Gina,
You are making sense to me, but in terms of fin/fine, I would say your
children are in control of basic letter/sound associations but perhaps have
not moved beyond this to analyze word patterns and to monitor for meaning.
If I am monitoring for meaning I may not get to fine, but fin would
ob
This is so well stated, Nancy.
Lori
On 6/24/08 7:09 PM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote:
>
> In This may not necessarily be phonics but it helps students see the
> patterns that are everywhere in our language. When breaking words into parts
> (again, not necessarily phonics, bu
In a message dated 6/24/2008 8:57:17 PM Eastern Daylight Time,
[EMAIL PROTECTED] writes:
rather than to keep the focus on making meaning no matter what your decoding
ability.
There was a time in my career when I felt focus on meaning would ultimately
cure all reading problems. So yes I
In This may not necessarily be phonics but it helps students see the
patterns that are everywhere in our language. When breaking words into parts
(again, not necessarily phonics, but geared for the older students), they gain
alot
of comprehension when they are able to understand root word
>> > Nancy said-
> Could you tell me more about the sixth graders with the "phonics gaps?" >
> What kinds of phonics instruction have they had in the past? What kinds of >
> different phonics instruction strategies would you incorporate?> Why do you
> consider reading for meaning "the other
"equipped to move forward on literacy instruction that
> focuses on deep comprehension" would imply that we are going to give the
> child the tools for comprehension. We've all seen kids who can "read" fast
> but cannot comprehend. Those children are prime for the explicit teaching of
> comprehe
No, I cannot say that doing well on DIBELS tasks means a child has the tools
to comprehend and without comprehension, I cannot see any moving towards
being literate. I know I have said this before, but my blind father has a
machine that can decode (yes, nonsense words), read with speed and
reasona
Animated Literacy is a multi-sensory phonics program created by Jim Stone. It
incorporates all vowel spelling patterns as well as writting and parts of
speech using song and movement ans drawing to give students some connection. I
see kids unconsiously making hand motions as they read
Sent via B
On Jun 24, 2008, at 9:37 AM, [EMAIL PROTECTED] wrote:
> And a student who struggles on part of the DIBELS may need to be
> considered
> for further evaluation to determine what would best prepare that
> student for
> progress into the area of deep comprehension?
> No..see above.
> There are s
In a message dated 6/24/2008 11:29:08 AM Eastern Daylight Time,
[EMAIL PROTECTED] writes:
It seems as though we are confusing the point of this conversation. To teach
phonics or not teach phonics is not the real question. The real question is
what and how to teach kids who aren't reading we
When we think of teaching reading in the realm of combining listening,
speaking, reading, and writing, then we also include conversations
about read alouds, which includes making inferences and other
components of comprehension. When we do shared reading activities,
students who struggle wi
Debbie says, "What I struggle with is my 2-4 kids who can't get through the
text because they struggle with the simple words."
And, unfortunately, I'd have to say those are often the phonetically irregular
words that more phonics instruction won't help much with.
___
The question was: But would you all agree that a student who does perform well
on DIBELS is equipped to move forward on literacy instruction that focuses on
deep comprehension?
I wish I could - but I can't. I do agree that a student who is fluently
reading a selection will be better able to
Renee,
I agree with you that DIBELS is used (or misused) as an assessment rather than
a screening - a practice I have been working hard to clarify in my own school.
I think "deep comprehension" is probably also a somewhat relative term. Just
how deep can comprehension be a text at a DRA level 3?
Renee, you've won my heart for the day...or maybe forever. What a quote by
Rolllins!
"The test of a good teacher is not how many questions he can asks his pupils
that they will answer readily, but how many questions he inspires them
Could someone shed some light on the Animated Literacy program?
Thanks.
>From: Beverlee Paul <[EMAIL PROTECTED]>
>Reply-To: "Mosaic: A Reading Comprehension Strategies Email
>Group"
>To: "Mosaic: A Reading Comprehension Strategies Email
>Group"
>Subject: Re: [MOSAIC] to part or not to part (Gin
On Jun 24, 2008, at 8:27 AM, KENNETH SMITH wrote:
> DIBELS gets a pretty rough rap on here and I think it is because it
> is being considered an assessment rather than a screening.
DIBELS is often used as an assessment, not just a screening.
> Would you all agree that a student who does perfo
We just cannot ignore WHAT the child is reading. All of your points would vary
if the student were reading something at her instructional, independent, or
frustration level. If she is reading an appropriate selection for her, then it
is much less likely that dysfluency is there. If it is, I w
Some shorter novels I would suggest are: The Forgotten Door, On My Honor,
Harris and Me, Granny Torrelli Makes Soup, The Birthday Room, Indigo, Green
Angel, Step by Wicked Step (each chapter is a different story about a step
parent), The Higher Power of Lucky, Gossamer, Edward's Eyes.
Kay Ku
How much
meaning is there in DIBELS assessments that require students to bark
out nonsense syllables in record time?
Above is one of the perfect examples of the imbalance...
I guess my point has been misinterpreted. I am agreeing with others, to balance
all components of reading we do need
As Jerome Harste would say, learning is messy. It takes a lot of "mucking
around." Sometimes that involves worms. :-)
> Subject: Re: [MOSAIC] to part or not to part (Gina)> > Wow! I really opened a
> can of worms
_
Enter the Zun
Debbie, please connect back with this list so we all can look over your
shoulder as you watch these kids! I, for one, would be very interested. BevI
will be anxiously watching the students in my building over the next couple of
years. We did not have a phonics program until last year when we a
Balance in our whole instructional program -- and bringing balance to each
child's reading process. That's why we need reading
specialists/interventionists to diagnose where the imbalance/weakness lies so
as to inject some targeted instruction. So hard to do in a HALO (or any other)
classroom
It seems as though we are confusing the point of this conversation. To teach
phonics or not teach phonics is not the real question. The real question is
what and how to teach kids who aren't reading well (and reading well includes
all 5 components of literacy). While comprehension is obviously t
And I would add that Renee's comment about addressing phonics in a meaningful
way is one of the key reasons Don Holdaway "invented" shared reading.
Basically anything that can be done in isolated phonics instruction can be
"delivered" through quality shared reading experiences, which laces phon
On Jun 23, 2008, at 8:21 PM, [EMAIL PROTECTED] wrote:
> I have been thinking about this post since it came up. When we are
> teaching phonological awareness and phonics, aren't we still teaching
> meaning? My interpretation of what we are doing with this instruction,
> is always based on meanin
In a message dated 6/23/2008 11:10:50 PM Eastern Daylight Time,
[EMAIL PROTECTED] writes:
If there is anything I know in my 25 years of teaching it is to be careful
not to get stuck down either side of a continuum. In my classroom I first
focus on reading to understand, reading strategi
Terry,
Beautifully stated...even the more abstract, finite tasks have a purpose and
that purpose can be shared with even the youngest students.
Cathy
Title I Reading
In a message dated 6/23/2008 11:23:38 P.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
I have been thinking a
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