Re: [MOSAIC] professional readings

I'd strongly recommend Kathy Collins work, too - Reading for Real and Growing Readers. BUT MY #1 RECOMMENDATION WOULD BE DORN AND SOFFOS' TEACHING FOR DEEP COMPREHENSION. It's a small little book worth its weight in gold!! On Sun, Jan 25, 2009 at 5:45 PM, Felicia Barra wrote: > Hi everyone, > >

Re: [MOSAIC] professional readings

And remember that Fountas and PInnell have a newer book with K-8 that's VERY explicit and deliberate: Teaching for Comprehending and Fluency. They also have the K-2 and 3-8 Continuum of Literacy Learning which is wonderful!!! Just out of curiosity here: would anyone be able to fill me in either

[MOSAIC] Reading Mastery, etcetera

Hi all - I'd like to ask a question that affects everyone interested in teaching comprehension, especially in a release to independence format. Do any of you know of any instances where schools have adopted Reading Mastery or another Direct Instruction program and have been forced to eliminate the

Re: [MOSAIC] Reading Mastery, etcetera

Thank you so much!! When would nearly every child in a school be through RM2? And am I correct in assuming that would be the time there would be increased attention to trade books? On Wed, Jan 28, 2009 at 12:26 PM, Amy McGovern < mcgovern_amy64042...@hotmail.com> wrote: > > As someone who taugh

Re: [MOSAIC] Reading Mastery, etcetera

If a school were using RM NOT as a stand-alone, what would they be using alongside it? On Wed, Jan 28, 2009 at 1:27 PM, Amy McGovern < mcgovern_amy64042...@hotmail.com> wrote: > > The code for the English language is the same. The rules for decoding are > the same. The letters look different bu

[MOSAIC] where are you? OFF TOPIC

Are any of you on this list serve from either Hemingford or Scottsbluff, Nebraska? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworksho

Re: [MOSAIC] Reading Mastery, etcetera

Yes it is. The SRA-published brainchild from Siegfried Engelman out of the University of Oregon. DISTAR is Direct Instruction System for Teaching Arithmetic and Reading. On Thu, Jan 29, 2009 at 8:05 AM, Renee wrote: > I agree with Laura. > Anyone remember Distar? Is Reading Mastery just Distar

Re: [MOSAIC] Reading Mastery, etcetera

Just one more thought: I'm sure there's lots about direct instruction that "balanced literacy" teachers don't know, and I'm sure there's lots about balanced literacy that "direct instruction" teachers don't know, but even with Amy's deep understanding of DI and what it CAN BE (and hopefully, shoul

Re: [MOSAIC] reading interventions

Barb, are you in Wyoming? On Fri, Jan 30, 2009 at 7:45 AM, Ron Borchert wrote: > Last fall I wrote about our district's early reading intervention review > committee that I am co-chairing. This is an update of the work we have done > so far. The committee watched Linda Dorn's presentation on t

Re: [MOSAIC] Reading Mastery, etcetera

True, DISTAR does have a connection to Open Court-- that connection is that Bereiter who was part of DISTAR is an author of Open Court. However, Sigfried Engelman, who IS Reading Mastery personified, originally developed DISTAR, and I BELIEVE (???) had Carl Bereiter as a co-author. Suffice it to

[MOSAIC] HELP HELP HELP

I don't think this off-topic, but I apologize if everyone thinks it is. I need QUICKLY to locate an article that has come out in the past few months saying that despite all the money spent by the Feds on Reading First and despite the fact there was about twice as much time spent on reading instruc

Re: [MOSAIC] departmentalization

Are any of you board-certified folk going to comment on this thread? Please On Wed, Feb 11, 2009 at 5:54 PM, Andrea Jenkins wrote: > Dee, > > I understand that concern. And I would say that this is largely remedied by > having trust in your colleagues. If you departmentalize, is there a way t

Re: [MOSAIC] departmentalization

I'd like to respond to your question about Teaching with Intention. First, the Lesson Design plan in there is amazing. I can't imagine anyone who couldn't/wouldn't enhance their own practice by incorporating it. I think that section of the book would make a phenomenal study group selection! Hav

[MOSAIC] heartbreak

Dear Friends, I guess this is a Dear John kind of post, in a way. Ironically, this list is the only place I can actually "talk" about what just happened in our school district. You probably understand at least as much about the depth of despair our staff feels. The backstory: We are 2 and 1/2

Re: [MOSAIC] workshop approach

That's what The Sisters recommend at the intermediate level. On Mon, Feb 16, 2009 at 2:56 PM, Susanne Lee wrote: > It's ok to do only 3 choices a day rather than 5, especially at the > intemediate grades > > --- On Mon, 2/16/09, Ljackson wrote: > > From: Ljackson > Subject: Re: [MOSAIC]

Re: [MOSAIC] Re (Mosaic) Heartbreak

at the same pace...in the same way...start at the same place...need the same materials...have the same interests...all attend school...are all well-fed and have slept... On Thu, Feb 19, 2009 at 11:32 AM, Renee wrote: > I absolutely agree with what Jennifer says. I think the "because of the new >

Re: [MOSAIC] getting back to your roots

I think it's inescapable that the possibilities of deep thinking (comprehension) require wait time and reflection, and that, indeed is a practice that is mutually exclusive to DI programs. On Sat, Feb 21, 2009 at 11:11 AM, Ellin Keene wrote: > A quick response to Elisa and Jennifer's posts about

Re: [MOSAIC] scripts and thinking

OK, I swore I wasn't going to comment again, but it seems I can't help myself this once more. During this whole discussion of scripted programs, I think we have failed to clarify the differences between scripts and "transcripts." And what a difference! One of the best resources I know is Talking

[MOSAIC] WOW! WOW! WOW! Newkirk!

I've often been accused of using too many words. Well, for once, I'm speechless! What an incredible evening I've had. I received the e-ad for Thomas Newkirk's new book, Holding On to Good Ideas in a Time of Bad Ones - Six Literacy Principles Worth Fighting For from Heinemann. Gave it a glance a

Re: [MOSAIC] 3rd grade...new teacher

Reading Essentials by Regie Routman On Wed, May 20, 2009 at 7:28 PM, wrote: > I just found out today that I've got my first classroom teaching job in 4 > years teaching 3rd grade! Now the panic is setting in. I have not > previously set up a balanced literacy classroom model. Any > recommendat

Re: [MOSAIC] 3rd grade...new teacher

One of my absolute favorites is Linda Dorn and Carla Soffos' Teaching for Deep Comprehension. On Wed, May 20, 2009 at 7:28 PM, wrote: > I just found out today that I've got my first classroom teaching job in 4 > years teaching 3rd grade! Now the panic is setting in. I have not > previously set

Re: [MOSAIC] OFF TOPIC-recommendations needed

Go immediately to the Stenhouse and Heinemann sites and just slow through all their professional development materials. Especially note Lucy Calkins and Regie Routman materials. Oh, heck, it's all great; don't narrow your focus at all, just read, read, read and decide what your school needs the m

Re: [MOSAIC] OFF TOPIC-recommendations needed

If you're going to recommend the Daily 5, then go for the new CAFE book by Moser and Boushey as well. On Sun, May 31, 2009 at 7:13 PM, Laura wrote: > I reccommend Comprehension Connections and The Daily Five > - Original Message ----- From: "Beverlee Paul" >

Re: [MOSAIC] 7th grade postion

You are in luck! Check this out on Amazon. Also, don't miss The Reading Zone by Nancie Atwell. Fantastic! Comprehension and Collaboration: Inquiry Circles in Action (Paperback)by Stephanie Harvey

[MOSAIC] Literacy First

Hello Members - I'm relying on you once again for information. Do any of you have any first-hand or, really, any information at all about Literacy First? I need to know right away because of a potential job change. Thank you so much. ___ Mosaic mailing

[MOSAIC] Arkansas - might be off-topic

Hi. I'm still interested in finding out more about the Literacy First process/program and, for instance, how it compares to Linda Dorn's work at the University of Arkansas. Any information/impression would be helpful to me. E-mail off-list if more comfortable or if you think this is off-topic. b

Re: [MOSAIC] themes

Joy, as I'm reading this over, I think it's dawning me on what you're asking, at least what I think maybe you were trying to ask us. Are you maybe thinking of a "slogan" such as librarians, etc. put on cute bulletin boards? Like at the beginning of the year when people put things by their door so

Re: [MOSAIC] themes

Okay, I just can't resist. I have to tell you one of my favorite "theme" stories which illustrates that the connections have to be made within each kid's head even when the teacher knows what's she teaching and fully understands the essential questions and enduring understandings, etc. A teacher

Re: [MOSAIC] themes

Okay, and you'll have to forgive me one more supposed-theme story. A sub was in kindergarten across the hall from me. He had the plans out (he was actually a high school computer teacher) and the stuff the teacher left, but he was absolutely baffled. He couldn't figure out what was going on and

Re: [MOSAIC] themes

ntial question, as well as everything we > do. It would be connected to the literature we read, the math we do, etc. > > > Joy/NC/4 > > How children learn is as important as what they learn: process and content > go hand in hand. http://www.responsiveclassroom.org > > >

Re: [MOSAIC] Suggestions for Literacy Coaching Resources

Oh, yeah. While Allen is a great beginning, my two absolute favorites are Responsive Literacy Coaching: Tools for Creating and Sustaining Purposeful Change by Cheryl Dozier and Coaching for Balance-How to Meet the Challenginges of Literacy Coaching by Jan Miller Burkins. I've just ordered Jan's

Re: [MOSAIC] Suggestions for Literacy Coaching Resources

And now I need some advice. Have any of you read these books and what do you think of them? The Effective Literacy Coach-Rogers, Rogers, and Pinnell; How to Coach Teachers Who Don't Think Like You-Bonnie M. David; The Literacy Coach's Desk Reference by Cathy A. Toll (from NCTE), and the Literacy

[MOSAIC] information on a book

I've been wondering if any of you have read this book and what you think of it. It's Charles Fuhrken's What Every Elementary Teacher Needs to Know about Reading Tests. Thanks. Bev ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or mo

Re: [MOSAIC] What is the best reading program?

the best at what? On Tue, Jun 23, 2009 at 8:21 PM, Lisa Singer wrote: > My name is Lisa. I am finishing my masters in special education at > Manhattanville College. I want to become certified in a reading program and > I was wondering if anyone had any suggestions for me. I was told that Orton >

Re: [MOSAIC] Interview for reading specialist

How will you collaborate with the classroom teachers? How do you formatively assess while you're instructing? How important is summative assessment and how will you communicate that to relevant parties? Do you think direct instruction, guided practice, or independent work is more important for s

Re: [MOSAIC] Listen to Ellin

Deep structure is often a neglected aspect in our teaching. We think we are using a panorama view for our "cameras" when we still need to back out further to access those more-holistic structures. Very deep. Difficult to teach, but so necessary! > > Along with strategies, we need to teach text

Re: [MOSAIC] Focus on Adolescent literacy to chnage Reading Firstfunding

Well, I disagree with TS when he says that the proposed changes are a different way of saying fluency and comprehension. It's true that the phrases replace those words, but that's about where the similarity ends as I see it. The proposed phrases look to me to be syntax and semantics, which I'm gu

Re: [MOSAIC] Focus on Adolescent literacy to chnage ReadingFirstfunding

I agree with Deidra that there is great concern to too narrowly define comprehension, unless that's also part of it but wasn't mentioned in this particular piece. On Tue, Jun 30, 2009 at 7:24 AM, djchan wrote: > Maybe I didn't read correctly, but I understand Shanahan to say that the > new lang

Re: [MOSAIC] leveled reading curriculum question...

I do have some advice, but I don't know if it's timely. I'd write a standard note to as many companies as I could and e-mail it, asking for samples ASAP. If you ask for sample books and sample teaching notes, you'll get a good picture of what they offer. But it might be too close in time to when

Re: [MOSAIC] phonics question- 2nd grade teacher

I'm sure from your experience it SEEMED as though there was no phonics being taught. Not the same thing. On Thu, Jul 23, 2009 at 6:23 AM, Cindy wrote: > I can only speak from my experience. I didn't mean to upset anyone. When > my boys were in elementary school, whole language became "the thi

Re: [MOSAIC] phonics question- 2nd grade teacher-Framing

As frustrating as it is, some bells can't be un-rung. As far as I can tell, the words "whole language" have forever been contaminated and are useless in any discussion. You can't clip the baggage off the phrase, either pro or con. On Thu, Jul 23, 2009 at 2:50 AM, wrote: > On another listserv,

Re: [MOSAIC] Read alouds

Go to Bill Teale (William) first, and Elizabeth Sulzby, and you can see the roots of the emergent literacy movement, which was founded in research. Online go to Lester Laminack and Jim Trelease. Don't forget Bill Martin, Junior. Go to Brian Cambourne and the Mannings. What you're asking about i

Re: [MOSAIC] phonics question- 2nd grade teacher-Framing

Elisa didn't say there wasn't a war; she said she didn't name it a war. She said that's why we teachers needed to "fight" back. On Thu, Jul 23, 2009 at 11:07 AM, Laura wrote: > If there is no war nobody needs to fight back. > - Original Message - From: "Waingort Jimenez, Elisa" < > elwa

Re: [MOSAIC] Audio Texts

Would you please submit this to go to our files? I don't want it to get lost in e-mails. On Thu, Jul 23, 2009 at 12:20 PM, Anne M. Russell wrote: > > Florida has a wonderful site that provides hundreds of books and stories > you can downlaod to play on your computer or to download Mp3 to an iPo

Re: [MOSAIC] First Time in Kindergarten

When I taught kindergarten, I actually had an ongoing list much like Melissa's: Using the soap dispenser to dispense soap only once. Throwing away paper towels. Storing hats and mittens in coats. Using baskets to pick up scraps. Looking toward teacher when chimes ring. Etcetera. With kinder

Re: [MOSAIC] book clubs for Kindergarten

This works with teachers and professional books as well! On Thu, Jul 23, 2009 at 3:29 PM, Megan Boone wrote: > I just took a course on picture books and one of the days the teacher laid > out a huge selection of books, roughly 10 per group. We had 2-3 minutes to > breeze through them and write d

Re: [MOSAIC] Question for Mosaic Digest, Vol 35, Issue 26

The MOST POWERFUL teaching is modeling. Be excited!!! On Fri, Jul 24, 2009 at 8:06 AM, wrote: > > Hello! This is Sally Dickie. I am a student working towards getting?my > degree in Special Education, Cognitive Impairment. I will be student > teaching in the fall in a first grade general educati

Re: [MOSAIC] First Time in Kindergarten

Kindergarten teachers are the ultimate optimists - they have to be! But just when it seems it'll never come, it just is!! On Fri, Jul 24, 2009 at 7:55 AM, wrote: > Kelly...I moved to kindergarten last year after teaching first grade for > many years. Don't make the mistake that I did and assum

Re: [MOSAIC] Nancy Boyles

Thank you for your thoughtful reply. It helps me slide off the ledge I've been resting on for several months while her books lie on my possibilities book on amazon. On Sat, Jul 25, 2009 at 7:48 PM, wrote: > > > > Deb - It's a great book with some great ideas, but as Kelly said, > "What ends up

Re: [MOSAIC] mosaic question

My advice is simple: Have fun! They will, too. If they start to walk all over you, it will no longer be fun, and then you'll address it. On Tue, Jul 28, 2009 at 1:48 PM, Jennifer Walkuski wrote: > Hello to all Members, > > My name is Jen and I am new to the site and this is my first posting.

Re: [MOSAIC] teacher desk or no?

Have the janitor move the desk out of your room and just take a look around. That should help you decide!! They have wonderful drawer units available now that you can use for the things that are "yours" that take very little space. On Fri, Aug 7, 2009 at 5:44 PM, Shannon Lauer wrote: > Hi ever

Re: [MOSAIC] Silent Sustained Reading

It would be inspirational to you, I think, Amber, to read The Reading Zone by Nancie Atwell. It's not a long book and it might open up a world of opportunities to you. On Fri, Aug 7, 2009 at 9:25 PM, Stewart, L wrote: > "And is it really fair to force students to sit and read quietly if they > s

Re: [MOSAIC] teacher desk or no?

Yup. Which takes up the most room--the kidney table or the desk?? Hands down, the kidney table, right? That really buys you increased space. I was struck when I was watching my DVD of Jan Richardson last night how silly it was that she was using a kidney table. What she needed was as narrow a t

[MOSAIC] OFF TOPIC - progress monitoring

I am interested in hearing OFF-LIST about any systems of progress-monitoring any of use that is not commercial, such as AIMSweb or DIBELS. I think we have a chance of dropping a commercial program if I can come up with something concrete. Thanks so much.Bev Paul, beverleep...@gmail.com __

[MOSAIC] OFF TOPIC

I'm looking for our member who is a consultant for school interested in doing direct instruction. I want to make sure I understood something earlier. If you are the one, could you please contact me off-list? I'm not sure of the spelling, but is it Dierdra Chandler? __

Re: [MOSAIC] direct instruction

Hi Amy - Since you do consultations all the time and have a more complete background RE different programs that are considered direct instruction, I'd love to ask you a few questions. I just really need some expert information. Do you have time to "talk" to me off-line? Bev Paul On Thu, Feb 19,

[MOSAIC] OFF-TOPIC - Gmail

Okay, I'm resorting to you guys with what I know has to be a simple question, but I can't seem to find the simple answer. My e-mails for Mosaic used to "stack" or be "strung together" by threads. I have no idea what I've done, but now they're all separate, like hotmail or others. Can anyone tell

Re: [MOSAIC] Re (Mosaic) Heartbreak

How are you doing on your essay anthology? I'd love to read any you wouldn't mind sharing. Bev On Fri, Feb 20, 2009 at 8:36 AM, Maureen Robins wrote: > Hi Everyone, Like so many of you I've been reading this thread with great > interest. I'm in the school of thought about teachers as decision m

Re: [MOSAIC] Great start

Oh, that's ones guaranteed!!! On Mon, Aug 17, 2009 at 3:52 PM, Sue wrote: > Enemy pie > > -Original Message- > From: mosaic-bounces+expecting2fly=comcast@literacyworkshop.org > [mailto:mosaic-bounces+expecting2fly = > comcast@literacyworkshop.org] On > Behalf Of SPINELLO, Carol >

Re: [MOSAIC] Sisters' Simply Beautiful

If you belong to their website, you can get almost everything on the DVD on the site. On Mon, Aug 24, 2009 at 6:58 PM, Shannon Lauer wrote: > Hi, > > I'm wondering if anyone has the Sisters' Simply Beautiful DVD and if they > think it was worth the money. I subscribe to their website. Will this

Re: [MOSAIC] FIrst Grade Curriculum

What is IMSE? On Tue, Aug 25, 2009 at 7:17 PM, wrote: > Hello, > I am in my third year of teaching first grade. My first two years we've > used Open Court, but after an IMSE training, my principal told me that I can > use that, but would have to set up a Guided Reading program around it. > If a

Re: [MOSAIC] Grammar

Check out the books from Scholastic, Mastering the Mechanics. These are a fantastic resource and require such a small initial investment. However, teachers do need trained in how to use it. On Thu, Aug 27, 2009 at 7:19 AM, SPINELLO, Carol < cspine...@branford.k12.ct.us> wrote: > > Hello All, >

Re: [MOSAIC] RtI

Word Analysis from DRA is pretty good, although I wish they hadn't "sold out" on a couple of the sections. On Thu, Aug 27, 2009 at 3:13 PM, Janelle wrote: > DRA, letter/sound test for kinders/beginning first graders. > Janelle > > Sent from my iPhone > > > On Aug 27, 2009, at 11:05 AM, wr...@att

Re: [MOSAIC] (no subject)

Carrie, could you speak to Arne on our behalf? :-) On Fri, Aug 28, 2009 at 11:11 AM, Carrie Cahill < ccah...@msd143.s-cook.k12.il.us> wrote: > Jan said. > The only elementary school in my district is going to start Response to > Intervention this fall with reading. > The committee who has be

Re: [MOSAIC] Mosaic Digest, Vol 36, Issue 5

...as are we all in August!! On Mon, Aug 31, 2009 at 7:24 AM, Stephanie Pincombe wrote: > > Hello all - I am searching for a reference that someone made about the math > program they were using. I looked it up on-line and was really excited > because the problem solving aspect dovetailed so nice

Re: [MOSAIC] AIMSWeb

To put it simply: No, you wouldn't!! On Tue, Sep 1, 2009 at 7:26 AM, wrote: > Our district going to start AIMSWEB and NWEA this year...I'd be interested > in the thoughts of anyone using these programs. > Sue > > > In a message dated 8/31/2009 6:27:03 P.M. Eastern Daylight Time, > kaysm...@sela

Re: [MOSAIC] workshop

Why would you have partners at all for turn and talk? Why not turn to whomever is next to you, which will hopefully be someone different most of the time? On Thu, Sep 3, 2009 at 8:10 AM, wrote: > Yesterday the grade 3-8 teachers in my district met together to have > training on workshop. > > Ou

Re: [MOSAIC] workshop

I'm seeing why this post might be causing some confusion...at least in me. Yes, there are things to be said for long-term writing partners, whether 9 weeks or a semester or longer. But what the original poster mentioned was Turn and Talk which is a far different instructional piece. We're talkin

Re: [MOSAIC] independent reading accountability

I don't know the answer, but I do know that I'm very excited and will eagerly look for updates from you on your "experiment." Keep us posted!! On Thu, Sep 3, 2009 at 10:55 AM, Stewart, L wrote: > After reading The Book Whisperer, I am considering setting a goal for my > third grade students to r

Re: [MOSAIC] understanding value of DRA 2 testing

It always amazes me which teachers come down for "rigor" and "having high standards." Let's just say it isn't always the teachers who practice high standards themselves. On Tue, Sep 8, 2009 at 1:38 PM, Linda Keech wrote: > Ah yes, I'm sure it was hard to convince other members in committees. >

Re: [MOSAIC] Vocabulary Test

If you haven't seen this great website, check it out. It goes with Renee's post.http://maiolo.org/2nd_Grade/0809/Pages/Words.html On Thu, Sep 17, 2009 at 8:17 AM, Renee wrote: > For any word that's appropriate (and most are), why not have students draw > a picture that shows the meaning of the

Re: [MOSAIC] Vocabulary Test

Testing/assessment is embedded into this book, but I think it would be worth its weight in gold to you. Check out The Word-Conscious Classroom by Judith A. Scott, Bonnie J. Skobel, and Jan Wells. Should be required reading for us all, I think. On Thu, Sep 17, 2009 at 10:46 AM, Jan Sanders wrote

Re: [MOSAIC] K-12 reading assessmentprogram recommendations

It's Measures of Academic Progress, sometimes called Levels. On Fri, Sep 18, 2009 at 10:18 AM, wrote: > Measures of Academic Proficiency (I think) > > It is administered by the NWEA. Our districts adopted this because many of > the surrounding districts are using it. > > Carol > > - Original

Re: [MOSAIC] Reading Recovery

Susanne, I'm very curious. Which part or parts of the program did you not believe in? On Wed, Sep 23, 2009 at 7:01 PM, Susanne Lee wrote: > I did reading recovery for one year. I agree, it is a very expensive > program to serve just a few children. We did find gains, but I also > noticed tha

Re: [MOSAIC] Reading Recovery

What is MT funding? On Thu, Sep 24, 2009 at 10:53 PM, Barghini, Gina wrote: > I would be really interested in hearing how your schedule works seeing so > many children and providing 1:1 reading recovery services. I am also trained > and also received small literacy training in Arkansas. I just re

Re: [MOSAIC] Okay I'll try to start something!

What Really Matters for Struggling Readers: Designing Research-Based Programs (2nd Edition) by Richard L. Allington is one and another is What Really Matters in Response to

Re: [MOSAIC] support for working with struggling readers

omething! (Cathleen Cunningham) > 2. Re: Okay I'll try to start something! (Laura) > 3. Re: Okay I'll try to start something! (kelley dean) > 4. Re: Mosaic Digest, Vol 38, Issue 10 (Leslie Popkin) > 5. Re: Okay I'll try to start something! (EDWARD JACKSON) > 6.

Re: [MOSAIC] need proof-real research at-risk kids do not benefit from working with tchr assistants.

Check Elaine Garan's book of questions and answers. I think it has something akin to this. On Sun, Oct 25, 2009 at 5:27 PM, kelley dean wrote: > This year our principal has opted to send our weakest students to a room > w/ three teacher's assistants. Prior to this, the highest students were > s

Re: [MOSAIC] fluency

As in all things, many birds have a nest to feather. Follow the money. On Tue, Oct 27, 2009 at 3:58 AM, Maureen Morrissey wrote: > Lori, > I wish that some of the parents of my students with the same issue had your > wisdom. I cannot convince them that oral fluency does not impact reading > com

[MOSAIC] an amazing video clip

I have recently come across an amazing clip that has powerful implications for teachers interested in comprehension strategies. It's about 20 minutes, but well worth your time. Bev Paul http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html -- "There is nothing so unequal

Re: [MOSAIC] objective vs strategy

Lori, what is TFA? On Sun, Nov 8, 2009 at 4:30 PM, EDWARD JACKSON wrote: > > Our TFA teachers taught us much about this with their SWBAT's--student will > be able to. The language matches the learner, rather than the objective. > > > Lori Jackson M.Ed.Reading Specialist > Broken Bow, NE > > > >

Re: [MOSAIC] Theme/author's message

In my opinion, this is a PERFECT example of what's wrong with some current educational movements, especially the extre,e standards, objective, and RTI movements right now. We used to have scholars such as Jerry Harste who simply refused to "make easy" what is actually hard and trying to pin thing

Re: [MOSAIC] philosophical wonderings

And it's certainly the only one that, without it, none of the others matter all that much On Sun, Nov 8, 2009 at 4:29 PM, EDWARD JACKSON wrote: > > I also believe deeply that guided reading is a time to expose children to > authors and genres they might not otherwise select. I am so convinced t

Re: [MOSAIC] Theme/author's message

: A Reading Comprehension Strategies Email Group" < > mosaic@literacyworkshop.org> > Date: Sunday, November 8, 2009, 5:55 PM > > Lovely, Bev, just lovely! Thanks for saying it ever so much better than I > did. > Judy > > > - Original Message - > Fro

Re: [MOSAIC] Theme/author's message

I agree with your guess RE Ellin's purpose!! On Mon, Nov 9, 2009 at 5:19 AM, Waingort Jimenez, Elisa < elwaingor...@cbe.ab.ca> wrote: > Hi Bev, > Thanks for your post. Well said! > > I have a hard time reading posts about all the minutae of "standards, > objectives, benchmarks" etc precisely bec

Re: [MOSAIC] Theme vs. author's message

Words, especially the huge concept words you've written (tolerance, loss), always have connotations, and those are in no small part due to our own schema. Also, as you've said about your understanding, my understanding (opinion) is that an author's message would rarely, if ever, be able to be stat

Re: [MOSAIC] Theme/author's message

Yes, and not only from child to child (or reader to reader) but from time to time for the same child/reader, I think. On Mon, Nov 9, 2009 at 12:29 PM, jan sanders wrote: > > Having done some work on "theme" with other coaches (I was a literacy coach > then) we found it to be a very complex topic

Re: [MOSAIC] thought-provoking reading for 1st graders

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

Re: [MOSAIC] thought-provoking reading for 1st graders

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

Re: [MOSAIC] theme vs. author's message

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

Re: [MOSAIC] philosophical wonderings

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

Re: [MOSAIC] RTI

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

Re: [MOSAIC] philosophical wonderings

Many times I've "planned" a nice charter school staffed entirely by this group!! To quote Susan Boyle: "I dreamed a dream..." On Tue, Nov 10, 2009 at 7:03 PM, Stewart, L wrote: > and Beverlee Paul, I would like to work for someone just like you. Imagine >

Re: [MOSAIC] philosophical wonderings

I think we are extremely fortunate that Ellin remains open to new learning and committed to our new learning as well. When I read To Understand, I thought she was writing to tell us that comprehension strategy instruction is necessary, but not sufficient. And that it's probably not wise to consid

Re: [MOSAIC] philosophical wonderings

ks of school with base ten > blocks, doing activities with trading and regrouping. > > Just a thought > Renee > > > > On Nov 10, 2009, at 7:00 PM, thomas wrote: > > I so agree!!! This describes what happens perfectly. >> >> sally >> >> &g

Re: [MOSAIC] philosophical wonderings

And, again, with the math manipulative issue. My favorite thing to remember there is Hands-On, MINDS-On. The problem has come when children manipulate in a rote fashion without engagement and continued learning. In my experience, that happens most if the end result is some worksheet, which may o

Re: [MOSAIC] Advanced Reading class

> > And once again we get to see that which materials we use matters less than > what we do with those materials. Never content, are we? > On 11/10/09, shut...@fuse.net wrote: > > To help with the notion of an advanced reading class you may want to > consider: > > 1. Use questions that empl

Re: [MOSAIC] Reader's Workshop Approach

Nancie Atwell, Judith Newman On Fri, Nov 13, 2009 at 6:30 AM, Mena wrote: > Can anyone remember the seminal theorist known for the Reading Workshop > approach? OR a resource for locating this information. From, Philomena > > Philomena Marinaccio-Eckel, Ph.D. > Florida Atlantic University > Dept.

Re: [MOSAIC] Theme/author's message

As we've become (as a profession) more convinced about the depth of relationship between reading and writing, I think this is a great place to ask us to remember Louise Rosenblatt and her transactional view of reading, with selections being primarily efferent or aesthetic. I think that view takes

Re: [MOSAIC] Another mosaic: The reading-writing connection

I would agree that writing is expressive. I am not so sure reading is receptive. Of course, it starts out as receptive as the reader receives the input (the author's text). BUT then I tend to believe it becomes expressive. What happens in the reader's mind following, and during, the reading

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