I just use MOT as my guide. I show examples from the stories on prediction,
inference, visualization, etc. and have the kids incorporate those in their
writing. Once they start recognizing examples from their reading, they'll
be able to recognize them in their own work...
Bill
Yes, reading is teaching strategies, but we can't forget the passion of
reading. Sometimes it takes a great book or topic or author to get a kid
to jump on
the reading wagon.
Look around us. Most of us here are Passionate about teaching, but how many
teachers at your schools are
I have come to the point where I look at both things in my class. Does the
child understand what he just read? AND Does he know what to do when he
finds
something he doesn't understand and can he apply the strategy effectively?
Just my humble opinion...
Jennifer
There's the other
I still believe connections are important, but I don't worry too much about
labeling. Do we ever really master a comprehension strategy???
I don't think it's possible to 'master' a strategy because there are always
situations and levels of understanding that will challenge even the best
It can help to figure out a child's fluency levels. I've been doing it for
years and it pretty much matches reading levels based on other tests.
- Original Message -
From: [EMAIL PROTECTED]
To: mosaic@literacyworkshop.org
Sent: Friday, October 05, 2007 7:35 AM
Subject: Re: [MOSAIC] San
I think the biggest thing we can teach teachers at our schools is this:
Everything boils down to COMPREHENSION.
If you lose sight of that, you are missing the point. My kids (6th, 7th,
8th) could identify the parts of a story map, but couldn't tell me what each
part was all about. They can
Another of my student teachers is now an assistant principal--if she
hadn't
changed schools she would be doing my evaluation this year.
Now THAT would be creepy
Bill
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In a message dated 9/20/2007 5:42:24 AM Eastern Daylight Time,
[EMAIL PROTECTED] writes:
By the way, I hate phonics. Could that be because that is not how I was
taught? Or maybe because I moved ten times in six years and each school
district
did something different? Or maybe because it
Okay, Bill
Can you give us some examples of what you think teaching for
visualization
requires? What do you think are the essential elements of comprehension
instruction needed to ensure kids really get it?
Jennifer
In a message dated 9/23/2007 1:15:39 P.M. Eastern Daylight Time,
I am sick and tired of these yahoos running around acting like they
know all about teaching when they actually know nothing at all.
Isn't that called Congress?
Bill
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Bonita
Great metaphor! I can't wait to use this with my kids!
Remember, I teach middle schoolers. Eating and licking would not be
interpreted properly for their age group
Bill
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Well said LAURA. And that is why I'm really liking the idea of the Daily
5. I still lean toward MOT mostly, but I like the skills the book teaches
me to teach the students. The entire long term goal is independence. Like
I told my parents at BTSN, I don't want to teach your kids to read
Sounds like you have a stronger class this year.
Laura C
Yeah, things are a lot different now, but even though the classes have
changed, the number of problems have not.. I now have 6th, 7th, and 8th
grade advanced readers. Last year, one of the areas where test scores
dropped at our
Hi Bill,
Can you tell us what middle school is supposed to be about?
Jan
In short, it's about the kids.
It is supposed to give the kids a buffer between elementary and high school
which allows for the fact that kids go through so many changes (physically,
mentally, and emotionally)
Makes you wonder how on earth these kids will survive life--they will
be so easy to manipulate. They are unprepared to think, to defend their
thinking, to ground it in text and experience or to accept that questions
can have more than one potential answer.
I still have 160 days left to
Except isn't it really an extended metaphor due to its length?
Bill
- Original Message -
From: Bonita DeAmicis [EMAIL PROTECTED]
To: Mosaic: A Reading Comprehension Strategies Email Group
mosaic@literacyworkshop.org
Sent: Sunday, September 23, 2007 7:55 PM
Subject: Re: [MOSAIC] getting
I usually listen more than I talk with this group but I need some help
finding the right book. We are finishing our first poetry unit and I am
going to do an activity from The Adventures of Dr Alphabet with autumn
leaves and I want to do a read aloud first. I would like suggestions for a
Thanks, Bill, for your view of a middle school. When you still functioned
as a middle school, how often and for how long did your teams meet?
Are your goals for yourself or for the students? I'm thinking I'd like
to how a web site, seems more like your goal. More than 80% of my
What grade level?
I'm using IMAGE GRAMMAR for my middle schoolers since the author uses many
samples from middle schoolers
Bill
- Original Message -
From: Julie Sosa [EMAIL PROTECTED]
To: Mosaic: A Reading Comprehension Strategies Email Group
mosaic@literacyworkshop.org
Sent:
How do you avoid sending the message that the purpose of the reading is to
take a test...when it indeed is in this case?
Model how you pick books, read stories just for fun and tell the kids that
is only for funno worksheets, no questions, no assignments. Model
different types of
I totally agree with your statement - any program can be ineffective if
there is an ineffective teacher or leader.
Here's a great article addressing that:
http://books.heinemann.com/ArdithCole.aspx
Bill
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Thanks for the article; it's a keeper. However, unaddressed in the
article
is the belief that ALL reading programs, etc. can be used effectively IF
the
teacher is caring, etceteras. Unfortunately, I believe some reading
programs (used with FIDELITY, of course) are mutually exclusive
I think what I dislike the most is that it sends the message that the
purpose of reading is to take a test! UGH!!!
Rosie
then it's up to the teacher to teach otherwise. again, you can have the
greatest program in the world, but if the teacher is inefficient, it won't
work. AR, despite
AR also has tests on higher level skills, but they cost extra. It is great
as an aid to your reading instruction, but take care it doesn't become a
case of the tail wagging the dog with students reading for points only. I
use the strategies in my classroom, but AR is only a part of the
I am looking for activities
that would be useful at the early elementary level.
I believe that our responses were on topic, as I believe we are saying
that
reversals in early elementary are not generally indicative of dyslexia.
Lori
.
I agree. Early elementary kids reverse letters and
I understand the concern voiced by one member regarding the word fun, but
I think fun is semantics--we are all talking, I think, about the idea of
instant easy enjoyment of reading versus reading that takes more from us
but sometimes leads to more in return? Am I wrong? Are we talking about
Absolutely true for me as well. I love work. I have noticed that the
more requirements the more energy required when reading and that is
work, but it is also true that it becomes fun. Involvement is a better
word choice, although when I am lost in a good read with no requirements I
What do you do to make kids interested in subjects they couldn't care less
about? For example, how do you get a dinosaur lover to care about space?
Ben
Easy. Find the connections. Dinosaurs died because of an asteroid from
space. How do we know meteors have hit the planet? Show craters
Actually, I prefer William..WAR
Bill
- Original Message -
From: Beverlee Paul [EMAIL PROTECTED]
To: mosaic@literacyworkshop.org
Sent: Saturday, August 04, 2007 5:33 PM
Subject: Re: [MOSAIC] fiction or nonfiction to start the year?
You can laugh if this seems
yes it is...
- Original Message -
From: [EMAIL PROTECTED]
To: mosaic@literacyworkshop.org
Sent: Sunday, July 29, 2007 2:13 PM
Subject: Re: [MOSAIC] books about reading
I'm trying to recall the title about the girl who is teaching her
grandmother to read, is it The Wednesday
- Original Message -
From: Cindy [EMAIL PROTECTED]
Hi Bill,
I'm not entering the whining discussion, but I was thrilled to see a
couple of your comments! You commented about children feeling they hadn't
learned anything before they got to your class! PLEASE share what is
Joy [EMAIL PROTECTED] wrote:
Let's assume I'm using good scientifically research based instructional
practices, and things are going great. Except for little girl A and little
boy B. They are improving, but are so far behind from where they should
be, for a variety of reasons. What
Okay, now I have a serious inquiry. We have managed to stay out of the
way
of good old AR for many years, but acquired it with our new principal 3
years ago. On a national norm-referenced test (which we no longer give),
how would you say the correlation would be between that and the STAR
- Original Message -
From: Maggie Dillier [EMAIL PROTECTED]
1. *Teaching strategies (making connections, visualizing, etc.) versus
text structures (setting, character, etc.) versus genre*. Do you teach
all strategies early in the year and then literary elements later, or do
I am with you 100%- there is no difference between good instruction and
interventions. Good teachers differentiate all the time(interventions).
I find the kids who make the most gains are the ones who discover the joy in
reading. Once they find an author or genre or something they enjoy,
- Original Message -
From: tdbell [EMAIL PROTECTED]
It seems like they are much more focused when they are reading out loud.
I think when they are reading silently their minds wander more or they may
just be fake reading. I know for myself even (and I am a very fluent
reader)
: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim
I guess it depends on what I am reading. When I am reading a simple novel,
I am almost unaware of the words. I tend to read in pictures. If I am
studying a book, then I may be more aware, but the only time I hear any
voice is
I like to let my kids choose a book from the
$0.95-2.00 range on the April or May Scholastic book
order. Some years, I let them choose a book from MY
library to keep, make a list of what they are taking
and then I replace it. To me, choosing a book is
personal. And although I know what my
- Original Message -
From: Beverlee Paul [EMAIL PROTECTED]
Subject: Re: [MOSAIC] Another mosaic: The reading-writing connection
Actually, until we caught on how to teach
taking-the-state-writing-assessment, our kids did horrifically! And the
better writers they were, it seemed, the
Actrually, if you can find older editions of the books from the mid ;70's or
'80's, they will last longerbetter made. Modern books don't hold up to
many readings...
You might also try Scholastic and similar places onlinethey give bulk
discounts so you can buy 25 or 30 brand new
No used book stores in Calgary? I go to flea markets, garage sales, used
book stores, thrift stores, etc. and buy up books cheaply. You might also
try Scholastic and similar places onlinethey give bulk discounts so you
can buy 25 or 30 brand new books for $2 or $3 each
Bill
-
- Original Message -
There are tons of software that turns text into speech so you can
type a story into MS Word and it will read it aloud.
So would that then involve reading comprehension or listening
comprehension? What is the difference? I've been thinking about that a lot
- Original Message -
From: Bonita [EMAIL PROTECTED]
I think balance comes into play here. My feelings about reading for fun
versus deeper value in reading change depending upon the group I am
teaching and the method I am using to teach. .. Eventually, I want my
students to read
I don't know if it's gonna turn it over on its head, but it follows with
what we are discussing
Renee said
What I want for students is for them not to hate and be cynical about
everything. For them to understand that the degree to which they enjoy,
engage in, are interested in something
Gina said
But I think we would all agree that of course reading for enjoyment and
understanding is our focus. That's what we're all about and the reason we
care so much about helping kids become masterful and delighted readers.
You would thing that, Gina, but we have had a few teachers comment
Do you think that people can value a book without thinking it's fun? I'm
reading the book READING REASONS by Kelly Gallagher. He says he wants his
students to value the books he assigns. They do not necessarily have to
like the books.
Jan
THE BIBLE has value, but many don't
. Joy said:
I think it's important for me to remain flexible in my approach to reading
instruction so I can always give my students what they need when they need
it. I've had some criticism about what I do. Although the things I do are
well researched, the research does not blend the various
Lori said
I think I would say that to get more out of reading, it has to be
purposeful. Reading enjoyment is a potential purpose. So is figuring out
how to repair your car, hook up a computer, research your position, etc.
.
I agree, but doesn't reading that technical book ultimately bring you
Christina,
Have you read IN THE MIDDLE by Atwell? It's a classic book like MOT.
READING ZONE is more or less an updated edition, and I think Nancy is a
great teacher and has lots of great ideas on teaching reading. I agree we
are putting the cart before the horse with strategies running the
Bill- the research overwhelming supports what Nancie advocates. I have
an entire section of my book devoted to the research supporting SSR --
from federal studies-- as well as the research supporting reading aloud
to students.
Elaine,
Any chance you could offer some of the research on SSR?
Haven't all of us chimed in here to mention how
our own reading improved once we were metacognitive about these
strategies.
I consciously stop myself sometimes in difficult text and try a fix-up
strategy.
I use the analogy of riding a bike. You can ride a bike without knowing how
all the
I don't think I have to be able to name the strategies...I am not as
convinced as many of you I even have to know them to become a better
reader. I think Bill is right though-it is the act of reading that will
make all of our kids readers.
john d
I think knowing the strategies has made
You know, the kids can be creative also. You could have them write lyrics
for songs they know using the content of your lessons. I think my team is
going to incorporate some serious Karaoke time next year having the kids
write songs and perform them.
Bill
- Original Message -
-- Original message --
From: Bill Roberts [EMAIL PROTECTED]
One thing you can do is set a timer. When it goes off, have them write
down
what they are thinking. Or break the reading selection into small units
and
have them read parts at a time
But why are their little minds
Tim said, ...Repeated readings with an emphasis on practice to make
meaning with your voice...
Again, we're back to comprehension whether that voice is in your head or
in your mouth.Fluency is an aid to comprehension. Learning to read
selections PROPERLY (prosody) aids comprehension.
I'm reading Do I Really Have to Teach Reading? by Cris Tovani in which she
says that teens would rather be lazy than stupid. I asked my students (in
one class) if they think that's true. They did. More disappointment.
Jan
Here's an idea which won't make them sound stupid:
Have them
Sometimes. The kids need to know how much their environment affects them.
Playing music shows how they can perform better to certain types of music or
worse depending. It also exposes them to different types of music to expand
their backgrounds.
- Original Message -
From: Linda
Listening to them read orally is a window
into what is going on and often can help us see where meaning is breaking
down.
Laura
It also reveals much about their personal schema. Someone substitutes
Baseball for Basketball or Twizzlers instead of tweezer or says
Neutrogena instead
Don't forget. Reading rates also vary with the item being read. A phone
book can be read quickly because you are skimming for one piece of
information. A sign saying wet paint or Don't step on the grass can
also be read quickly. A menu may be perused quickly or slowly depending on
one's
wanna make your fluency rates go up? play some techno
comprehension up? play classical
see if they are concentrating on the material? play something off the wall
like Bollywood music or jazz
I play music all the time and it works. The kids know not to complain about
the music,
Maybe I am really missing the boat on the fluency thing...but I
probably belong with the old school way of teaching...even though I have
only been teaching for 8 years. I have a friend who...taught me so much
when I took over in her classroom. She retired and I took her class over
mid-year
- Original Message -
From: [EMAIL PROTECTED]
I'll try that. Glad you had one success story this year as you seemed
discouraged about many of your students. How did they end the year?
Thanks for asking. It was interesting to say the least.
There became a schism between the students
The 7th grade teachers are saying their kids are worse. One team is doing a
Holocaust unit, and one teacher had the kids doing commemorative stamps.
Many were using swastikas and pictures of people being hanged and killed.
One student wrote that the holocaust was about colored people.
Not
Some do, but many don't play. It's just something to do. I've asked them
to tell me about their video games, but they can't tell me anthing beyond
the surface. They don't get involved with the games like previous years,
it's just something to do. Sadly, most don't play with any passion. If
- Original Message -
From: Joy [EMAIL PROTECTED]
To: Mosaic: A Reading Comprehension Strategies Listserv
mosaic@literacyworkshop.org
Sent: Saturday, March 10, 2007 11:06 PM
Subject: Re: [MOSAIC] Comprehension in general
Find something they can be passionate about.
That's the
- Original Message -
From: Joy [EMAIL PROTECTED]
To: Mosaic: A Reading Comprehension Strategies Listserv
mosaic@literacyworkshop.org
Sent: Saturday, March 10, 2007 11:06 PM
Subject: Re: [MOSAIC] Comprehension in general
You've got to grab their attention with really out there ideas
I wonder if Bill has brainstormed ideas with his colleagues for ideas,
especially the 7th grade teachers who had these kids last year? Maybe they
could give him some suggestions.
They had the same observations. As I recall, there was some concern at the
end of the year last year because
Bill:
I loved your idea of reviewing a movie. What a great opportunity for
kids!
I would have loved your assignment as a student.
One idea that I use with my 6th graders is to have them do impromptu
speeches. Topics are placed in a bucket and students walk up, pull out a
topic, have 10
From: Barbara Punchak [EMAIL PROTECTED]
O...there's a wonderful TV show on (don't know time or day) called How
It's Made...or something like that. I walked in as my husband was watching
it a few weeks ago. Another show that would get oohs and ahhs is Dirty
Jobs. What about taping a few
. Students are
ONLY allowed to use cell phones after 2:20 pm---when school is dismissed
for
the day. Is cell phone use during school hours acceptable at your school?
Barbara/6th/FL
-Original Message-
On Behalf Of Bill Roberts
All they do is talk on their cell phones, go on Myspace
- Original Message -
From: Margy Hillman [EMAIL PROTECTED]
we had a myspace report on the news the other night, correlating time
spent on myspace with lower grades. remember how we balked at sesame
street's format (you may not be old enough too -- but i sure do remember)?
might
I've tried opening that to them, but again, they have no background in
anything. I've taught art, music, film, literature, history, science,
everything and anything, but they lack basic skills and understanding. I
hope they will attempt multigenre projects, but we can only see
-
Honestly, I have many theories...
First, we have tested them too much. Many teachers have taught them that
reading is finding answers, so as long as they can find answers, they don't
have to THINK about it. These kids love to do worksheets and read the
stories and answer the questions, but if
Hi,
You haven't heard from me in awhile because I've met my match with this
year's 8th graders. They don't read, they don't do homework, they don't do
anything. They have no hobbies, interests, opinions. They are zombies who
come into the classroom, sit, and take up space. For the first time
.
- Original Message -
From: Bill Roberts [EMAIL PROTECTED]
Date: Monday, February 12, 2007 1:10 am
Subject: Re: [MOSAIC] high school literacy...suggestions?
To: Mosaic: A Reading Comprehension Strategies Listserv
mosaic@literacyworkshop.org
Does anyone have suggestions on how I can improve
You could also use Readers' Theater to build their fluency. It's more fun
than just cold reads
- Original Message -
From: [EMAIL PROTECTED]
To: mosaic@literacyworkshop.org
Sent: Friday, February 09, 2007 8:55 PM
Subject: Re: [MOSAIC] Fluency
In a message dated 2/9/2007 5:41:50
There's a book titled SIX MINUTE SOLUTIONS which has leveled passages and
shows how you can train students to coach one another in fluency. It takes
less than 6 minutes a day, but it covers all your students. It isn't
perfect, but you can go one on one once a grading period to get a more
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