Jennifer, I would also appreciate this research.
Thank you,
Taryn Vanderburg
Sent from my iPad
On Feb 24, 2012, at 9:05 AM, Judy Shenker jshen...@lcc.ca wrote:
Hi Jennifer,
I would be very interested in any research supporting the ineffectiveness
of whole group phonics.
Thank-you,
Hi Jennifer,
I would be very interested in any research supporting the ineffectiveness
of whole group phonics.
Thank-you,
Judy
Judy Shenker
Learning Enrichment And Development Coordinator
Coordinatrice en enrichissement et développement de l'apprentissage
Lower Canada College
4090, avenue
Pauline , I understand your dilemma. I am in the same position. Yet, no matter
how good the program, the only thing that's going to level the playing field is
PD.
We started Wilson before Fountas and Pinnell. The problem I see with any
phonics program is that it teaches the same skills to
I would too considering we just are implementing Fountas and Pinnell and I have
to same fears... so would really appreciate the research so we as coaches are
more informed with research for our administration.
Lisa Ward
-Original Message-
From:
I will send the references for this research to the whole list when I get a
minute. In the Meantime, get your hands on Words Their Way. Run!!! Don't walk!
It references many of the studies you need.
Sent from my iPhone
___
Mosaic mailing list
On 2/24/2012 2:49 PM, Palmer, Jennifer wrote:
I will send the references for this research to the whole list when I get a
minute. In the Meantime, get your hands on Words Their Way. Run!!! Don't walk!
It references many of the studies you need.
Sent from my iPhone
As I have said before, this is the first year I am following the Reader's
Workshop model. My district does not follow/support reader's workshop. I am
lucky to have the freedom in my school to use any teaching structure I want.
Out of almost 70 teachers, only 2 teachers in my school are
I think the link below will be very informative to you.
http://k-12center.org/rsc/pdf/Assessments_for_the_Common_Core_Standards_July_2011_Update.pdf
On Wed, Feb 22, 2012 at 5:38 PM, John Ferrara wrote:
I do think they mean for every student to have an extended text
(novel, play, etc.)
I love words their way! My district is very data driven but sold on it!!
Blessings,
~Gena~
On Feb 24, 2012, at 2:49 PM, Palmer, Jennifer jennifer.pal...@hcps.org
wrote:
I will send the references for this research to the whole list when I get a
minute. In the Meantime, get your hands on
I would suggest teaching test taking as a genre, a type of reading that has
a specific structure and way to comprehend it. Lucy Calkins has a good
book about this, but I can't recall the name. I will find the title and
send it to you. I think students need to learn how to tackle the text and
Yes, Jennifer, agreed. PD is vital and differentiation is
imperative. We use a workshop format for reading and writing and I'd like
to move people into learning about word study. I just want to equal the
playing field by having one stronger product to start with as a foundation,
rather than
Sorry. I forgot to write in the subject line in my previous email.
From: cadeteve...@hotmail.com
To: mosaic@literacyworkshop.org
Date: Fri, 24 Feb 2012 18:58:49 -0500
Subject: [MOSAIC] (no subject)
As I have said before, this is the first year I am following the Reader's
Do your students understand the questions? Some of the questioning on our state
tests is confusing and I noticed that my students don't understand what the
question is asking. I am going to teach them this academic vocabulary - the
other day I asked the students how 2 things differ and they
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