Hi,
I teach second grade but am helping a K teacher integrate the
comprehension strategies. I have an idea of how I want to introduce
connections to the K's, but was wondering about some other ideas.
What do you do, or what do you say, to help them understand what a
connection is?
Model-Model-Model This is how we show our students HOW to do what
we're asking. Hillary
On Oct 4, 2009, at 12:00 PM, Shannon Lauer wrote:
Hi,
I teach second grade but am helping a K teacher integrate the
comprehension strategies. I have an idea of how I want to introduce
connections to
So what do you do when administration is not buying into your reading program?
I believe in the reader's workshop and taught successfully in Arkansas for
years. Many thanks to Ken Stamatis and everyone at Harding University for
opening my eyes and guiding me in the ways of the workshop.
Why would you **ask** the principal whether you can check out books
in your own name and bring them to school? I have done that for years
and years and years and never asked anyone.
Sometimes you just have to do what is the right thing to do and just
not say anything. :-)
Renee
On Oct
It's amazing how districts can find and spend hundreds of thousands
of dollars for consulting firms but cannot manage to buy five more
appropriate-sized chairs and one more table for the Art classroom.
heh
Renee
On Oct 4, 2009, at 11:28 AM, larry patterson wrote:
So what do you do when
Aww, that sounds so discouraging, but please do not quit! Those students and
that community need you!
Do you think the administration would be open to hearing research on reading
workshop? Perhaps you could persuade them with a short presentation, including
research, on the balanced literacy
I live by the It is better to ask for forgiveness than permission in my
world. When I take something and use my name for it, it is MY
responsibility.
Kim
On Sun, Oct 4, 2009 at 12:34 PM, Renee phoenix...@sbcglobal.net wrote:
Why would you **ask** the principal whether you can check out books
Sometimes the most powerful change comes through building trust. I
entered a reading intervention position 6 years ago and have gradually shaped
it
to fit the needs of the struggling readers (as I see it). For me, I tried
not to be a bull in a china shop (which is difficult considering my
Don't quit! I know they need nurses but we need good dedicated teachers too. I
too respect the research, philosophy and delivery system of reading workshop.
It sounds that your ideas are 'radical' for the school system you are in.
Perhaps you continue what you are doing and do the best you can
I loved reading about your MOT enthusiasm and totally agree with your
comments. I also teach 5th grade and find that my students seem to know little
about metacognition. As a district we read MOT and had workshops a few years
ago. Apparently it has fallen by the wayside. Your e-mail encouraged
Why don't you take advantage of the fact that your students have noticed this
and talk about it...This will empower both you and your students and may be the
catalyst to help you continue working with students in your community.
Elisa
Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie
Better yet hang student work on the door. Put up some of those
worksheets. hahahahahaha
:-)
Renee feeling cynical and devious
On Oct 4, 2009, at 4:14 PM, Waingort Jimenez, Elisa wrote:
Maybe you can put curtains on your door?? You could site
distractions as a reason, if asked.
I agree with the prior knowledge gap. But do you agree with his idea that
reading comprehension skills and strategies should NOT be taught?
Oh, and this was published by Washington Post, not WSJ. My mistake.
Andrea
- Original Message -
From: Heather Green heath...@gmail.com
To:
How do I access the tool pages? Thanks
- Original Message -
From: thomas
[mailto:sally.thom...@verizon.net]
To: The Learning Network
[mailto:t...@listserve.com], Mosaic: A Reading Comprehension Strategies Email
Group [mailto:mos...@literacyworkshop.org], Teachers Applying Whole Language
Perhaps the truth lies somewhere in the middle?? Without a doubt, prior
knowledge/vocabulary are key.? The question is, perhaps, how do we teach into
the needs of those children who DO have vocab. and prior knowledge, and aren't
putting it together.? Is that where strategy instruction has its
Since you don't have any budget could you perhaps get a local business to
adopt your classroom and donate money to buy new books? We do that in my
school district and the donating business gets a letter of thanks, their name
in the school newspaper and their name on the school marquee with a
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