Re: [MOSAIC] help with remediation of reading objectives
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. Analyze characters, events, and plots within and between selections and cite supporting evidence. 4. Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts and/or maps. I would greatly appreciate any help that could be provided. The powers that be want the teachers to plan for this remediation themselves. However...I am trying to understand how that is wise, since they planned the first time and the students didn't master the skill. Rosie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] help with remediation of reading objectives
Rosie, Keep it Simple and Explicit! Model using think-alouds. Simplify the objective and explicitly convey it to students. Choose literature that will be easy for teachers to interact with to model the objective using think-alouds. Interact authentically with the literature. By this I mean, if you question, let it show in your voice and actions. If you experience a wow moment with the literature, let the kids see it! Be real! Students don't always know when the teacher is reading aloud and when they are thinking aloud. It might help if you tell them that, when you share your thoughts, you will point to your brain and look away from the book. Model the objective as often as necessary so students get the idea of how they should be thinking in their heads as they read. Then let them practice using actual literature on their own reading level, while you monitor and help guide their thinking. Literature groups could be helpful here. Give them practice time often. Discuss the needed elements to accomplish the objective. Make a poster of student thoughts to remind them. Put it on the wall. Then give them a printed selection to assess their achievement of the objective. Help them see their progress. Debrief as a class; always let the students share their successes and difficulties. Always encourage them; not all reading strategies are use with every text. Sent respectfully to encourage you, Susan - Original Message - From: rr1...@aol.com To: mosaic@literacyworkshop.org Sent: Saturday, January 30, 2010 8:02 AM Subject: [MOSAIC] help with remediation of reading objectives Any advice/resources on how to reteach these would be greatly appreciated. Rosie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] help with remediation of reading objectives
Lori, I understand the objective but just would like a different approach. I am required to teach from a basal and have few outside resources available through the district. Rosie -Original Message- From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Sat, Jan 30, 2010 1:09 pm Subject: Re: [MOSAIC] help with remediation of reading objectives 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. Analyze characters, events, and plots within and between selections and cite supporting evidence. 4. Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts and/or maps. I would greatly appreciate any help that could be provided. The powers that be want the teachers to plan for this remediation themselves. However...I am trying to understand how that is wise, since they planned the first time and the students didn't master the skill. Rosie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] help with remediation of reading objectives
Well, I have to say that the lettered points do not cover the objective (too geared to fiction when the objective is broader). You may see it clearly (and I can clearly see it), but as written, something, somewhere will be neglected. But in terms of the first objective, I would think it would also include the ability to apply an understanding of the meaning of bases and suffixes and how their addition to a word changes meaning. We saw, in my previous district, kiddos who could pronounce the word but were not thinking about word meaning. I am thinking I would like students to be able to evaluate a passage and identify words that are unknown to them. Then I would want them to be able to apply a variety of strategies including context clues and structural analysis to predict meaning. If this failed, I would want them to be able to identify those word that appear critical to understanding and be able to identify next steps (dictionary, online resources, etc.). I don't know, Rosie, is that any closer to what you are looking for? 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 16:24:57 -0500 From: rr1...@aol.com Subject: Re: [MOSAIC] help with remediation of reading objectives Lori, I understand the objective but just would like a different approach. I am required to teach from a basal and have few outside resources available through the district. Rosie -Original Message- From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Sat, Jan 30, 2010 1:09 pm Subject: Re: [MOSAIC] help with remediation of reading objectives 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. Analyze characters, events, and plots within and between selections and cite supporting evidence. 4. Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts and/or maps. I would greatly appreciate any help that could be provided. The powers that be want the teachers to plan for this remediation themselves. However...I am trying to understand how that is wise, since they planned the first time and the students didn't master the skill. Rosie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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] help with remediation of reading objectives
Lori wrote: But in terms of the first objective, I would think it would also include the ability to apply an understanding of the meaning of bases and suffixes and how their addition to a word changes meaning. Knowledge of word structure can affect achievement in some startling ways. For example, a handful of my husband's high school students could easily give the meaning of the word different, yet had no clue what to make of the word differ. The common question, How do they differ? was unintelligible to them. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] help with remediation of reading objectives
I believe that one thing that is being neglected is vocabulary, and what I call word work, such as base words, prefixes, suffixes, etc. My literacy coach insists that I teach the spelling rule each week, but doesn't seem to see that word work has equal or greater value. My students are fourth graders, they should be past phonics by now. I agree that they need context clues, and structural analysis way more than they phonics. I just wish I could convince the literacy coach of that. Rosie -Original Message- From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Sat, Jan 30, 2010 6:10 pm Subject: Re: [MOSAIC] help with remediation of reading objectives Well, I have to say that the lettered points do not cover the objective (too geared to fiction when the objective is broader). You may see it clearly (and I can clearly see it), but as written, something, somewhere will be neglected. But in terms of the first objective, I would think it would also include the ability to apply an understanding of the meaning of bases and suffixes and how their addition to a word changes meaning. We saw, in my previous district, kiddos who could pronounce the word but were not thinking about word meaning. I am thinking I would like students to be able to evaluate a passage and identify words that are unknown to them. Then I would want them to be able to apply a variety of strategies including context clues and structural analysis to predict meaning. If this failed, I would want them to be able to identify those word that appear critical to understanding and be able to identify next steps (dictionary, online resources, etc.). I don't know, Rosie, is that any closer to what you are looking for? 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 16:24:57 -0500 From: rr1...@aol.com Subject: Re: [MOSAIC] help with remediation of reading objectives Lori, I understand the objective but just would like a different approach. I am required to teach from a basal and have few outside resources available through the district. Rosie -Original Message- From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Sat, Jan 30, 2010 1:09 pm Subject: Re: [MOSAIC] help with remediation of reading objectives 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. Analyze characters, events, and plots within and between selections and cite supporting evidence. 4. Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts and/or maps. I would greatly appreciate any help that could be provided. The powers that be want the teachers to plan for this remediation themselves. However...I am trying to understand how that is wise, since they planned the first time and the students didn't master the skill. Rosie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive
