Dear Readers,
My third grade class is struggling with book clubs this year. I purposely set
out to model, model, model what is expected of a book club member. We read a
book in a whole-group setting and practiced the four roles so that every
table group had a chance to experience each role.
Hi Laurie,
First of all, I think what you've done so far is
great. It sounds like you've taken a lot of time and
effort to help your kids understand what a good book
discussion looks and sounds like. (I LOVE the idea of
big idea sketcher...totally borrowing that from you
btw!)
From your
Laurie,
It doesn't sound like you have done anything wrong! I think you should continue
to monitor the groups, allowing those students who still do not seem to get it
to share their observations of those who are more successful. Reflection on
what the others did and how he or she could do
From: [EMAIL PROTECTED]
To: [EMAIL PROTECTED]
Subject: Read Aloud-Middle School-for girls
Date: Sat, 9 Feb 2008 16:23:06 +
I teach ELL students in our middle school 6-8th grade. On Fridays I read aloud
from grade level chapter books. We just finished the Watson's Go to
Birmingham. My
I was going through some of my emails looking for more information about lead
and stretch, but I just couldn't seem to find the one with all the
information. It was in regards to writing and apparently it had a connection
with Carl Anderson. I have the email piece below.
Tell me and I
Joy,
I really I thought I answered this online but maybe I sent off an email
privately anyway...
the stretch part of Carl Anderson's work (which I adapted) was taken from a
workshop he did with my first graders as part of our satellite program with
TC.
Carl merely said the following
I hope its not too late to offer some rubric ideas...I use a rubric for each
individual to complete about their own performance and preparation within the
group. I also have a group rubric that they complete together and discuss at
the end of the meeting. After completing the rubric, the
In response to the question about determing importance, I would recommend
Stephanie Harvey's book *Nonfiction Matters*. In this book, Harvey
recommends using a three column chart with students to record facts,
questions, and responses. As the students read, they choose important facts
to record
Could you please help me fine the house lesson? I looked on the tools
page but I can't find it?
Thanks,
Marti
- Original Message -
From: Joy [EMAIL PROTECTED]
To: Mosaic: A Reading Comprehension Strategies Email Group
mosaic@literacyworkshop.org
Sent: Friday, February 08, 2008 4:28
Folks
My district is reviewing Harcourt Story Town for possible adoption. As I
looked through a fourth grade teachers guide, I saw some good things, but found
strategy instruction somewhat lacking. Looking in the index, I couldn't see
anything for example, on creating mental images. Is any
I am looking for districts who have adopted a social skills curriculum. What
do you use and how do you assess its effectiveness. I would also be
interested in any checklists related to what you are doing. We are looking
into this
as RTI evolves. Thanks for any help you can give me!
Sue
Im a literacy graduate student, and Im in the process of making an iMovie
about book clubs. Since book clubs were recently brought up, I was wondering
if anyone could share about their book clubs in more detail. I am also
proposing in my iMovie that teachers create an online (and optional)
Be sure to consider the Boys Town curriculum from Nebraska.
From: [EMAIL PROTECTED] Date: Sat, 9 Feb 2008 17:45:45 -0500 To:
mosaic@literacyworkshop.org Subject: [MOSAIC] Off Topic~Social Skills I
am looking for districts who have adopted a social skills curriculum. What
do you use and
Hi,
Our district is considering Rigby's Literacy By
Design. It definitely uses the Mosaic language, but
I'd like to hear from some of you who actually use it.
I understand that it is the teacher, not the
materials that are important when teaching
comprehension, but it would still be nice to
14 matches
Mail list logo
