Group' mosaic@literacyworkshop.org Date: 2008, 11, Monday Of February 17:41 Subject: Re: [MOSAIC] Comprehension strategies and Harcourt This is my first year in kindergarten after six years in the upper elementary grades so I feel experienced enough to jump in on this topic. When teaching 4th grade I always felt like the kids were coming to us weak in comprehension skills--great word callers but couldn't tell me what they'd read about; much less have a conversation in a book club. Now that I'm in kindergarten the focus is on letter and sound recognition (and sight word recog.) that sometimes I think we underestimate the thinking skills that our little guys and gals can engage in while listening. So, I am working very hard to incorporate higher level thinking strategies during my reading instruction and read alouds. Now if only I could get my teammates to jump on my bandwagon:-) Nicole in NC ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.516 / Virus Database: 269.20.2/1272 - Release Date: 2/11/2008 5:28 PM No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.5.516 / Virus Database: 269.20.2/1272 - Release Date: 2/11/2008 5:28 PM ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
