yes, butthe pre-recorded stories the readers generally read WAY faster
than most kids canjust a thought.
janelle
- Original Message -
From: Golden, Kim [EMAIL PROTECTED]
To: Mosaic: A Reading Comprehension Strategies Email Group
mosaic@literacyworkshop.org
Sent: Wednesday,
Debbie,
I agree with you. I teach third grade, my students read for at least 40
minutes silently while I am conferencing with kids. I have a push in title
one assistant who does the same, she also pulls a guided reading group. Kids
just really need time to read. I've spent a lot of time on book
On 10/3/07 2:29 PM, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote:
Hi fellow reading enthusiasts,
I was recently awarded an amazing opportunity by my coordinator: the
chance to present the comprehension strategies to our k-5 team in hopes of
adopting them across the grade levels. I am
I'm looking for research articles that show how audio helps increase fluency,
especially at the K-3 level. I know that audio recordings provide a fluent
model for students, but I'm looking for research that supports using audio to
help with fluency. Any ideas?
Thanks,
Danielle
Christina,
I heard a great report on NPR a few years ago. It told about a school in
Chicago that each year got more people on board until the whole school was in
agreement. I think this allows teachers not to feel pressured to starting
something new- which can be so intimidating. Therefore,
Kendra,
That is some great advice. That was my concern as well. I didnt want to
lecture as I've been to plenty of trainings at my own school where even
myself just sat there doodling in my planner because I didnt want to be
lectured to. Thanks for your help!
Christina - Building on Kendra's thoughts of different models of
presentation--the opening literature selections in the Mosaic chapters are
almost beyond powerful. How could you go wrong starting with them? Then you
could mix it up a bit and some lecture might be effective. Bev Christina,
I
Christina...
Look in the Mosaic Tools Staff Development section. There is so
much there. A good place to start is
Ginger's Graduate Course journal to see how she thought it through
and taught it.
Ann Jernigan
Literacy Coach
Webb City R-7 Schools
[EMAIL PROTECTED]
Michele,
Perhaps the questions is not why aren't you teaching through themes? But,
what are your themes, because they aren't visible to us. If you are
weaving the strategies throughout your curriculum, then they are serving as
themes.
They just aren't familiar to parents or perhaps even
When the men came to get the widow's broom they took the other broom
she had in the closet (it looked just like the witches' broom). She
tricked the neighbors!
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[EMAIL PROTECTED] 10/04/07 7:39 PM
I'm torn between starting with
Mosaic of Thought or Reading with Meaning. What do you all think?
Also, as far as starting the group. . . What do you think would be the
best possible way of advertising? We all know that not every teacher is
open to new ideas
I had a similar experience...intermediate teachers were turned off by the
primary focus.
One group picked Mosaic rather than Strategies That Work (it looked shorter)
but found it too abstract. They wanted practical.
Those that did Strategies That Work were intimidated at first by the size
I also am a fan of 7 Keys to Comprehension by Hutchins and Zimmerman.
I led a book club with my staff, K-6, and they loved it.
Kim/5/MI
On Oct 4, 2007, at 9:06 PM, [EMAIL PROTECTED] wrote:
I had a similar experience...intermediate teachers were turned off by
the
primary focus.
One
You might consider Comprehension Connections--it isn't long and has ideas
ready to go.
-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Nancy Hagerty
Sent: Thursday, October 04, 2007 7:01 PM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Help.
Regarding just right books and reading time,
people might find Stephen Krashen's work on free voluntary reading
interesting.
Here's one site:
http://www.sdkrashen.com/handouts/88Generalizations/index.html.
susan
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I'm pretty new to this list serve. I'm getting the messages bundled into
one so I just get one a day, which I like. However, I find it cumbersome
time consuming and tiresome to wade through all the repeated text. Am I
missing something? Is there a way to avoid this? I find lots of the
I don't find the second edition of Mosaic as abstract. We are promoting
Mosaic as our One District One Book read (a first) and I have 4 different
buildings doing whole school study groups!! Voluntarily!!
Lori
On 10/4/07 7:06 PM, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote:
I had a similar
Last year we had a study group with grade 1-10 teachers (12 of them) using
Mosaic of Thought. It was advertised in such a way that participants were
given a choice as to how to group themselves. In the end they just all wanted
to stay together which made for very rich conversations. I think
Hi all,
I seem to be more of a lurker than a participant these days but am enjoying
and learning from all your posts.
Can anyone tell me more about the San Diego quick test?
We are using DRA 2 in our district and I love it so much better than the
earlier version. The fluency and
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