Re: [Understand] Chapter six?
Hi Jennifer, Yes, it's very hard being "me" sometimes and not having others feel intimidated by "you". As a teacher leader, by default or appointment, you do set yourself apart and even though you could make an impact sometimes you don't because teachers don't see you as someone having the power or the authority to demand anything of them. And, of course, you wouldn't. You or, speaking for myself, I, would just love to have similar conversations at my workplace as the ones we have on this list . I'm sure many of us feel that way. I know I need to accept the fact that won't happen, unless you're at the Manhattan New School, or at the PEBC, or on Mosaic or TAWL or TLN. I am so grateful I can say I have cyber friends and that I've even met many of them from time to time. :) Yes, generally speaking, teachers don't buck the system. We simply comply and then complain on the side or take it out on our colleagues or, sad to say, on our students. I think it's high time we bucked the system and we stood up for ourselves, our profession, and our students; there are a myriad of ways to do that. I'm off to Teacher's Convention! Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ Elisa I have had similar experiences...and it hurts. I am trying very hard to be myself...I don't hide that I want to learn and improve but I try not to throw it in people's faces either... It is hard. It is the same thing that makes it hard for anyone who believes in the concept of teacher leadership.To be a teacher leader you set yourself apart and that makes you suspect. I have just read a book that has been around a while. It is called the Teaching Gap. (Stigler and Hiebert, I believe.) One of the things that they talk about is the TIMMS study where they compared teaching methods in math and science in Japan, Germany and the US. One of the most telling statements in this book is that teaching is a cultural activity. What teachers are supposed to do and what students are supposed to do in school is a cultural expectation in each country. The difference between the US and Japan for example, is that we have no system in place to change things in a slow and systematic way. Individuals, bright shining stars may be inspirational, but when they retire, they take their expertise with them...and while they are in the classroom they often are shamed into keeping quiet by peers. Stigler and Hiebert say that nothing is wrong with US teachers, it is that most teachers have limited teaching methods that are culturally based and no systematic way to change the teaching culture. Japan has the lesson study process which teachers use to slowly and steadily change teaching. National curriculum is developed FROM the LESSONS that TEACHERS develop through lesson study rather than the other way around. Teachers learn better ways of teaching by watching each other teach and share it with others. SO...I guess what I am saying, the long way around, is that maybe the expectations for teaching and teachers are in our culture and bucking the system is hard! Jennifer I ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
Yes, you are right. If it weren't for listservs like this one it would be heart to maintain one's sanity. Thank you to everybody for your words of encouragement. Some days are better than others and lately certain events have just taken their toll on me. We go to two days, starting tomorrow, of Teacher's Convention here and I am presenting two sessions tomorrow morning. Then Monday is Family Day so we have a three-day weekend. I am looking forward to the break. Cheers, Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ That is the beauty of the Internet and lists like this. You can create a Personal Learning Network of likeminded people even if you cannot find a group at your location. Sharing ideas here is powerful and hopefully, eventually there will also be local people who share your passion. Janice ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
Our secondary teachers, some--not all, struggle with the idea of cutting kids slack on deadlines. Drives me nuts. Part of my job is data collection, and believe me, I could slap a lot of F's on these same teachers!! They don't meet deadlines, but have this double standard for kids. Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 - Original message - From: wr...@att.net To: Special Chat List for \To Understand: New Horizons inReadingComprehension\ Date: Monday, February 09, 2009 8:41 PM Subject: Re: [Understand] Chapter six? > > > > If teachers themselves don't respect hard work, then how will the students in > the building respect hard work? You wrote about something, Lori, that I have > been thinking about for a long time. > Jan > > > -- Original message from Ljackson : > -- > > > Among our high school and middle school students, there is an alarming and > increasing trend for them to be little one another for academic excellence, > as > if the image of 'school boy' or 'school girl' were among the derisive to be > served up. Sadly, I see a similar sort of subtle derision towards teachers > who > excel. I have heard, far too many times, comments that imply that somehow > the > effective teachers are doing well because they get 'better kids'. Honestly, > when I was in the classroom, I hear it enough to begin to self-doubt. > Stepping > out to coach helps me to see clearly that it was the qualities of > self-reflection, drive and dedication combined with respect for kids AND not > some magical class roster that helped me reach for more as a teacher. I am > not > saying I was or am perfect--but it is the reaching that separates > professionals > from employees, IMO. I am convinced that it is that reflective stance that > can > just plain intimidate others. Take heart, Elisa, and remember--we make our > PLC's > > where we find them. > > > > Lori Jackson > > District Literacy Coach and Mentor > > Todd County School District > > Box 87 > > Mission SD 5755 > > > > > > ___ > Understand mailing list > Understand@literacyworkshop.org > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
That is the beauty of the Internet and lists like this. You can create a Personal Learning Network of likeminded people even if you cannot find a group at your location. Sharing ideas here is powerful and hopefully, eventually there will also be local people who share your passion. Janice On Feb 8, 2009, at 9:53 PM, Waingort Jimenez, Elisa wrote: My sentiments exactly. I feel as I am seen as too eager, too studious or just too much. It's exhausting trying not to be who I am but it's also a bit alienating being the kind of teacher you describe below. I once walked into the school library where two teachers were chuckling as one showed the other my blog. There may have been nothing bad intended in the chuckle but it still made me feel sad. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. —Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ and find at times I am alienated from others because of my desire to read and improve on my teaching etc. ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/ understand_literacyworkshop.org Janice Friesen jani...@jfriesen.net "An adult can't expect to teach a 6 year old how to swim without getting wet." We can't expect to effectively prepare students for their future education, career, civic and personal activities without fully embracing Web 2.0 in schools. Quote from Nancy Willard in email ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
If teachers themselves don't respect hard work, then how will the students in the building respect hard work? You wrote about something, Lori, that I have been thinking about for a long time. Jan -- Original message from Ljackson : -- Among our high school and middle school students, there is an alarming and increasing trend for them to be little one another for academic excellence, as if the image of 'school boy' or 'school girl' were among the derisive to be served up. Sadly, I see a similar sort of subtle derision towards teachers who excel. I have heard, far too many times, comments that imply that somehow the effective teachers are doing well because they get 'better kids'. Honestly, when I was in the classroom, I hear it enough to begin to self-doubt. Stepping out to coach helps me to see clearly that it was the qualities of self-reflection, drive and dedication combined with respect for kids AND not some magical class roster that helped me reach for more as a teacher. I am not saying I was or am perfect--but it is the reaching that separates professionals from employees, IMO. I am convinced that it is that reflective stance that can just plain intimidate others. Take heart, Elisa, and remember--we make our PLC's > where we find them. > > Lori Jackson > District Literacy Coach and Mentor > Todd County School District > Box 87 > Mission SD 5755 > ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
Yes, and I especially agree with you when you say, "we make our PLC's where we find them". I couldn't have said it any better than that! Something I've noticed lately is that everyone seems tired and not as willing to engage in conversation, including some of the administration, about pedagogy. I'm tired too but I never not have time to talk school, kids, and related issues. Maybe it's too much to expect the same in return from teachers although I assume others are like me until proven wrong. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ it was the qualities of self-reflection, drive and dedication combined with respect for kids AND not some magical class roster that helped me reach for more as a teacher. I am not saying I was or am perfect--but it is the reaching that separates professionals from employees, IMO. I am convinced that it is that reflective stance that can just plain intimidate others. Take heart, Elisa, and remember--we make our PLC's where we find them. Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
Elisa I have had similar experiences...and it hurts. I am trying very hard to be myself...I don't hide that I want to learn and improve but I try not to throw it in people's faces either... It is hard. It is the same thing that makes it hard for anyone who believes in the concept of teacher leadership.To be a teacher leader you set yourself apart and that makes you suspect. I have just read a book that has been around a while. It is called the Teaching Gap. (Stigler and Hiebert, I believe.) One of the things that they talk about is the TIMMS study where they compared teaching methods in math and science in Japan, Germany and the US. One of the most telling statements in this book is that teaching is a cultural activity. What teachers are supposed to do and what students are supposed to do in school is a cultural expectation in each country. The difference between the US and Japan for example, is that we have no system in place to change things in a slow and systematic way. Individuals, bright shining stars may be inspirational, but when they retire, they take their expertise with them...and while they are in the classroom they often are shamed into keeping quiet by peers. Stigler and Hiebert say that nothing is wrong with US teachers, it is that most teachers have limited teaching methods that are culturally based and no systematic way to change the teaching culture. Japan has the lesson study process which teachers use to slowly and steadily change teaching. National curriculum is developed FROM the LESSONS that TEACHERS develop through lesson study rather than the other way around. Teachers learn better ways of teaching by watching each other teach and share it with others. SO...I guess what I am saying, the long way around, is that maybe the expectations for teaching and teachers are in our culture and bucking the system is hard! Jennifer In a message dated 2/8/2009 11:02:14 P.M. Eastern Standard Time, elwaingor...@cbe.ab.ca writes: My sentiments exactly. I feel as I am seen as too eager, too studious or just too much. It's exhausting trying not to be who I am but it's also a bit alienating being the kind of teacher you describe below. I once walked into the school library where two teachers were chuckling as one showed the other my blog. There may have been nothing bad intended in the chuckle but it still made me feel sad. Elisa **Nothing says I love you like flowers! Find a florist near you now. (http://yellowpages.aol.com/search?query=florist&ncid=emlcntusyelp0001) ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
Among our high school and middle school students, there is an alarming and increasing trend for them to be little one another for academic excellence, as if the image of 'school boy' or 'school girl' were among the derisive to be served up. Sadly, I see a similar sort of subtle derision towards teachers who excel. I have heard, far too many times, comments that imply that somehow the effective teachers are doing well because they get 'better kids'. Honestly, when I was in the classroom, I hear it enough to begin to self-doubt. Stepping out to coach helps me to see clearly that it was the qualities of self-reflection, drive and dedication combined with respect for kids AND not some magical class roster that helped me reach for more as a teacher. I am not saying I was or am perfect--but it is the reaching that separates professionals from employees, IMO. I am convinced that it is that reflective stance that can just plain intimidate others. Take heart, Elisa, and remember--we make our PLC's where we find them. Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 - Original message - From: Waingort Jimenez, Elisa To: Special Chat List for \To Understand: New Horizons in ReadingComprehension\ Date: Sunday, February 08, 2009 10:03 PM Subject: Re: [Understand] Chapter six? > My sentiments exactly. I feel as I am seen as too eager, too studious or > just too much. It's exhausting trying not to be who I am but it's also a bit > alienating being the kind of teacher you describe below. I once walked into > the school library where two teachers were chuckling as one showed the other > my blog. There may have been nothing bad intended in the chuckle but it > still made me feel sad. > Elisa > > Elisa Waingort > Grade 2 Spanish Bilingual > Dalhousie Elementary > Calgary, Canada > > The best and most beautiful things in the world cannot be seen or even > touched. They must be felt within the heart. > Helen Keller > > Visit my blog, A Teacher's Ruminations, and post a message. > http://waingortgrade2spanishbilingual.blogspot.com/ > > > > and find at times I am > alienated from others because of my desire to read and improve on my > teaching etc. > > > > > ___ > Understand mailing list > Understand@literacyworkshop.org > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > > ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
Hey Bev, You got a chuckle out of me on that one. :) Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ And do you know what, Elisa? Probably somewhere more than a decade ago, there were two bicylists snickering, "That Lance Armstrong! Who does he think he is? Why doesn't he get a life??? Is racing the only thing he can think about? Duh, Lance!" ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
And do you know what, Elisa? Probably somewhere more than a decade ago, there were two bicylists snickering, "That Lance Armstrong! Who does he think he is? Why doesn't he get a life??? Is racing the only thing he can think about? Duh, Lance!" > Date: Sun, 8 Feb 2009 20:53:17 -0700 > From: elwaingor...@cbe.ab.ca > To: understand@literacyworkshop.org > Subject: Re: [Understand] Chapter six? > > My sentiments exactly. I feel as I am seen as too eager, too studious or just > too much. It's exhausting trying not to be who I am but it's also a bit > alienating being the kind of teacher you describe below. I once walked into > the school library where two teachers were chuckling as one showed the other > my blog. There may have been nothing bad intended in the chuckle but it still > made me feel sad. > Elisa > > Elisa Waingort > Grade 2 Spanish Bilingual > Dalhousie Elementary > Calgary, Canada > > The best and most beautiful things in the world cannot be seen or even > touched. They must be felt within the heart. > —Helen Keller > > Visit my blog, A Teacher's Ruminations, and post a message. > http://waingortgrade2spanishbilingual.blogspot.com/ > > > > and find at times I am > alienated from others because of my desire to read and improve on my > teaching etc. > _ Stay up to date on your PC, the Web, and your mobile phone with Windows Live. http://clk.atdmt.com/MRT/go/msnnkwxp1020093185mrt/direct/01/ ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
My sentiments exactly. I feel as I am seen as too eager, too studious or just too much. It's exhausting trying not to be who I am but it's also a bit alienating being the kind of teacher you describe below. I once walked into the school library where two teachers were chuckling as one showed the other my blog. There may have been nothing bad intended in the chuckle but it still made me feel sad. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ and find at times I am alienated from others because of my desire to read and improve on my teaching etc. ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
Hi everyone I am just coming off the CCIRA conference and am sooo fired up! Nancy Atwell was one of the Key Note Speakers. I loved what she reminded us all of and that is book talks. Getting our kids into those "just right" books for them is about books that will speak to them. She said that all the teachers at her school make it their goal to book talk loads of books especially at the beginning of the year. Exposure I guess you could say is so important especially for those reluctant readers, right? They have at their website http://www.c-t-l.org/kids_recommend.html among other things recommended books from their students by grade level and boy/girl lists. You can read her beautiful expectations for their students at the Center for Teaching and Learning. She said, and I agree, real reading (not fake) and real writing make people happy. I am reminded of a student I had a couple of years ago who to quote him, "I don't read books." One day in October slammed a book shut that he was reading and announced to the entire class during our silent reading, "I can't believe it I just finished an entire book on my own!" Everyone was startled but erupted in applause! So our job is to find the books that speak to the kids. Every year I have sixth graders like this young man who enter my room and say, "I don't like to read, I don't read, good luck Ms. C!" Yeah well I tell them they haven't spent time with me and I love a good challenge. Those kids that read like crazy aren't my concern initially it is those kids who see themselves as a non-reader. There are too many good authors to not hook kids on reading. So book talk and be passionate about it and they will come to the book and open the cover and find page one and off they go! I have also found that those avid readers are my allies in this endeavor. I invite them to tell about authors they read over and over, books in a series they adore, etc. The second question you pose Jennifer about the teachers who are eager to improve and passionate while others are satisfied with the status quo...hum I have struggled with this long and hard and find at times I am alienated from others because of my desire to read and improve on my teaching etc. A colleague of mine we are going on our second year of conducting a Professional Learning Community and I know from my reading how important it is to have dialogue with peers yet once a month we try to gather people together to talk (in this case Writer's Workshop) and it is very hard to get everyone on board. However, I have come to the conclusion that the small group we have acquired that comes every time is enough. My principal always reminds me of the stinky cheese concept (Who Moved My Cheese)! So my colleague and I keep plugging along and for me I am focused on those that are there and not those that are not there. It is a beginning. I do know this work is hard, rigorous, and reflective. It takes time. Maybe time that not everyone can give to it? On Sun, Feb 1, 2009 at 5:02 PM, wrote: > > Hello Understand list members! > We have been pretty quiet since the holidays. I am going to try again to > stimulate a little discussion. We didn't have much to say on Chapter five so > feel free, if the urge hits you to go back to those pages and share your > thoughts. > > In the meantime, let's focus as a group on chapter six for the next two > weeks. > > On page 136 Ellin writes: > " I began to wonder if the decline in that initial curiosity and energy for > learning must be inevitable. I know that some students seem likely to lose > their interests and passions, but also that some never do. Why do these few > retain the freshness of desire to learn?" > > What are you theories about this? Let's go one step further and apply it to > teachers...why are there some of us that are eager to learn and improve and > are passionate about improving instruction while others are satisfied with > the > status quo? > > A second question... > On page 149 Ellin argues for a more "moderate approach to book selection." > She says she understands how students who consistently read things that are > too > easy or too hard can lose interest in reading but also believes that > readability formulas are very limited in utility and do not account for > student > schema and interest. What are your views on book selection and how do you > handle > this in your classroom? What is your belief system and how do you use what > you believe to make decisions about what reading materials you use? > > Choose either or both to respond to OR start your own thread. > Jennifer > > **Know Your Numbers: Get tips and tools to help you improve your > credit score. > (http://www.walletpop.com/credit/credit-reports?ncid=emlcntuswall0002) > ___ > Understand mailing list > Understand@literacyworkshop.org > http://literacyworkshop.org/mailman/listinfo/understand_literac
Re: [Understand] Chapter six?
Here's a link for Pioneer Valley Books: http://www.pvep.com/home/ If you search the site you can even read the books on line to see if they fit your needs. I first started using the Pioneer Valley books as a Reading Recovery teacher. Now as a classroom teacher I use them for guided reading, especially in 1st grade. Students love reading about the same characters as they progress in reading more difficult text. They also offer a Book Builder cd that allows you to customize books for beginning readers, very useful when teaching guided reading in Kindergarten. Mary On Sat, Feb 7, 2009 at 8:57 PM, Mary Milner wrote: > My Reading Recovery partner and I also LOVE the Pioneer Valley books! And, > more importantly, the kids love them! One thing we like about these books, > especially at the lowest levels, is that the texts have lots of high > frequency words that are repeated frequently, but the texts are not so > patterned that the kids don't have to look at the print. Also, even at the > harder levels, these books don't have so much text closely spaced on a > page. > Sometimes that will totally freak out a hard-to-teach kid. The little > stories have good plots for this kind of book, also, whereas books from > some > other publishers don't have a lot of meaning. And if you have ELL > learners, > most of the Pioneer Valley books are great. (And, no, I'm not getting paid > for this endorsement!) > > Most kids totally fall in love with Bella and Rosie. Bella is always the > adventurous one, and > Rosie is more timid. I have had Reading Recovery students who wrote the > author of the Bella and Rosie books (who happens to be a RR teacher). I > mailed the letters to her c/o of Pioneer Valley, and she answers back, with > a hand-written letter! > Mary M. > TX > > -Original Message- > From: understand-boun...@literacyworkshop.org > [mailto:understand-boun...@literacyworkshop.org] On Behalf Of Palmer, > Jennifer > Sent: Saturday, February 07, 2009 7:15 PM > To: Special Chat List for "To Understand: New Horizons in Reading > Comprehension" > Subject: Re: [Understand] Chapter six? > > Who is the publisher? Are these tradebooks or books written specifically > for > teaching reading? Where can I find them? > > > Jennifer Palmer > Reading Specialist, National Board Certified Teacher, FLES "Reading is not > a > duty, and has consequently no business to be made disagreeable!" > -Augustine Birrell > > > > > From: understand-boun...@literacyworkshop.org on behalf of janelle dorr > Sent: Sat 2/7/2009 8:10 PM > To: pehinerman...@yahoo.com; Special Chat List for "To Understand: New > Horizons inReadingComprehension" > Subject: Re: [Understand] Chapter six? > > > > to piggyback on this, I love Pioneer Valley's character, Danny the dog. My > first graders love him too!!! > janelle > - Original Message - > From: "Phyllis Hinerman" > To: "Special Chat List for To Understand: New Horizons in > ReadingComprehension" > Sent: Saturday, February 07, 2009 2:30 PM > Subject: Re: [Understand] Chapter six? > > > > > >> Tell me more about the Pioneer Valley books...:-) > >> > > Jennifer, We have used a lot of the books published by Pioneer > > Valley. I am a Reading Recovery teacher during part of my day, so I > > look especially closely at the spacing between words, the form of the > > 'a' and 'g', and the match between the words and the pictures. > > Pioneer Valley books have been great in all those areas. > > > > There are several different 'series' containing the same characters, > > and the books with these characters come in many levels. For > > instance, Rosie and Bella are two little poodle-type white dogs. The > > books containing these characters range from very low all the way up > > to easy level chapter books. In addition, the illustrations are real > > photographs! That is just one example of the 'series'. > > > > Within the last year or two, Pioneer Valley introduced an extensive > > set of nonfiction titles. Once again, they range from very easy to > > more difficult and the illustrations are wonderful photographs. > > > > I hope that information may help answer your request for more > information. > > > > Phyllis > > > > > > > > > > ___ > > Understand mailing list > > Understand@literacyworkshop.org > > http://literacyworkshop.org/mailman/listinfo/understand_literacyworksh > > op.org > > > _
Re: [Understand] Chapter six?
My Reading Recovery partner and I also LOVE the Pioneer Valley books! And, more importantly, the kids love them! One thing we like about these books, especially at the lowest levels, is that the texts have lots of high frequency words that are repeated frequently, but the texts are not so patterned that the kids don't have to look at the print. Also, even at the harder levels, these books don't have so much text closely spaced on a page. Sometimes that will totally freak out a hard-to-teach kid. The little stories have good plots for this kind of book, also, whereas books from some other publishers don't have a lot of meaning. And if you have ELL learners, most of the Pioneer Valley books are great. (And, no, I'm not getting paid for this endorsement!) Most kids totally fall in love with Bella and Rosie. Bella is always the adventurous one, and Rosie is more timid. I have had Reading Recovery students who wrote the author of the Bella and Rosie books (who happens to be a RR teacher). I mailed the letters to her c/o of Pioneer Valley, and she answers back, with a hand-written letter! Mary M. TX -Original Message- From: understand-boun...@literacyworkshop.org [mailto:understand-boun...@literacyworkshop.org] On Behalf Of Palmer, Jennifer Sent: Saturday, February 07, 2009 7:15 PM To: Special Chat List for "To Understand: New Horizons in Reading Comprehension" Subject: Re: [Understand] Chapter six? Who is the publisher? Are these tradebooks or books written specifically for teaching reading? Where can I find them? Jennifer Palmer Reading Specialist, National Board Certified Teacher, FLES "Reading is not a duty, and has consequently no business to be made disagreeable!" -Augustine Birrell From: understand-boun...@literacyworkshop.org on behalf of janelle dorr Sent: Sat 2/7/2009 8:10 PM To: pehinerman...@yahoo.com; Special Chat List for "To Understand: New Horizons inReadingComprehension" Subject: Re: [Understand] Chapter six? to piggyback on this, I love Pioneer Valley's character, Danny the dog. My first graders love him too!!! janelle - Original Message - From: "Phyllis Hinerman" To: "Special Chat List for To Understand: New Horizons in ReadingComprehension" Sent: Saturday, February 07, 2009 2:30 PM Subject: Re: [Understand] Chapter six? > >> Tell me more about the Pioneer Valley books...:-) >> > Jennifer, We have used a lot of the books published by Pioneer > Valley. I am a Reading Recovery teacher during part of my day, so I > look especially closely at the spacing between words, the form of the > 'a' and 'g', and the match between the words and the pictures. > Pioneer Valley books have been great in all those areas. > > There are several different 'series' containing the same characters, > and the books with these characters come in many levels. For > instance, Rosie and Bella are two little poodle-type white dogs. The > books containing these characters range from very low all the way up > to easy level chapter books. In addition, the illustrations are real > photographs! That is just one example of the 'series'. > > Within the last year or two, Pioneer Valley introduced an extensive > set of nonfiction titles. Once again, they range from very easy to > more difficult and the illustrations are wonderful photographs. > > I hope that information may help answer your request for more information. > > Phyllis > > > > > ___ > Understand mailing list > Understand@literacyworkshop.org > http://literacyworkshop.org/mailman/listinfo/understand_literacyworksh > op.org ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
If you 'google' Pioneer Valley Books you'll go straight to their web site. And yes, the books are for guided reading groups. They are leveled with both letters and numbers. Phyllis --- On Sat, 2/7/09, Palmer, Jennifer wrote: > From: Palmer, Jennifer > Subject: Re: [Understand] Chapter six? > To: "Special Chat List for "To Understand: New Horizons in Reading > Comprehension"" > Date: Saturday, February 7, 2009, 8:15 PM > Who is the publisher? Are these tradebooks or books written > specifically for teaching reading? Where can I find them? > > > Jennifer Palmer > Reading Specialist, National Board Certified Teacher, FLES > "Reading is not a duty, and has consequently no > business to be made disagreeable!" > -Augustine Birrell > > > > > From: understand-boun...@literacyworkshop.org on behalf of > janelle dorr > Sent: Sat 2/7/2009 8:10 PM > To: pehinerman...@yahoo.com; Special Chat List for "To > Understand: New Horizons inReadingComprehension" > Subject: Re: [Understand] Chapter six? > > > > to piggyback on this, I love Pioneer Valley's > character, Danny the dog. My > first graders love him too!!! > janelle > - Original Message - > From: "Phyllis Hinerman" > > To: "Special Chat List for To Understand: New Horizons > in > ReadingComprehension" > > Sent: Saturday, February 07, 2009 2:30 PM > Subject: Re: [Understand] Chapter six? > > > > > >> Tell me more about the Pioneer Valley books...:-) > >> > > Jennifer, We have used a lot of the books published > by Pioneer Valley. I > > am a Reading Recovery teacher during part of my day, > so I look especially > > closely at the spacing between words, the form of the > 'a' and 'g', and the > > match between the words and the pictures. Pioneer > Valley books have been > > great in all those areas. > > > > There are several different 'series' > containing the same characters, and > > the books with these characters come in many levels. > For instance, Rosie > > and Bella are two little poodle-type white dogs. The > books containing > > these characters range from very low all the way up to > easy level chapter > > books. In addition, the illustrations are real > photographs! That is just > > one example of the 'series'. > > > > Within the last year or two, Pioneer Valley introduced > an extensive set of > > nonfiction titles. Once again, they range from very > easy to more > > difficult and the illustrations are wonderful > photographs. > > > > I hope that information may help answer your request > for more information. > > > > Phyllis > > > > > > > > > > ___ > > Understand mailing list > > Understand@literacyworkshop.org > > > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > > > ___ > Understand mailing list > Understand@literacyworkshop.org > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > > > ___ > Understand mailing list > Understand@literacyworkshop.org > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
Who is the publisher? Are these tradebooks or books written specifically for teaching reading? Where can I find them? Jennifer Palmer Reading Specialist, National Board Certified Teacher, FLES "Reading is not a duty, and has consequently no business to be made disagreeable!" -Augustine Birrell From: understand-boun...@literacyworkshop.org on behalf of janelle dorr Sent: Sat 2/7/2009 8:10 PM To: pehinerman...@yahoo.com; Special Chat List for "To Understand: New Horizons inReadingComprehension" Subject: Re: [Understand] Chapter six? to piggyback on this, I love Pioneer Valley's character, Danny the dog. My first graders love him too!!! janelle - Original Message - From: "Phyllis Hinerman" To: "Special Chat List for To Understand: New Horizons in ReadingComprehension" Sent: Saturday, February 07, 2009 2:30 PM Subject: Re: [Understand] Chapter six? > >> Tell me more about the Pioneer Valley books...:-) >> > Jennifer, We have used a lot of the books published by Pioneer Valley. I > am a Reading Recovery teacher during part of my day, so I look especially > closely at the spacing between words, the form of the 'a' and 'g', and the > match between the words and the pictures. Pioneer Valley books have been > great in all those areas. > > There are several different 'series' containing the same characters, and > the books with these characters come in many levels. For instance, Rosie > and Bella are two little poodle-type white dogs. The books containing > these characters range from very low all the way up to easy level chapter > books. In addition, the illustrations are real photographs! That is just > one example of the 'series'. > > Within the last year or two, Pioneer Valley introduced an extensive set of > nonfiction titles. Once again, they range from very easy to more > difficult and the illustrations are wonderful photographs. > > I hope that information may help answer your request for more information. > > Phyllis > > > > > ___ > Understand mailing list > Understand@literacyworkshop.org > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
to piggyback on this, I love Pioneer Valley's character, Danny the dog. My first graders love him too!!! janelle - Original Message - From: "Phyllis Hinerman" To: "Special Chat List for To Understand: New Horizons in ReadingComprehension" Sent: Saturday, February 07, 2009 2:30 PM Subject: Re: [Understand] Chapter six? Tell me more about the Pioneer Valley books...:-) Jennifer, We have used a lot of the books published by Pioneer Valley. I am a Reading Recovery teacher during part of my day, so I look especially closely at the spacing between words, the form of the 'a' and 'g', and the match between the words and the pictures. Pioneer Valley books have been great in all those areas. There are several different 'series' containing the same characters, and the books with these characters come in many levels. For instance, Rosie and Bella are two little poodle-type white dogs. The books containing these characters range from very low all the way up to easy level chapter books. In addition, the illustrations are real photographs! That is just one example of the 'series'. Within the last year or two, Pioneer Valley introduced an extensive set of nonfiction titles. Once again, they range from very easy to more difficult and the illustrations are wonderful photographs. I hope that information may help answer your request for more information. Phyllis ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
> Tell me more about the Pioneer Valley books...:-) > Jennifer, We have used a lot of the books published by Pioneer Valley. I am a Reading Recovery teacher during part of my day, so I look especially closely at the spacing between words, the form of the 'a' and 'g', and the match between the words and the pictures. Pioneer Valley books have been great in all those areas. There are several different 'series' containing the same characters, and the books with these characters come in many levels. For instance, Rosie and Bella are two little poodle-type white dogs. The books containing these characters range from very low all the way up to easy level chapter books. In addition, the illustrations are real photographs! That is just one example of the 'series'. Within the last year or two, Pioneer Valley introduced an extensive set of nonfiction titles. Once again, they range from very easy to more difficult and the illustrations are wonderful photographs. I hope that information may help answer your request for more information. Phyllis ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
Hi Jennifer, I think that there's just a lot of natural human development in young kids being excited about learning. If you are always improving, it is more exciting to learn. Really young kids are always naturally learning. The work of learning begins later in life. It probably seems less attractive to many children when they actually have to work to learn. I think that desire to learn comes at least in part from family and in part from genetics... even relatives don't have the exact same genes. So it's probably nature and nurture. I know that for me school was always a great place. I worked in school as an escape, as a way to try to understand a confusing environment, as a way to improve my life, and because the more I knew the more interested me. Jan -- Original message from cnjpal...@aol.com: -- > Hello Understand list members! > We have been pretty quiet since the holidays. I am going to try again to > stimulate a little discussion. We didn't have much to say on Chapter five so > feel free, if the urge hits you to go back to those pages and share your > thoughts. > > In the meantime, let's focus as a group on chapter six for the next two > weeks. > > On page 136 Ellin writes: > " I began to wonder if the decline in that initial curiosity and energy for > learning must be inevitable. I know that some students seem likely to lose > their interests and passions, but also that some never do. Why do these few > retain the freshness of desire to learn?" > > What are you theories about this? Let's go one step further and apply it to > teachers...why are there some of us that are eager to learn and improve and > are passionate about improving instruction while others are satisfied with > the > status quo? > > A second question... > On page 149 Ellin argues for a more "moderate approach to book selection." > She says she understands how students who consistently read things that are > too > easy or too hard can lose interest in reading but also believes that > readability formulas are very limited in utility and do not account for > student > schema and interest. What are your views on book selection and how do you > handle > this in your classroom? What is your belief system and how do you use what > you believe to make decisions about what reading materials you use? > > Choose either or both to respond to OR start your own thread. > Jennifer ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
Well said, Lori. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ As a lurker in this conversation--and as a teacher who knows the power of eavesdropping;-), I have to say that the primary discomfort I have with relying exclusively on levels in matching books to readers is that we seem to neglect the passion. It has been my task, as of late, to review children who have 'flat-lined' as readers--children stuck in basic and below basic categories over the course of two or more years. What I am noticing is that many, many of these children achieve a reading level of 20-24, as determined by DRA2 assessments, and then they level out, stuck in a holding pattern or one of only minimal acceleration (they may gain some levels across grades but only enough to hold the status quo). I find this trend alarming, because a child who attains that level of reading has already had so many doors opened to them--how is it, then, that they stop reaching for those open doors? Looking closely at the children, and having the opportunities to know their classrooms and their teachers, I honestly feel the difference is an utter lack of passion and interest. As a former classroom teacher, I certainly encountered some children over the years for whom that 'one book' or that 'one topic' was elusive, and for just a couple, never found. However, the case is more likely to be this, in my opinion based on informal investigation: a failure of the classroom environment to foster passion (lack of books organized by topics, a focus on silence or moritorium (sp?) on book chatter, and often a teacher who has not been taught to look beyond the level of the book to see other types of supports--passion and prior knowledge, familiarity with an author or a series, sheer dogged determination. I truly believe that the use of leveled readers provides teachers an important tool but that we have emptied the classroom tool boxes in some cases, and that when this is the only tool in the box, there will be many children left behind. Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
Hi Jennifer, Thanks for starting up these discussions again. I believe that, to some extent, we all crave a challenge. We want something that gets us thinking in new directions or leaves us wondering or stretches us and makes us curious. I think children have this quality more than adults since we have subdued some of these natural inclinations. I don't think the brain normally craves lectures or lessons that regurgitate what we already know or that don't ask us to push the envelope even just a little bit (too much could be frustrating). This keeps us alert. When students (and teachers) receive continued doses of the same 'ole, same 'ole without anything new to pique our interest, I think, at the risk of being redundant, we basically lose interest. I don't level the books in my classroom library except for a collection of books that were leveled before I arrived at my current school. I keep these in bins with the corresponding label but I don't limit my students' access to them. They are free to take books from any bin they want. I shared with them the differences in levels by showing them examples from each bin so they would have an idea of the kinds of books housed in each basket. That way they can choose from a bin that is just right for them. We spend a lot of time at the beginning of the year and throughout talking about "just right books" and that a just right book for me may be too easy or too hard for someone else. I eschew leveled books because I have yet to meet a child that fits into one level and one level only. I do help the children find appropriate books for them based on interest, comprehension, and a want-to-read book that is a stretch at the moment. We talk about reading mostly books that are just right and this doesn't mean that they can read and understand every single word in the book. However, it does mean that they can decode most of the words in the book and comprehend what they're reading well enough to think about the message, the characters, the style, to make predictions, inferences, etc. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ Hello Understand list members! We have been pretty quiet since the holidays. I am going to try again to stimulate a little discussion. We didn't have much to say on Chapter five so feel free, if the urge hits you to go back to those pages and share your thoughts. In the meantime, let's focus as a group on chapter six for the next two weeks. On page 136 Ellin writes: " I began to wonder if the decline in that initial curiosity and energy for learning must be inevitable. I know that some students seem likely to lose their interests and passions, but also that some never do. Why do these few retain the freshness of desire to learn?" What are you theories about this? Let's go one step further and apply it to teachers...why are there some of us that are eager to learn and improve and are passionate about improving instruction while others are satisfied with the status quo? A second question... On page 149 Ellin argues for a more "moderate approach to book selection." She says she understands how students who consistently read things that are too easy or too hard can lose interest in reading but also believes that readability formulas are very limited in utility and do not account for student schema and interest. What are your views on book selection and how do you handle this in your classroom? What is your belief system and how do you use what you believe to make decisions about what reading materials you use? Choose either or both to respond to OR start your own thread. Jennifer ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
I also find that kids flatline at 20/24. I teach 4th grade. It seems like the struggling readers have read at that level for over a year. They may make progress in 4th grade, but it is very slow. Of course, it seems they fall back over the summer. I agree that it is a motivation thing. The majority of these kids know by 4th grade that reading is hard for them. I actually have been struggling recently witht he motivation factor. Even during read alouds these students have little to contribute to their partner or the class discussion. I have found that "prereading" the read aloud book to them works fairly well for their confidence. Many times these students will find a series or book that they like and never move on from it despite my encouragement. I encourage them to read a mixture of books on their level and of their interest. Anyone else have any thoughts on why students get "stuck" in their reading progress? --- On Mon, 2/2/09, mary mullin wrote: From: mary mullin Subject: Re: [Understand] Chapter six? To: "Special Chat List for To Understand: New Horizons in Reading Comprehension" Date: Monday, February 2, 2009, 3:52 PM Lori, What grades are the students flatlining at Level 20-24? In my class (I teach 1st/2nd in a 2 yr. loop) I let kids have a mix of leveled, "just right" books, picture books, nonfiction and poetry in their book boxes. In the morning the kids have free choice, I just hope they might put the book back in the right bin! During DEAR time I say 1-2 just right books in 1st grade and then free choice. I let the kids go shopping from my leveled books and I try and make sure they have a 7-15 just right books and then their other picks. Our librarian supports a combination of just right and free choice too. The only time I try to direct a child to pick books closer to their level is in 2nd grade and the child wants to read a chapter book (with few illustrations) and they are still at level 12/14 or below. I love Pioneer Valley books because they have books at those levels that look like chapter books and then the kids feel excited that they are in chapter books too. I think it's important to honor their choice and provide a good mix. I must say the most popular books for my boys are Calvin & Hobbes cartoon books...I've had to replace them after every loop. My son learned to read using Calvin and 20 years later boys still love them! He refuses to let me bring his books in! mary , Ljackson wrote: > > It has been my task, as of late, to review children who have 'flat-lined' > as readers--children stuck in basic and below basic categories over the > course of two or more years. What I am notice that many, many of these > children achieve a reading level of 20-24, as determined by DRA2 > assessments, and then they level out, stuck in a holding pattern or one of > only minimal acceleration > I truly believe that the use of leveled readers provides teachers an > important tool but that we have emptied the classroom tool boxes in some > cases, and that when this is the only tool in the box, there will be many > children left behind. > > > Lori Jackson > District Literacy Coach and Mentor > Todd County School District > Box 87 > Mission SD 5755 > > - Original message - > From: Janice Friesen > To: Special Chat List for \To Understand: New Horizons in > ReadingComprehension\ > Date: Monday, February 02, 2009 6:33 AM > Subject: Re: [Understand] Chapter six? > > > I am really curious about this question. Now that SO much reading is > > done online it is harder to "level" the reading and find just the > > right sites with the right reading level for the kids. A friend of > > mine with lots of classroom experience said that when she started > > using the Internet kids read what they were really interested in and > > that they stretched to read passages that she would have thought too > > high for them. What do you experience with your classes? > > > > Janice > > > > > On page 149 Ellin argues for a more "moderate approach to book > > > selection." > > > She says she understands how students who consistently read things > > > that are too > > > easy or too hard can lose interest in reading but also believes that > > > readability formulas are very limited in utility and do not > > > account for student > > > schema and interest. What are your views on book selection and how > > > do you handle > > > this in your classroom? What is your belief system and how do you > > > use what > > > you believe to make decisions about what reading materials you use? > > > > Janice F
Re: [Understand] Chapter six?
I see children who have been testing at this level since mid-second grade and are now third and fourth graders. Lori On 2/2/09 2:52 PM, "mary mullin" wrote: > Lori, > What grades are the students flatlining at Level 20-24? In my class (I teach > 1st/2nd in a 2 yr. loop) I let kids have a mix of leveled, "just right" > books, picture books, nonfiction and poetry in their book boxes. In the > morning the kids have free choice, I just hope they might put the book back > in the right bin! During DEAR time I say 1-2 just right books in 1st grade > and then free choice. I let the kids go shopping from my leveled books and I > try and make sure they have a 7-15 just right books and then their other > picks. Our librarian supports a combination of just right and free choice > too. The only time I try to direct a child to pick books closer to their > level is in 2nd grade and the child wants to read a chapter book (with few > illustrations) and they are still at level 12/14 or below. I love Pioneer > Valley books because they have books at those levels that look like chapter > books and then the kids feel excited that they are in chapter books too. I > think it's important to honor their choice and provide a good mix. I must > say the most popular books for my boys are Calvin & Hobbes cartoon > books...I've had to replace them after every loop. My son learned to read > using Calvin and 20 years later boys still love them! He refuses to let me > bring his books in! mary > > , Ljackson wrote: > >> >> It has been my task, as of late, to review children who have 'flat-lined' >> as readers--children stuck in basic and below basic categories over the >> course of two or more years. What I am notice that many, many of these >> children achieve a reading level of 20-24, as determined by DRA2 >> assessments, and then they level out, stuck in a holding pattern or one of >> only minimal acceleration > > > >> I truly believe that the use of leveled readers provides teachers an >> important tool but that we have emptied the classroom tool boxes in some >> cases, and that when this is the only tool in the box, there will be many >> children left behind. >> >> >> Lori Jackson >> District Literacy Coach and Mentor >> Todd County School District >> Box 87 >> Mission SD 5755 >> >> - Original message - >> From: Janice Friesen >> To: Special Chat List for \To Understand: New Horizons in >> ReadingComprehension\ >> Date: Monday, February 02, 2009 6:33 AM >> Subject: Re: [Understand] Chapter six? >> >>> I am really curious about this question. Now that SO much reading is >>> done online it is harder to "level" the reading and find just the >>> right sites with the right reading level for the kids. A friend of >>> mine with lots of classroom experience said that when she started >>> using the Internet kids read what they were really interested in and >>> that they stretched to read passages that she would have thought too >>> high for them. What do you experience with your classes? >>> >>> Janice >>> >>>> On page 149 Ellin argues for a more "moderate approach to book >>>> selection." >>>> She says she understands how students who consistently read things >>>> that are too >>>> easy or too hard can lose interest in reading but also believes that >>>> readability formulas are very limited in utility and do not >>>> account for student >>>> schema and interest. What are your views on book selection and how >>>> do you handle >>>> this in your classroom? What is your belief system and how do you >>>> use what >>>> you believe to make decisions about what reading materials you use? >>> >>> Janice Friesen >>> jani...@jfriesen.net >>> >>> "An adult can't expect to teach a 6 year old how to >>> swim without getting wet." >>> >>> We can't expect to effectively prepare students for their future >>> education, >>> career, civic and personal activities without fully embracing Web 2.0 in >>> schools. >>> >>> Quote from Nancy Willard in email >>> >>> >>> >>> >>> ___ >>> Understand mailing list >>> Understand@literacyworkshop.org >>> >> http://literacyworkshop.org/mailman/listinfo/understand_literac
Re: [Understand] Chapter six?
HOWEVER it will still be the teachers' faults for not administering programs with fidelty. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: suzie herb Date: Mon, 2 Feb 2009 22:12:35 To: Subject: Re: [Understand] Chapter six? >From one lurker to another..you need to 'patent' this comment because it >is esactly what the 'research' is going to tell us ten years from now. --- On Mon, 2/2/09, Ljackson wrote: > From: Ljackson > Subject: Re: [Understand] Chapter six? > To: > Received: Monday, 2 February, 2009, 11:55 PM > > As a lurker in this conversation--and as a teacher who > knows the power of eavesdropping;-), I have to say that the > primary discomfort I have with relying exclusively on levels > in matching books to readers is that we seem to neglect the > passion. It has been my task, as of late, to review > children who have 'flat-lined' as readers--children stuck in > basic and below basic categories over the course of two or > more years. What I am noticing is that many, many of > these children achieve a reading level of 20-24, as > determined by DRA2 assessments, and then they level out, > stuck in a holding pattern or one of only minimal > acceleration (they may gain some levels across grades but > only enough to hold the status quo). I find this trend > alarming, because a child who attains that level of reading > has already had so many doors opened to them--how is it, > then, that they stop reaching for those open doors? Looking > closely at the children, and having the opportunities to > know their classrooms and their teachers, I honestly feel > the difference is an utter lack of passion and interest. As > a former classroom teacher, I certainly encountered some > children over the years for whom that 'one book' or > that 'one topic' was elusive, and for just a couple, never > found. However, the case is more likely to be this, in > my opinion based on informal investigation: a failure > of the classroom environment to foster passion (lack of > books organized by topics, a focus on silence or moritorium > (sp?) on book chatter, and often a teacher who has not been > taught to look beyond the level of the book to see other > types of supports--passion and prior knowledge, familiarity > with an author or a series, sheer dogged > determination. I truly believe that the use of leveled > readers provides teachers an important tool but that we have > emptied the classroom tool boxes in some cases, and that > when this is the only tool in the box, there will be many > children left behind. > > > Lori Jackson > District Literacy Coach and Mentor > Todd County School District > Box 87 > Mission SD 5755 > > - Original message - > From: Janice Friesen > To: Special Chat List for \To Understand: New Horizons in > ReadingComprehension\ > Date: Monday, February 02, 2009 6:33 AM > Subject: Re: [Understand] Chapter six? > > > I am really curious about this question. Now > that SO much reading is > > done online it is harder to "level" the reading and > find just the > > right sites with the right reading level for the > kids. A friend of > > mine with lots of classroom experience said that when > she started > > using the Internet kids read what they were really > interested in and > > that they stretched to read passages that she would > have thought too > > high for them. What do you experience with your > classes? > > > > Janice > > > > > On page 149 Ellin argues for a more "moderate > approach to book > > > selection." > > > She says she understands how students who > consistently read things > > > that are too > > > easy or too hard can lose interest in > reading but also believes that > > > readability formulas are very limited in > utility and do not > > > account for student > > > schema and interest. What are your views on > book selection and how > > > do you handle > > > this in your classroom? What is your belief > system and how do you > > > use what > > > you believe to make decisions about what > reading materials you use? > > > > Janice Friesen > > jani...@jfriesen.net > > > > "An adult can't expect to teach a 6 year old how to > > swim without getting wet." > > > > We can't expect
Re: [Understand] Chapter six?
AND...this is exactly why I think To Understand it the most important book I have read in ten years. Ellin argues that we can help children find the joy in learning...we need to start teaching in the ways Ellin describes and start now! :-) Jennifer Palmer Reading Specialist, National Board Certified Teacher, FLES "Reading is not a duty, and has consequently no business to be made disagreeable!" -Augustine Birrell From: understand-boun...@literacyworkshop.org on behalf of suzie herb Sent: Mon 2/2/2009 5:12 PM To: Special Chat List for To Understand: New Horizons in ReadingComprehension Subject: Re: [Understand] Chapter six? >From one lurker to another..you need to 'patent' this comment because it >is esactly what the 'research' is going to tell us ten years from now. --- On Mon, 2/2/09, Ljackson wrote: > From: Ljackson > Subject: Re: [Understand] Chapter six? > To: > Received: Monday, 2 February, 2009, 11:55 PM > > As a lurker in this conversation--and as a teacher who > knows the power of eavesdropping;-), I have to say that the > primary discomfort I have with relying exclusively on levels > in matching books to readers is that we seem to neglect the > passion. It has been my task, as of late, to review > children who have 'flat-lined' as readers--children stuck in > basic and below basic categories over the course of two or > more years. What I am noticing is that many, many of > these children achieve a reading level of 20-24, as > determined by DRA2 assessments, and then they level out, > stuck in a holding pattern or one of only minimal > acceleration (they may gain some levels across grades but > only enough to hold the status quo). I find this trend > alarming, because a child who attains that level of reading > has already had so many doors opened to them--how is it, > then, that they stop reaching for those open doors? Looking > closely at the children, and having the opportunities to > know their classrooms and their teachers, I honestly feel > the difference is an utter lack of passion and interest. As > a former classroom teacher, I certainly encountered some > children over the years for whom that 'one book' or > that 'one topic' was elusive, and for just a couple, never > found. However, the case is more likely to be this, in > my opinion based on informal investigation: a failure > of the classroom environment to foster passion (lack of > books organized by topics, a focus on silence or moritorium > (sp?) on book chatter, and often a teacher who has not been > taught to look beyond the level of the book to see other > types of supports--passion and prior knowledge, familiarity > with an author or a series, sheer dogged > determination. I truly believe that the use of leveled > readers provides teachers an important tool but that we have > emptied the classroom tool boxes in some cases, and that > when this is the only tool in the box, there will be many > children left behind. > > > Lori Jackson > District Literacy Coach and Mentor > Todd County School District > Box 87 > Mission SD 5755 > > ----- Original message - > From: Janice Friesen > To: Special Chat List for \To Understand: New Horizons in > ReadingComprehension\ > Date: Monday, February 02, 2009 6:33 AM > Subject: Re: [Understand] Chapter six? > > > I am really curious about this question. Now > that SO much reading is > > done online it is harder to "level" the reading and > find just the > > right sites with the right reading level for the > kids. A friend of > > mine with lots of classroom experience said that when > she started > > using the Internet kids read what they were really > interested in and > > that they stretched to read passages that she would > have thought too > > high for them. What do you experience with your > classes? > > > > Janice > > > > > On page 149 Ellin argues for a more "moderate > approach to book > > > selection." > > > She says she understands how students who > consistently read things > > > that are too > > > easy or too hard can lose interest in > reading but also believes that > > > readability formulas are very limited in > utility and do not > > > account for student > > > schema and interest. What are your views on > book selection and how > > > do you handle > > > this in your classroom? What is your belief > system and how do you > > > use what > > > you believe to make decisions about what > reading materials you use? > > >
Re: [Understand] Chapter six?
>From one lurker to another..you need to 'patent' this comment because it >is esactly what the 'research' is going to tell us ten years from now. --- On Mon, 2/2/09, Ljackson wrote: > From: Ljackson > Subject: Re: [Understand] Chapter six? > To: > Received: Monday, 2 February, 2009, 11:55 PM > > As a lurker in this conversation--and as a teacher who > knows the power of eavesdropping;-), I have to say that the > primary discomfort I have with relying exclusively on levels > in matching books to readers is that we seem to neglect the > passion. It has been my task, as of late, to review > children who have 'flat-lined' as readers--children stuck in > basic and below basic categories over the course of two or > more years. What I am noticing is that many, many of > these children achieve a reading level of 20-24, as > determined by DRA2 assessments, and then they level out, > stuck in a holding pattern or one of only minimal > acceleration (they may gain some levels across grades but > only enough to hold the status quo). I find this trend > alarming, because a child who attains that level of reading > has already had so many doors opened to them--how is it, > then, that they stop reaching for those open doors? Looking > closely at the children, and having the opportunities to > know their classrooms and their teachers, I honestly feel > the difference is an utter lack of passion and interest. As > a former classroom teacher, I certainly encountered some > children over the years for whom that 'one book' or > that 'one topic' was elusive, and for just a couple, never > found. However, the case is more likely to be this, in > my opinion based on informal investigation: a failure > of the classroom environment to foster passion (lack of > books organized by topics, a focus on silence or moritorium > (sp?) on book chatter, and often a teacher who has not been > taught to look beyond the level of the book to see other > types of supports--passion and prior knowledge, familiarity > with an author or a series, sheer dogged > determination. I truly believe that the use of leveled > readers provides teachers an important tool but that we have > emptied the classroom tool boxes in some cases, and that > when this is the only tool in the box, there will be many > children left behind. > > > Lori Jackson > District Literacy Coach and Mentor > Todd County School District > Box 87 > Mission SD 5755 > > - Original message - > From: Janice Friesen > To: Special Chat List for \To Understand: New Horizons in > ReadingComprehension\ > Date: Monday, February 02, 2009 6:33 AM > Subject: Re: [Understand] Chapter six? > > > I am really curious about this question. Now > that SO much reading is > > done online it is harder to "level" the reading and > find just the > > right sites with the right reading level for the > kids. A friend of > > mine with lots of classroom experience said that when > she started > > using the Internet kids read what they were really > interested in and > > that they stretched to read passages that she would > have thought too > > high for them. What do you experience with your > classes? > > > > Janice > > > > > On page 149 Ellin argues for a more "moderate > approach to book > > > selection." > > > She says she understands how students who > consistently read things > > > that are too > > > easy or too hard can lose interest in > reading but also believes that > > > readability formulas are very limited in > utility and do not > > > account for student > > > schema and interest. What are your views on > book selection and how > > > do you handle > > > this in your classroom? What is your belief > system and how do you > > > use what > > > you believe to make decisions about what > reading materials you use? > > > > Janice Friesen > > jani...@jfriesen.net > > > > "An adult can't expect to teach a 6 year old how to > > swim without getting wet." > > > > We can't expect to effectively prepare students for > their future > > education, > > career, civic and personal activities without fully > embracing Web 2.0 in > > schools. > > > > Quote from Nancy Willard in email > > > > > > > > > > ___ > > Understand mailing list > > Understand@literacyworkshop.org > > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > > > > > ___ > Understand mailing list > Understand@literacyworkshop.org > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > Stay connected to the people that matter most with a smarter inbox. Take a look http://au.docs.yahoo.com/mail/smarterinbox ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
Tell me more about the Pioneer Valley books...:-) Jennifer Palmer Reading Specialist, National Board Certified Teacher, FLES "Reading is not a duty, and has consequently no business to be made disagreeable!" -Augustine Birrell From: understand-boun...@literacyworkshop.org on behalf of mary mullin Sent: Mon 2/2/2009 4:52 PM To: Special Chat List for To Understand: New Horizons in ReadingComprehension Subject: Re: [Understand] Chapter six? Lori, What grades are the students flatlining at Level 20-24? In my class (I teach 1st/2nd in a 2 yr. loop) I let kids have a mix of leveled, "just right" books, picture books, nonfiction and poetry in their book boxes. In the morning the kids have free choice, I just hope they might put the book back in the right bin! During DEAR time I say 1-2 just right books in 1st grade and then free choice. I let the kids go shopping from my leveled books and I try and make sure they have a 7-15 just right books and then their other picks. Our librarian supports a combination of just right and free choice too. The only time I try to direct a child to pick books closer to their level is in 2nd grade and the child wants to read a chapter book (with few illustrations) and they are still at level 12/14 or below. I love Pioneer Valley books because they have books at those levels that look like chapter books and then the kids feel excited that they are in chapter books too. I think it's important to honor their choice and provide a good mix. I must say the most popular books for my boys are Calvin & Hobbes cartoon books...I've had to replace them after every loop. My son learned to read using Calvin and 20 years later boys still love them! He refuses to let me bring his books in! mary , ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
Lori, What grades are the students flatlining at Level 20-24? In my class (I teach 1st/2nd in a 2 yr. loop) I let kids have a mix of leveled, "just right" books, picture books, nonfiction and poetry in their book boxes. In the morning the kids have free choice, I just hope they might put the book back in the right bin! During DEAR time I say 1-2 just right books in 1st grade and then free choice. I let the kids go shopping from my leveled books and I try and make sure they have a 7-15 just right books and then their other picks. Our librarian supports a combination of just right and free choice too. The only time I try to direct a child to pick books closer to their level is in 2nd grade and the child wants to read a chapter book (with few illustrations) and they are still at level 12/14 or below. I love Pioneer Valley books because they have books at those levels that look like chapter books and then the kids feel excited that they are in chapter books too. I think it's important to honor their choice and provide a good mix. I must say the most popular books for my boys are Calvin & Hobbes cartoon books...I've had to replace them after every loop. My son learned to read using Calvin and 20 years later boys still love them! He refuses to let me bring his books in! mary , Ljackson wrote: > > It has been my task, as of late, to review children who have 'flat-lined' > as readers--children stuck in basic and below basic categories over the > course of two or more years. What I am notice that many, many of these > children achieve a reading level of 20-24, as determined by DRA2 > assessments, and then they level out, stuck in a holding pattern or one of > only minimal acceleration > I truly believe that the use of leveled readers provides teachers an > important tool but that we have emptied the classroom tool boxes in some > cases, and that when this is the only tool in the box, there will be many > children left behind. > > > Lori Jackson > District Literacy Coach and Mentor > Todd County School District > Box 87 > Mission SD 5755 > > - Original message - > From: Janice Friesen > To: Special Chat List for \To Understand: New Horizons in > ReadingComprehension\ > Date: Monday, February 02, 2009 6:33 AM > Subject: Re: [Understand] Chapter six? > > > I am really curious about this question. Now that SO much reading is > > done online it is harder to "level" the reading and find just the > > right sites with the right reading level for the kids. A friend of > > mine with lots of classroom experience said that when she started > > using the Internet kids read what they were really interested in and > > that they stretched to read passages that she would have thought too > > high for them. What do you experience with your classes? > > > > Janice > > > > > On page 149 Ellin argues for a more "moderate approach to book > > > selection." > > > She says she understands how students who consistently read things > > > that are too > > > easy or too hard can lose interest in reading but also believes that > > > readability formulas are very limited in utility and do not > > > account for student > > > schema and interest. What are your views on book selection and how > > > do you handle > > > this in your classroom? What is your belief system and how do you > > > use what > > > you believe to make decisions about what reading materials you use? > > > > Janice Friesen > > jani...@jfriesen.net > > > > "An adult can't expect to teach a 6 year old how to > > swim without getting wet." > > > > We can't expect to effectively prepare students for their future > > education, > > career, civic and personal activities without fully embracing Web 2.0 in > > schools. > > > > Quote from Nancy Willard in email > > > > > > > > > > ___ > > Understand mailing list > > Understand@literacyworkshop.org > > > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > > > > > ___ > Understand mailing list > Understand@literacyworkshop.org > > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
WOW, Lori! You hit the screw on the head. > Date: Mon, 2 Feb 2009 05:55:05 -0700> From: ljack...@gwtc.net> To: > Subject: Re: [Understand] Chapter six?> > > As a lurker in this conversation--and as a teacher who knows the power of eavesdropping;-), I have to say that the primary discomfort I have with relying exclusively on levels in matching books to readers is that we seem to neglect the passion. It has been my task, as of late, to review children who have 'flat-lined' as readers--children stuck in basic and below basic categories over the course of two or more years. What I am noticing is that many, many of these children achieve a reading level of 20-24, as determined by DRA2 assessments, and then they level out, stuck in a holding pattern or one of only minimal acceleration (they may gain some levels across grades but only enough to hold the status quo). I find this trend alarming, because a child who attains that level of reading has already had so many doors opened to them--how is it, then, that they stop reaching for those open doors? Looking closely at the children, and having the opportunities to know their classrooms and their teachers, I honestly feel the difference is an utter lack of passion and interest. As a former classroom teacher, I certainly encountered some children over the years for whom that 'one book' or that 'one topic' was elusive, and for just a couple, never found. However, the case is more likely to be this, in my opinion based on informal investigation: a failure of the classroom environment to foster passion (lack of books organized by topics, a focus on silence or moritorium (sp?) on book chatter, and often a teacher who has not been taught to look beyond the level of the book to see other types of supports--passion and prior knowledge, familiarity with an author or a series, sheer dogged determination. I truly believe that the use of leveled readers provides teachers an important tool but that we have emptied the classroom tool boxes in some cases, and that when this is the only tool in the box, there will be many children left behind.> > > Lori Jackson> District Literacy Coach and Mentor> Todd County School District> Box 87> Mission SD 5755> > - Original message -> From: Janice Friesen > To: Special Chat List for \To Understand: New Horizons in ReadingComprehension\ > Date: Monday, February 02, 2009 6:33 AM> Subject: Re: [Understand] Chapter six?> > > I am really curious about this question. Now that SO much reading is > > done online it is harder to "level" the reading and find just the > > right sites with the right reading level for the kids. A friend of > > mine with lots of classroom experience said that when she started > > using the Internet kids read what they were really interested in and > > that they stretched to read passages that she would have thought too > > high for them. What do you experience with your classes?> > > > Janice> > > > > On page 149 Ellin argues for a more "moderate approach to book > > > selection."> > > She says she understands how students who consistently read things > > > that are too> > > easy or too hard can lose interest in reading but also believes that> > > readability formulas are very limited in utility and do not > > > account for student> > > schema and interest. What are your views on book selection and how > > > do you handle> > > this in your classroom? What is your belief system and how do you > > > use what> > > you believe to make decisions about what reading materials you use?> > > > Janice Friesen> > jani...@jfriesen.net> > > > "An adult can't expect to teach a 6 year old how to> > swim without getting wet."> > > > We can't expect to effectively prepare students for their future > > education,> > career, civic and personal activities without fully embracing Web 2.0 in> > schools.> > > > Quote from Nancy Willard in email> > > > > > > > > > ___> > Understand mailing list> > Understand@literacyworkshop.org> > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org> > > > > ___> Understand mailing list> Understand@literacyworkshop.org> http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.orgYou _ Windows Live™: E-mail. Chat. Share. Get more ways to connect. http://windowslive.com/explore?ocid=TXT_TAGLM_WL_t2_allup_explore_012009 ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
As a lurker in this conversation--and as a teacher who knows the power of eavesdropping;-), I have to say that the primary discomfort I have with relying exclusively on levels in matching books to readers is that we seem to neglect the passion. It has been my task, as of late, to review children who have 'flat-lined' as readers--children stuck in basic and below basic categories over the course of two or more years. What I am noticing is that many, many of these children achieve a reading level of 20-24, as determined by DRA2 assessments, and then they level out, stuck in a holding pattern or one of only minimal acceleration (they may gain some levels across grades but only enough to hold the status quo). I find this trend alarming, because a child who attains that level of reading has already had so many doors opened to them--how is it, then, that they stop reaching for those open doors? Looking closely at the children, and having the opportunities to know their classrooms and their teachers, I honestly feel the difference is an utter lack of passion and interest. As a former classroom teacher, I certainly encountered some children over the years for whom that 'one book' or that 'one topic' was elusive, and for just a couple, never found. However, the case is more likely to be this, in my opinion based on informal investigation: a failure of the classroom environment to foster passion (lack of books organized by topics, a focus on silence or moritorium (sp?) on book chatter, and often a teacher who has not been taught to look beyond the level of the book to see other types of supports--passion and prior knowledge, familiarity with an author or a series, sheer dogged determination. I truly believe that the use of leveled readers provides teachers an important tool but that we have emptied the classroom tool boxes in some cases, and that when this is the only tool in the box, there will be many children left behind. Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 - Original message - From: Janice Friesen To: Special Chat List for \To Understand: New Horizons in ReadingComprehension\ Date: Monday, February 02, 2009 6:33 AM Subject: Re: [Understand] Chapter six? > I am really curious about this question. Now that SO much reading is > done online it is harder to "level" the reading and find just the > right sites with the right reading level for the kids. A friend of > mine with lots of classroom experience said that when she started > using the Internet kids read what they were really interested in and > that they stretched to read passages that she would have thought too > high for them. What do you experience with your classes? > > Janice > > > On page 149 Ellin argues for a more "moderate approach to book > > selection." > > She says she understands how students who consistently read things > > that are too > > easy or too hard can lose interest in reading but also believes that > > readability formulas are very limited in utility and do not > > account for student > > schema and interest. What are your views on book selection and how > > do you handle > > this in your classroom? What is your belief system and how do you > > use what > > you believe to make decisions about what reading materials you use? > > Janice Friesen > jani...@jfriesen.net > > "An adult can't expect to teach a 6 year old how to > swim without getting wet." > > We can't expect to effectively prepare students for their future > education, > career, civic and personal activities without fully embracing Web 2.0 in > schools. > > Quote from Nancy Willard in email > > > > > ___ > Understand mailing list > Understand@literacyworkshop.org > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter six?
I am really curious about this question. Now that SO much reading is done online it is harder to "level" the reading and find just the right sites with the right reading level for the kids. A friend of mine with lots of classroom experience said that when she started using the Internet kids read what they were really interested in and that they stretched to read passages that she would have thought too high for them. What do you experience with your classes? Janice On page 149 Ellin argues for a more "moderate approach to book selection." She says she understands how students who consistently read things that are too easy or too hard can lose interest in reading but also believes that readability formulas are very limited in utility and do not account for student schema and interest. What are your views on book selection and how do you handle this in your classroom? What is your belief system and how do you use what you believe to make decisions about what reading materials you use? Janice Friesen jani...@jfriesen.net "An adult can't expect to teach a 6 year old how to swim without getting wet." We can't expect to effectively prepare students for their future education, career, civic and personal activities without fully embracing Web 2.0 in schools. Quote from Nancy Willard in email ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter Six -rereading
My daughter, an artist, and I have both been reading to Understand this summer. I am new to the discussion, although I have been "lurking" and reading all of the posts so far. Jennifer, You posed two questions about getting students to dwell in the text and about how to involve them in the "noticings." Natalie, my art ed. junior in college, has proposed that she come to visit my 4th grade classroom next fall on a weekly basis. She suggested that the kids start keeping "idea books" similar to her artist's sketch books. In the books they would be free to notice things about which they are interested, comment on class goings on, sketch pictures, make lists, pose questinos,glue articles or pictures in, etc. The books would be ungraded, yet each week she and I would share our "idea books" and then sit in comfy chairs and read the kids books. We plan to try this in the fall to open the dialogue between the kids and ourselves. We want to encourage the development of ideas and the "living in the ideas" phase. Both of us agree that people have to be safe to put ideas forward and to feel that their thoughts, dreams, noticings about text and speculations are valuable. That is why they will not be graded, nor will they have a rubric of expectations attached. We expect many creative, and variations of the idea book. After reading the "Renaissance Learning" chapter, we think this would lead us and our students into some renaissance thinking just like Ellin proposes. After a time, we'd like to have kids share their idea journals and write feedback in them on a semi-regular basis with trusted classmates. Kind of like Nancy Atwell advocated when using reading journals back in the 90's. The idea books could be used as a springboard for ongoing research with partners, for an idea bank for writing, or just for a record of their thinking. Sincerely, Leslie Wright On 6/24/08, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote: > > Catherine...your questions are ones I have been pondering as well. Right > now, I am thinking it goes back to teaching the nature of understanding > along with the strategies. I think we show kids how to use their talk with a > partner to get new ideaswe model how to take time in silence to > think...we give the kids a LONG wait time and tell them why we do so. We > don't come into a genre study with an understanding of what the author is > trying to do...we infer it...together. Don't come into a lesson with > answers. but model the questions and trust in the process and that the > answers will come. > Jennifer > > > How do others go about dwelling in the ideas in a text? > How do you get students involved in the noticings? > > > > > ___ > Understand mailing list > Understand@literacyworkshop.org > > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter Six -rereading
Catherine...your questions are ones I have been pondering as well. Right now, I am thinking it goes back to teaching the nature of understanding along with the strategies. I think we show kids how to use their talk with a partner to get new ideaswe model how to take time in silence to think...we give the kids a LONG wait time and tell them why we do so. We don't come into a genre study with an understanding of what the author is trying to do...we infer it...together. Don't come into a lesson with answers. but model the questions and trust in the process and that the answers will come. Jennifer How do others go about dwelling in the ideas in a text? How do you get students involved in the noticings? ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
Re: [Understand] Chapter Six -rereading
On p. 147 I underlined "rereading is the hallmark of effective genre study". I admit I get going in a genre study and I want to expose the class to a wide variety of texts. I do not take time to slow down, reread in depth an excellent example of that genre. I realize this is a strong message from the book-teach a few important concepts in depth over a long period of time. I do not consider myself a writer so it is hard for me to "mine" the work for understanding and insight. Lester Laminack has a book that shows his author craft. It gave me insight but how do I get this without the author spelling it out for me? I do not want to keep flipping from one resource to another (Mentor Texts, MOT) in order to get the most out of a text. How do others go about dwelling in the ideas in a text? How do you get students involved in the noticings? (Embedded image moved to file: pic28503.gif) ___ Understand mailing list Understand@literacyworkshop.org http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
