Mary,
I taught 1st grade for 11 years. (This is my first year in 3rd grade.) A
couple of years ago, our education coop provided each grade with a pacing guide
from Arkansas Reading First. One of our neighboring schools has a wonderful
literacy specialist that keeps an updated website. This m
got it!? many thanks.
-Original Message-
From: Maureen Robins <[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Sat, 27 Sep 2008 4:01 pm
Subject: Re: [MOSAIC] Guided Reading level assessment
Here's the link:
http://rwproject.tc.colum
Elisa,
Join the late email reader's club. I've been so far behind that I don't
know that l'll ever catch up!
I think that what we are trying to accomplish is giving students a model
of how to think, how to help them become more conscious of that little
voice in their head. I don't think we are dic
This is long and on reflection, I feel good having written it as I am just so
frustrated. It's a venting. I love to read everyone's posts, I don't always
say much but I love to read what you all write. Coming from an Australian
teaching background the general US teaching requirements was all
So, Bev, It seems I have yet to find something we disagree on! :-) LOL
Lesson study was such an Ah hah to me last year because I have always
believed, as you do, of the interconnectedness of learning...that real
learning
requires the brain to make connections and see patterns. My problem
Here's the link:
http://rwproject.tc.columbia.edu/#spotlight
You don't need to be a member.
Maureen Robins
On Fri, Sep 26, 2008 at 11:13 AM, Kelly Wade <[EMAIL PROTECTED]> wrote:
> #1
>
>
> Hey all,
>
> My district used to participate in an online testing pr
A wonderful unit on the Mystery genre can be found at Beth Newingham's
site. Just google her and go to "Teacher Resources." It is wonderful!
We've done it w/3rd grade the last 2 years.
On Sat, Sep 27, 2008 at 11:48 AM, <[EMAIL PROTECTED]> wrote:
>
> Hi.
> I went http://rwproject.tc.columbia.ed
Hi,
I just tried the url below and every link I tried worked for me. They are all
very interesting.
Elisa
Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada
Hi.
I went http://rwproject.tc.columbia.edu, but found that I needed to be a
project member.?
Do you ha
I would agree with most of what you said as well. I do think that scattered
teaching won't get us anywhere in depth and that we need to draw out the
depth of thinking in a concentrated manner. And an analogy appears to me
for what you're talking about. I know so little about cameras that I'm not
I really don't mind that walk throughs that our principals are doing becasue it
is making me a better teacher. Anyone can perfom for a formal evaluatiion but
now teachers have to be on their toes at all times. I have been taking classes
on assessing students for learning, not of learning. The
I totally agree with what you are saying!! We aren't teaching children to
learn but how to take tests. I long for the day when I can get back to those
teachable moments and the have the ability to roll lwith it!
Lisa
Renee <[EMAIL PROTECTED]> wrote:
> In the good old days, long before N
Hi.
I went http://rwproject.tc.columbia.edu, but found that I needed to be a
project member.?
Do you have a different link that might help us?? I'm looking to find support
for developing genre units of study for 3rd grade.?? If you (or anyone) has
helpful information, it would be greatl appre
OK, Bev...
I am going to be a devil's advocate hereI find that I rarely disagree
with you, but I think this might be one of those rare instances. :-)
One of the biggest ah-hahs that came through my five rounds of lesson study
last year was that I tried to do too much in my lessons. I le
You don´t need a password. But are you having trouble printing or downloading?
Printing would be an internal problem, particular to your system. Downloading
may be a problem of compatability or maybe the server at the website is down
momentarily. I would try again in a little while.
Elisa
E
On Sep 27, 2008, at 8:59 AM, Beverlee Paul wrote:
> Our school is just starting 4-minute walkthroughs (amusingly dubbed
> drive-bys by many on this list) and here is one of the things we heard
> yesterday at our "debriefing."
>
> Yes, you must have your objective up on the board or somewhere and
What do you mean when you say that your principal is trying to give you
another 15 minutes. Does the principal plan your schedule? I'm afraid
there's a whole world out there that amazes me.
On Sat, Sep 27, 2008 at 8:00 AM, Mary Manges <[EMAIL PROTECTED]> wrote:
> My principal is
> also trying
Our school is just starting 4-minute walkthroughs (amusingly dubbed
drive-bys by many on this list) and here is one of the things we heard
yesterday at our "debriefing."
Yes, you must have your objective up on the board or somewhere and your
children should know why they're learning such-and-such.
What kind of trouble are you having? You should be able to just print
them out... that's what they are there for!
Renee
On Sep 27, 2008, at 5:28 AM, [EMAIL PROTECTED] wrote:
> I am having trouble printing out some of their lesson plans. Do you
> need a
> password or membership?
Deep down we m
I am having trouble printing out some of their lesson plans. Do you need a
password or membership?
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In the good old days, long before NCLB and when teachers were treated
more like people who actually knew what they were doing, we used to
have what were called "teachable moments." When my son, (now age 32)
was in third grade, he had a fantastic teacher who lived well outside
the box. I was hel
Hi Mary-
If the mini-lessons aren't mini, then perhaps they have more than one teaching
point? Too much at once? Could the lesson be broken down in parts over two or
three days? The students need practice time -that is how they process the
information. Without the practice time, it becomes a
I can relate with how difficult it is to keep it short. What I tell teachers
(myself included) is that any asides you're tempted to throw into your
lesson, either use them as a mid-lesson teaching point or save for another
lesson entirely.
An example is "And writers remember that good writers als
I think that your comment below is an example of very powerful teaching. For
one thing, and there are many others, it lets kids know that learning is about
weaving connected ideas over time. And, it promotes that sustaining thinking
on a particular idea is critical to learning something well.
I agree with all of you and I appreciate the advice. I'm sure that
part of my trouble is the fact that I'm new to STW lessons this year.
I'm going to focus this week on being as brief as possible without
sacrificing anything. I agree, that the less I say, the more they
will remember. I'
My last years in the classroom (hopefully not my last forever, but for now),
I really started to draw this language into writing workshop and it did seem
to connect for six, seven and eights. For me sensory imagery was the easiest
way to draw children into thinking deeply about the relationship bet
I know this is an old thread but I am just now trying (still and forever) to
catch up with my email. I'll have to admit that when I read Ginger's email I
was wondering if maybe kids aren't getting it because we are trying too hard to
get them to the place we think they should be at. And, whene
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