I must agree with you... our shared reading was the Giving Tree by Shel
Silverstein this week... I opened discussion about metacognition. with this
text.. we used "making a reading salad" from the resource: Comprehension
Connections and the two (Silverstein's text and strategy lesson) really
I have been reading this list serv for years and now need some
assistance. I teach fourth grade and my students are not doing well on
their benchmark scores (this is NC). I need some explicit lessons on
teaching skills such as main idea, questioning, summarizing,
sequencing, etc. I have two
Was there a handout you could stick in the files?
On Tue, Nov 10, 2009 at 1:27 PM, Domina.Natasha <
domina.nata...@north-haven.k12.ct.us> wrote:
>
> I just heard Richard Allington speak on Saturday and he said that 2 hours
> of reading per day will mean that a struggling reader doesn't fall furth
I happen to really like using Shel Silverstein's poetry. At first glance,
to kids it might just seem funny or silly. But there are a lot of life
lessons to be found if you open your mind and your heart. The text is very
accessible and engaging, and it really makes "deep thinking" invitational
fo
I currently teach fourth grade, after having taught third for many
years. I am really struggling with reading this year. I am very tied
in respect to how I may teach reading. I am required to have a 30
minute whole group reading session, with 60 minutes of station time.
During stations I am
I so agree!!! This describes what happens perfectly.
sally
On 11/10/09 4:13 PM, "Beverlee Paul" wrote:
> A very wise college prof I had says, "Anything that can be used, can be
> abused."
>
> I feel the same about cooperative learning a la those extremists or
> extremists with math manipulat
and Beverlee Paul, I would like to work for someone just like you. Imagine the
possibilities!
Leslie R. Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX
From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.or
"The school where I teach performs very well on state standardized tests. In
reading I believe the scores are well above 90%."
I'd be interested in knowing how reading is taught in your school. I know
scores aren't everything, but those are impressive scores. I don't think we
have advanced rea
To help with the notion of an advanced reading class you may want to consider:
1. Use questions that employ Bloom's top 3 levels, analysis, synthesis and
evaluation
2. Use projects that allow students to use one or more of their multiple
intelligences
3. Use DeBono's six hats thinking framewo
I have to ask you if you have monies and teachers available for special
education students or struggling readers? If you do, then why shouldn't you
have opportunities for students who excel in reading?
How would you provide opportunities for these students to read books above
their grade leve
I think this is a powerful example of any approach being implemented by
teachers who don't really understand in an authentic way the theory and
practice behind the strategy. Any approach, any strategy, is only as good
as a deeply thoughtful, knowledgeable teacher using it. So it's being
implement
A very wise college prof I had says, "Anything that can be used, can be
abused."
I feel the same about cooperative learning a la those extremists or
extremists with math manipulatives, etc. My favorite example is from a
teacher in Colorado, who had a zap right as she heard herself say, "Boys and
Okay, so now it's becoming clear to me why it seemed like I was having an
"out of body" experience when a discussion started last summer about
themes. I just couldn't figure it out. Egocentric, I guess--too many years
with 6 year olds. What was in MY schema was "theme studies" and "inquiry
cycle
Another technique for provoking thought in first graders is paired texts or
text sets. In paired texts, they would commonly read a fiction and a
nonfiction text about the same topic, such as a fictional tale about bears
and an informational book with lots of nonfiction text features and content
ab
I just heard Richard Allington speak on Saturday and he said that 2 hours of
reading per day will mean that a struggling reader doesn't fall further behind.
If we want them to close the gap and catch up to their peers they should be
reading even more than that. (He was talking about RtI so ma
I feel pretty uncertain about it--especially after reading other people's
posts, but how I've thought about those terms in the past are:
yes to the first part of what you said--that themes tend to be short phrases
I think of author's message as our interpretations of that word/phrase, but our
in
And Patricia Maclachlan
Leslie R. Stewart
(203)481-5386 X310 FAX (203)483-0749
lstew...@branford.k12.ct.us
Be who you are and say what you feel because those who mind don't matter and
those who matter don't mind."
~ Dr. Seuss
-Original Message-
From: mosaic-bounces+lstewart=branfor
The school where I teach performs very well on state standardized tests. In
reading I believe the scores are well above 90%. This is my first year
teaching 7th grade and the first year of a newly developed "advanced"
literature class which I am teaching. I'm struggling with how to make the
class "a
From: "cnjpal...@aol.com"
To: mosaic@literacyworkshop.org
Sent: Tue, November 10, 2009 5:52:07 AM
Subject: Re: [MOSAIC] philosophical wonderings
Hi Leslie
I think perhaps we need to begin to define what it means to teach reading
strategies--what exactly do
"In my experience, strategy instruction works. For all kids, not just
strugglers. I do not believe it is only for struggling readers. I would like
to see the list discuss what aspects of strategy instruction, as it is
currently being implemented, turns kids off from the love of reading so that
I happen to love Kevin Henkes ... and there's also some great non-fiction out
there, such as Gail Gibbons ...
Carol McLoughlin
Reading Specialist/ESL
--- On Tue, 11/10/09, EDWARD JACKSON wrote:
> From: EDWARD JACKSON
> Subject: Re: [MOSAIC] thought-provoking reading for 1st graders
> To: mo
I have used this program before. It is a phonics-type system and
teaches the rules in creative ways to help children remember them when
they see them in both real and imaginary words. It also helps children
"create a picture" in their mind about what words look like and their
corresponding sounds.
Hi Leslie
I think perhaps we need to begin to define what it means to teach reading
strategies--what exactly do we mean...what exactly do we do when we teach
reading strategies? I agree, and I think, so would Ellin that sometimes we
overdo our strategy instruction and make our focus of read
Absolutely!
On Mon, Nov 9, 2009 at 8:40 PM, Stewart, L wrote:
> Eve Bunting, Cynthia Rylant, Patricia Polacco
>
> Leslie R. Stewart
> Grade 3 Teacher
> lstew...@branford.k12.ct.us
> 203-481-5386, 203-483-0749 FAX
>
> To feel most beautifully alive means to be reading something beautiful,
> ready
Don't forget Eve Bunting
Lori Jackson M.Ed.Reading Specialist
Broken Bow, NE
EMAILING FOR THE GREATER GOOD
Join me
> From: hutch1...@juno.com
> Date: Tue, 10 Nov 2009 02:11:21 +
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] thought-provoking reading for 1st graders
>
>
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