I wonder what would happen if we just asked a student, Why is this
important? I'm thinking in a context, for example, of my own lesson,
when the student asked how Washington's face got on Mount Rushmore.
These were third graders. I can easily imagine a student ansswering,
it isn't and I could
It's the testing culture Renee. We test low level and that drives instruction.
Think about main idea ... And it's relationship to what we are talking about.
Determining importance becomes a game to guess what test authors feel is
important...
Sent from my iPhone
On Feb 19, 2012, at 12:01 PM,
Thank you. This makes a lot of sense. I have never used Wilson, the
skywriting is something we can all do and most programs have a picture
keyword component. Thanks.
Pat
On Feb 19, 2012, at 8:51 AM, Palmer, Jennifer wrote:
Pat...I can tell you briefly what I think works about Wilson
Pat...I can tell you briefly what I think works about Wilson Fundations... it
is the keyword/letter/sound association. Learning a consistent picture and
keyword really helps struggling kids internalize that letter sound
relationship. I also liked the skywriting---the use of large muscle
Here is where I am struggling. How can I teach my students to determine what's
important in a text, but at the same time they have to be able to answer those
fake main idea questions from a test? Any advice?
Sent from my Windows Phone
-Original Message-
From: Palmer, Jennifer
Sent:
I agree with you Jennifer. Thanks for saying it so clearly. Would it be
okay if I share it with my new teacher students?
Also I think what makes me react so strongly to scripted programs is NOT
that they don't use useful concepts (like the multisensory and the keyword
associations you mention)
Was it not Chris Tovani who used this example (different purposes -
decorator / real estate agent, and a thief) in her book, I Read It But I
Don't Get It? Excellent conversation.
Mosaic: A Reading Comprehension Strategies Email Group
mosaic@literacyworkshop.org writes:
I agree Renee. What I
Are determining importance and finding the author's main idea the same thing?
If they are not, are they related? How? HELP!
Evelia
Sent from my Windows Phone
-Original Message-
From: Palmer, Jennifer
Sent: Sunday, February 19, 2012 9:23 AM
To: Mosaic: A Reading Comprehension
A book I thought was helpful is A Teachers' Guide to Standardized Reading
Tests by Lucy Calkins, Beverly Falk and other NY teachers...
They were a teacher study group who came from perspectives shared on this
list and still felt a need to deal with tests, but not the usual test prep.
They wound
Hi Sandy,
Glad you like the website. We created it to help teachers access lessons and
ideas. We try to add more as we get the chance. The video links are on the
first page when you open up that www.wrsd.net/literacy site. The second
episode's link is the picture of the video itself.
Maybe, instead of saying author's main idea, I should've said the
standardized test maker main idea. This is the first year I am teaching the
comprehension strategies. In the past, my students have struggled with main
idea. I am wondering how determining importance may help them with finding
Will you post the link to the school website you are referring to? I would
love to check it out.
Terry
On Sun, Feb 19, 2012 at 1:15 PM, Sandy Stevens
sstev...@maustonschools.orgwrote:
Charlene,
I love your school's website. I got lost in for over an hour.
Unfortunately, I was unable to
Evelia,
Sometimes when I am substituting, and there is some leftover time,
I have kids get out whatever book they are currently reading, and
then we do a little book chat. If the teacher is one who has kids'
names in a can, I draw names, otherwise, I just go around randomly,
asking
I would say that determining importance is important in getting to
the main idea, and establishing the main idea is helpful in
determining importance. Big help, huh?
Kids need to know both. Determining importance helps them remember
and retell stories. But knowing the main idea is useful
I'd like to share a strategy that has worked well for me in the past,
especially with nonfiction. Has anybody ever heard of an Information
Walk? In a nut shell what you do is chunk the text you are working with
into sections or by subtitles, and assign groups of 2-4 students to be
Hi there,
The website is the literacy curriculum page for my district, the Wachusett
Regional School District in Central Massachusetts. The URL is
http://www.wrsd.net/literacy/
Enjoy,
Charlene Griffin
Instructional Coach
Wachusett Regional School District
- Original
Thank you !!! Yes,it was Tovani!!
Sent from my iPhone
On Feb 19, 2012, at 5:34 PM, Kim Thompson kim.thomp...@ugdsb.on.ca wrote:
Was it not Chris Tovani who used this example (different purposes -
decorator / real estate agent, and a thief) in her book, I Read It But I
Don't Get It?
Thank you everyone for the great discussion this weekend!! :-)
Let's make a pact, shall we? Let's take a sec to privately consider our hot
button issues. We all have the topic or issue that pushes an emotional button.
(Mine are Open Court Reading Series and those $@!! Test Prep books that start
Love it - great idea. Am going to try it asap!
Sally
On 2/19/12 4:29 PM, donn...@optonline.net donn...@optonline.net wrote:
I'd like to share a strategy that has worked well for me in the past,
especially with nonfiction. Has anybody ever heard of an Information
Walk? In a nut shell what
During this discussion, I keep thinking of the very clever posts on
Facebook the last couple of weeks and how they relate to POV and some
comments on here. Most of them are career-related and are a series of
pictures showing items like This is what my boss thinks I do, and This
is what my students
Very thoughtful, Jennifer. I feel like I have to share mine because it
seems to bleed on issue after issue. I know it's not so cool to share right
now and it isn't what Jennifer envisioned. but... I am made beyond crazy
when people consider students (and teachers) as identical clones, then
deliver
Thank you Renee and all of you for the great comments and ideas. I love this
group!!
Evelia
From: phoenix...@sbcglobal.net
Date: Sun, 19 Feb 2012 16:07:51 -0800
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Determining Importance
I would say that determining importance is
I'm new to the group and I am loving it all!
Cathy from Salt Spring
On 2012-02-19, at 8:34 PM, evelia cadet wrote:
Thank you Renee and all of you for the great comments and ideas. I love this
group!!
Evelia
From: phoenix...@sbcglobal.net
Date: Sun, 19 Feb 2012 16:07:51 -0800
To:
I would love to see the pictures. What a great idea!
Sherry
Sent from my iPhone
On Feb 19, 2012, at 7:29 PM, DONNA FOX donn...@optonline.net wrote:
I'd like to share a strategy that has worked well for me in the past,
especially with nonfiction. Has anybody ever heard of an Information
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