Sharon Taberski's (author of On Solid Ground) videos, from Heinemann, are
excellent.
- Original Message -
From: "Debbie Goodis" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
Sent: Wednesday, July 04, 2007 11:57 AM
Subject: Re: [MOSAIC] conferencing
Yes, I am sorry. I was talking about On Solid Ground.
Debbie
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Debbie,
Are you talking about On Solid Ground???
Debbie G.
"Harbour, Deborah " <[EMAIL PROTECTED]> wrote:
We studied that book many years ago and it has been a solid foundation in my
literacy workshop. You can gain so much that you will use throughout your
teaching! I highly recommend it.
D
We studied that book many years ago and it has been a solid foundation in my
literacy workshop. You can gain so much that you will use throughout your
teaching! I highly recommend it.
Debbie
The information contained in this message may be privileged and confidential
and protected from d
Cool. I will put it on the top of my Amazon WIsh List...I order a
professional book or two every month. I can get them used that way.
Kim
On 7/3/07, Debbie Goodis <[EMAIL PROTECTED]> wrote:
>
> Kimberlee,
> I am reading On Solid Ground right now and she is very explicit on how to
> do conferenci
Kimberlee,
I am reading On Solid Ground right now and she is very explicit on how to do
conferencing. I really think I should have read this book first, but I'm
getting so much out of it now. She's so clear that I'm "getting it."
Debbie
-
Be a PS3 game guru.
Ge
Actually, until we "caught on" how to teach
taking-the-state-writing-assessment, our kids did horrifically! And the
better writers they were, it seemed, the worse they did . . . because of the
timed element.
Hi, Beverly,
At times it does indeed seem like a 'double edged' sword: we
tea
Actually, I was thinking that they are not made better. Many of the older books
I have are made of very cheap paper, which is quickly disintegrating.
Kim, I agree with you about the older illustrations on the covers. Many times
I have various versions of the same book, and invariably, kids
Francie,
Have you looked at Cunningham and Hall's Month by month Phonics for Upper
Grades? It is designed with struggling readers and students learning English in
mind.
Also, there are some well-researched strategies for students to practice
spelling available online. http://www.resourc
- Original Message -
From: "Beverlee Paul" <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] Another mosaic: The reading-writing connection
> Actually, until we "caught on" how to teach
> taking-the-state-writing-assessment, our kids did horrifically! And the
> better writers they were, it see
Actually, until we "caught on" how to teach
taking-the-state-writing-assessment, our kids did horrifically! And the
better writers they were, it seemed, the worse they did . . . because of the
timed element. Our kids had rarely written to prompts, but they NEVER had
experienced the paltry tim
On Jul 3, 2007, at 8:22 AM, kimberlee hannan wrote:
> I tried something new last year. I took samples of the writing and
> word
> work we did in class, blew them up and titled it "Here's how we learned
> it..." snip
>
> Good teaching and A LITTLE constructive test strategy is enough. B
I tried something new last year. I took samples of the writing and word
work we did in class, blew them up and titled it "Here's how we learned
it..."and made a huge floor to ceiling chart. Next to that I blew up
released test questions in writing strategies and vocabulary and mounted it
next to
ONE THING I'VE LEARNED IS TO UNDERSTAND WHAT IT MEANS TO BE RECURSIVE
SO IT
IS NOT LINEAR BUT AN ONGOING INTERWEAVING. IS THIS A HELPFUL WELL TO
THINK
ABOUT IT ALL?
Hey, Sally! Good to hear from you again. I agree with what Beverlee
said about reading being expressive too. she and I got into
- Original Message -
From: "Beverlee Paul" <[EMAIL PROTECTED]
>And we could go a little further, maybe. For
> instance, what happens when the processes fall out of balance, for an
> individual? for a class? for a profession?
You mean like the state writing tests? I have had major dis
- Original Message -
From: "Beverlee Paul" <[EMAIL PROTECTED]>
>I am not so sure reading is receptive. Of course, it starts out as
>receptive as the reader receives the
> input (the author's text). BUT then I tend to believe it becomes
> expressive. What happens in the reader'
Welcome Beverlee. Sounds like you are a great "kidwatcher." I like the
weaving metaphor, rich with possibilities, something definitely non linear.
I do know that there sometimes seems to be a fairly rigid belief that the
receptive (listening/reading) always leads the productive
(speaking/writin
>I like to let my kids choose a book from the
> $0.95-2.00 range on the April or May Scholastic book
> order. Some years, I let them choose a book from MY
> library to keep, make a list of what they are taking
> and then I replace it. To me, choosing a book is
> personal. And although I know wh
In a message dated 7/3/2007 8:00:58 AM Eastern Daylight Time,
[EMAIL PROTECTED] writes:
among the strategies and reading, writing and math
Oh and researchers, I forgot researchers!
Nancy Creech
** See what's free at http://www.aol.com.
__
In Appendix A of the second edition of MOT, there are connections listed
among the strategies and reading, writing and math.
Nancy Creech
** See what's free at http://www.aol.com.
___
Mosaic mailing list
Mosaic@l
In a message dated 7/2/2007 11:44:46 PM Eastern Daylight Time,
[EMAIL PROTECTED] writes:
I have the first edition, haven't read it yet, but just realized they have
introduced a 2nd edition. Is it worth it to go ahead and get the 2nd edition?
**I got the second additions of Mosaic of T
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