The materials for analyzing literacy materials that come from Oregon - as
these do - are based on a behaviorist, part to whole view of reading and
literacy. (and be certain in addition that they don't give any credence to
the importance of writing in general for its on sake or in support of
readin
- Original Message -
From: "Barbara Punchak" <[EMAIL PROTECTED]>
> So I have an class set of perfectly good books sitting in a storage box.
> Barbara/6th/FL
Barbara,
This is what Ebay is for. Sell 'em. Regardless of who bought them. Or if you
bought them and don't want to sell them, writ
Our district had each grade level make a list of "sacred" books a few years
back--other grade level were not to read them.
-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Lori Labrum
Sent: Thursday, January 11, 2007 5:07 PM
To: Mosaic: A Reading Comprehens
Lori and Angela,
I had the same thing happen at my former school. Charlotte's Web was always
a 4th grade selection in our district, so I bought my own class set, and
laminated the covers to keep them from falling apart. In my opinion, the
book is too difficult for most 1st or 2nd graders to read
I'm just glad it's not just me!
~Angela~
"Mosaic: A Reading Comprehension Strategies Listserv"
on Thursday, January 11, 2007 at 4:17 PM
-0500 wrote:
>I think that is a problem across the board. Our school is listing grade
>level text that can/should be used solely for that grade level.
>Of
I am working to go in depth with teachers at one of my schools. One
conversation that we have had that has been very
productive is to begin considering what these strategies might look like across
different content areas. If indeed, we move
from seeing them as reading stragtegies to thinking
I agree with you, but it isn't just with reading materials but with all
subject matter, even read-alouds. I purchased a classroom set of
Charlotte's Web several years ago and the kids follow, echo read, fill in
the missing words, etc as we read aloud. We always has so much fun...then
the second g
I think that is a problem across the board. Our school is listing grade
level text that can/should be used solely for that grade level.
Of course you can go deeper than the previous year but some texts need to be
unseen/new to the students.
- Original Message -
From: "Angela Almond" <[E
I am in the same boat. I have been using the materials from the
Comprehension Toolkit for several years in fourth grade and this year
third grade started using the exact same materials. I don't have a
problem with reteaching the exact same strategies because they will
inevitably dig deeper into t
We face this decision next year and hope to be much wiser this time. I
was given to resources at a seminar in December.
Florida Center for Reading Research http://www.fcrr.org
Oregon Reading First http://oregonreadingfirst.uoregon.edu
___
Mosaic ma
karen,
My district does not use basals any more but when we did they purchased
one that was way over the head of more than 1/2 the students (I used to
call it the listening series). So I think you need to understand the
population that you are buying for in addition to the series itself.
Sue
--
I am working with a school district that is involved in the process of
purchasing a new basal series. They would like to get one most closely
aligned with balanced literacy. Does anyone know of a checklist of
document that can be used for making this decision?
Thanks
Karen
Karen Giek, The Pr
We are in the process of assigning specific strategies
to be explicitly taught at different grade levels so
that each subsequent grade can expect certain
strategies to be familiar to all (of course with
differing levels of understanding). This way each
subsequent grade can dig deeper (knowing diff
Hi
You might want to start mapping out what's expected in each grade
level. If you start with the Kindergarten team and then have first
grade do it and so on, each grade could see what was expected the
previous year. Then they can take that and build upon it. You would
end up with a school w
Once again our staff met to share lessons and activities that we use
while teaching the reading strategies. A new strategey is introduced
monthly. And once again several grade levels are using the same
materials and books to teach the strategies during guided reading. How
do you handle this sit
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