Sorry for the quick change. I was informed this morning that I can choose
two new novels for next years fifth graders. While I already had one in
mind,
I was surprised by the fact that I get to choose two. Any QUICK
suggestions. I have to let them know tomorrow. (Sorry - I
Dang, Lori. I did not sign up to be on the book review committee because of
the name of the book. I said to myself, Whew, finally a book I have NO
interest in purchasing. I get enough TEST TALK in my district to last a
lifetime. Then you go and write your synopsis and make it sound like a
Out of the Dust--some scenes way too much (hand burning, mom scene) for grade 3
but some grade 5 might respond well...
House on Mango street--I think the reading will be tough even for grade
5--enjoyment requires a high level of inference--but I have not tried it..
Love that Dog--use it often
: Taberski at MRA ([EMAIL PROTECTED])
5. Re: Taberski at MRA (Beverlee Paul)
6. Re: Taberski at MRA ([EMAIL PROTECTED])
7. Re: off topic somewhat ([EMAIL PROTECTED])
8. Re: off topic somewhat ([EMAIL PROTECTED])
9. Re: off topic somewhat (Bonita DeAmicis)
10. Re: Guided Reading
Oh my goodness, I just wrote a long message in reply to a digest posting--my
deepest apologies to the digest folks. I know how frustrating that can be.
Sorry,
Bonita
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I would include A Writing Kind of Day by Ralph FLetcher in my poetry library
for elementary students.
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Some clarification for Kenneth here. I am an upper grade teacher who asked
about testing lil' first graders. I am definitely at a phonics school. Lori
and Joy described teaching phonics at the first grade in a less defined,
step-by-step manner than many of the programs suggest. Joy, sounds
Joy [EMAIL PROTECTED] wrote:
Lori,
I stand with you, but refuse to duck. My kids not only read well, but make
unbelievable gains in their testing, across the board. (Not that testing is
everything, but it's hard to ignore 30 and 40% gains for every single child
who walks in my
Sure--it is a purchase--about $70, I believe. You can find it on the internet
and maybe download a trial for free.
I have used Inspiration for many years. (I used it to brainstorm my thoughts,
organize my outlines, and keep track of my notes when writing my dissertation,
though it is
Ljackson [EMAIL PROTECTED] wrote:
I am wondering about smart board progrramming. Our math coach showed me how
to use the technology on my own computer, even though I don't generally use
smart boards as a literacy coach. It allows your computer to behave as a
smart board and I am
Derivational level SPELLING word sorts introduce students to roots, suffixes,
and prefixes. How meaning is shaped by these word parts and how spelling is
influenced by the root. they can sometimes even be sorted by word origin for
more advanced applications.
An example CONTENT sort would be
Patricia Kimathi [EMAIL PROTECTED] wrote:
How do you develop your dictation sentences?
Pat K
I write them myself. I try to include at least two words from the list (or
words with the pattern we are learning). I try to include the punctuation we
are practicing in at least two
[EMAIL PROTECTED] wrote:
When I test my fifth grade students, I have them write the headings for the
sorts they have been practicing. Then I call out 15 words, making sure to get
about the same number of words for each feature. They are scored for spelling
and sorting, which is a
Basically I do the same thing as you, Bonita.
Gosh it feels so good sometimes to hear others are doing the same thing or some
close model--I feel so alone when it comes to spelling!
:)BD
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On Feb 20, 2008, at 5:52 PM, Bonita DeAmicis wrote:
I like to do 2-3 sorts with them--an open sort, an assigned spell
sort, and then a meaning or sound sort. We also do the assigned
Dictation sentences are my test, really just a closure for each word pattern
unit. I am curious to know what others do, too.
:)Bonita
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---I have used words their way in a fifth grade room for three years now. No
prior grades use the word sorting (yet--some are starting). What I find is it
focuses my students on really examining the words instead of mindlessly filling
out blanks in a spelling book or repeatedly memorizing
Brienne Jenna Karow [EMAIL PROTECTED] wrote:
I was wondering what kind of access any of you have to technology in
your own classroom or within the entire building?
All classes have smartboards and ceiling mounted projectors as well as a 5:1
desktop ratio in upper grades and a 7:1
Hi Shauna,
We have 6 desktop rooms with 30 or so students. I rotate my students by
setting up a list with 6 students on each list. I keep the list on my wall and
call off groups when it is an appropriate computer time (as in--no lesson being
taught--small group or independent instruction or
Julie,
Hope you don't mind if I come in on this though you are talking to Shauna.
I received a grant 4 years ago to use handhelds at the fifth grade at my
school. We have been using handhelds with all fifth graders since that time.
We use Palm Es and E2s although I have heard of schools
. I trust this teacher's practice to be focused on pleasure and understanding
and know this kiddo was not getting the wrong message about reading. And the
other thing about this is that it is not a sweeping assumption that every kid
needs this focus, this kid, who is loosing meaning because
Hi Tammy,
I LOVE my smartboard. We have them in all classes at my school now, but I was
one of the original testers. I have been using it for about six years and
find it hard to imagine going without it now. The projector allows me to visit
and display the Internet, display learning software,
Joy,
I set up and lead (or leave) small groups at the board on a regular basis.
What are they doing? Word sorting (I put word cards on Inspiration and erase
the links); science sites ( they do everything from dissect a fish to carry out
reading research as a group); revising and editing
Beverlee Paul [EMAIL PROTECTED] wrote:
It's hard to sell the inadvertant message idea if we're listening to them
read with a stopwatch in our hand. G.
That is sort of where my theory arose. I noticed when I stopped doing fluency
timings and starting focusing on enjoying the
[EMAIL PROTECTED] wrote:
I teach gifted 5th graders, but have taught regular 3rd through 5th as well
as gifted 3rd through 5th. Having my reading endorsement, I too am
surprised
by the word callers at the beginning of the year. This year I was
especially surprised because my
Hi Heather,
I have used a class set of handhelds with my fourth-fifth grade students for
four years now. We use them for writer's workshop and often for reader
response--particularly with poetry. The handhelds do offer a picture dictionary
option that we use to help ELD with vocabulary,
Some favorites of mine that would work nicely with young women
The Color of My Words.
Esperanza Rising
Morning Girl
Witch of Blackbird Pond (not short, though)
Rules
Mary Walter [EMAIL PROTECTED] wrote:
From: [EMAIL PROTECTED]
To: [EMAIL PROTECTED]
Subject: Read Aloud-Middle
Yes--Here's an idea. Consider reading to them from small portion of a science
book--have them draw and label parts as you describe: a cell, a heart chamber,
an atom, the wind's movement, etc. Have them compare pictures and labels and
discuss which might be more accurate. Discuss schema that
A great book that I read aloud before my Hatchet unit is Kensuke's Kingdom,
Another boy survival tale but this time shiprwrecked on an island with help
from a strange citizen of the island.
Diane Baker [EMAIL PROTECTED] wrote:
I would sell the survival theme of the book. I have found
I second, third, or fourth(?) that nomination. Book has very real thoughts
about the language we use in the classroom with our children.
Bonita
Comment from previous post: Anyone else have comments on Peter Johnston's
book? I've been intrigued, but haven't bought.
I agree with the other
Jennifer,
Let me first congratulate you on jumping in to the lesson study process and
thank you for your willingness to share the process with all of us! I agree--it
is powerful professional development, often putting teacher reflection into
hyper-gear. It will affect all of your lessons--not
Adventure--possible teaching points:
character change--usually characters grow in knowledge, strength, confidence
plot points--usually based on a series of problems the character must overcome
__
I also like to get into how the author does it since many children's
adventure novels are about
Morning Girl is a fifth grade-ish chapter book with each chapter told by a
different character--mostly a brother and sister from an island prior to
exposure to explorers from Europe. The last chapter is an excerpt from
Columbus's journal upon meeting the island tribal members.
The True
I loved To Walk the Sky Path--more modern day story of family living in a
Chicksaw in Florida.
[EMAIL PROTECTED] wrote:
The Birchbark House by Louise Erdrich and Guests by
Michael Dorris.
On Sun, 9 Dec 2007 10:01:01 -0500
Rebecca Young [EMAIL PROTECTED] wrote:
Thunder Rolling in
I started scheduling writing workshop for after lunch 2:00 pm when I had a
class that came in wired from lunch every day. I needed something to settle
them down. It turned out to be a great time. They appreciated the calmness
and structure after their time outside. For me, ending the day
Hi Bill,
I think I get what you mean. I believe the most important reading lessons I
teach are the ones before I teach strategies or anything else. Those are the
lessons where I teach them about finding reading that rocks for them, where I
teach them to listen to the inner-converation they
Not to defend Bill Gates--don't know the man, but I have been on occasion
misquoted in newspapers--once I was quoted as saying that teaching parents to
take away TV will help parents fix the discipline problems of their parolee
children (argh!) A completely out of context connection made by a
I am so laughing right now!
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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The like does make it a simile although it is so long and drawn out I forgot
I put a like in there. Metaphors tend to go on longer--but you are right--I
compared with like and did not make it an inferred comparison--so it is a
simile.
On a side note: Ok, now I'm confused. I've been working
Jennifer,
What you share here is exactly what my colleagues and I found going through
lesson study. it was hard to communicate to administrators and other teachers
how important and essential the study process itself is--not so much the
product or final lesson. We found the repeated close
Thanks for sharing your lesson study with us! I would love to see more of this
online:)
What do you mean by you decided to use an every pupil response? And what
made you believe the students might not be able to tell the difference between
the text and the teacher's thoughts? (How did you go
ljackson [EMAIL PROTECTED] wrote:
Detroit public schools announced that they will no longer fund AR purchases
or programming as their in house research shows that AR has had no impact on
reading scores. This from a long time Detroit teacher thrilled to finally
put AR in the can.
The What Works Clearinghouse just released data on its studies of reading
programs. Very few programs got a thumbs up. It did not give AR the top rating
but showed some research that supports its use. You may want to go read their
report for more info.
:)Bonita
So I am looking for for
results.
Bonita DeAmicis
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I do word hunts as one homework with words their way--students look through
their reading material for words that follow the pattern we are studying and
make a list of words that could be added to the sort.
:)Bonita
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How many dinosaurs piled up to reach the moon? the sun?
What would it take for a dinoaur to survive on another planet?
Which dinosaur was best equipped for space travel?
;)Bonita
What do you do to make kids interested in subjects they couldn't care less
about? For example, how do you get
Interesting study just out of rand corp that looks at entry age/maturity of
kindergarterners. Study finds that older children do better not because of size
or learning ability, but because of maturity and background knowledge. The
differences show lasting results in achievement up to eighth
I am really interested in creating a web site. Actually, I am being
encouraged to do so. I have visited so many wonderful sites and I am curious
as to the purpose??? Are these sites created for parent education or for
teacher information. Some are s elaborated that they totally
During many of my university courses, I have been lectured to use the
multi-intelligence test to see how your students comprehend. Is it something
teachers really use in the beginning of the school year and do you really
apply the different intelligences in each lesson? Also for the few
Who will be using your site to copy and such? Will all the material be yours
and available to share via copyright laws?
If you are posting videos you may want to consider a different kind of space
like a wiki or moodle.
:)Bonita
Beverlee Paul [EMAIL PROTECTED] wrote:
to MOT members -
I'd like to know what the research has to say about EARLY retention. I've
personally seen quite a few successes with retaining kinders and 1st graders
(age/maturity being main issue). Does anyone know of any age related
research on retention?
Just wondering.
Michelle TG/IA
It is
Questions for Kristin and everyone - so you don't really plan much in
advance for guided reading; it's completely based on what you observe in the
students? Do you pick out texts beforehand, or do you decide week to week?
Finally, how do you make sure you meet with everyone enough? I teach
I have recommended retention four times in 15 years.
In two cases the children started school too soon (like 4 1/2 in kindergarten).
They were immature and young compared to classmates. They had younger-aged
friends. They had attention difficulties that were likely to improve with
maturity.
Joy [EMAIL PROTECTED] wrote:
Dave,
I got it!
At first I didn't, mainly because I didn't want to give my credit card #.
But after following step 2, I got the entire article with no problems! Now
I'm going to re-read it.
I tried and it will not complete the process
ginger/rob [EMAIL PROTECTED] wrote:
You guys are so smart! I totally fell for it when he handed it to me. I
read it from my schema as a parent obviously Which I guess is the point.
Ginger,
I thought that was a really interesting activity. I was thinking that perhaps
the other
My apologies for not testing the Free Trial button.
Dave Middlebrook
We forgive you, Dave. Thank for offering highlights of the article! I love
analogies that bring things to light for folks. When my husband, a manager in
business, asked me why I worked so hard, wasn't teaching easy? I
Debbie Goodis [EMAIL PROTECTED] wrote:
I think we really put this in perspective when we consider the alternative.
What teacher is going to discourage the child from reading out loud in or to
a group of peers. We wouldn't do that, right? So, this tells me to let it
happen. It's such
[EMAIL PROTECTED] wrote:
Has anyone seen the book, PreReferral Intervention Manual by Mc Carney
Hawthorne Educational Services 573 874 1710
EXCELLENT RESOURCE!!
Please tell us more about this resource:)
Bonita
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Question for the passionate round robin folks. What about when students are in
literacy groups and they CHOOSE to read together round-robin style? Thoughts
on this?
:)Bonita
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Oops, I should have added to post that I would rpefer yous end those horror
stories to my address and not the whole list:
[EMAIL PROTECTED]
Bonita DeAmicis [EMAIL PROTECTED] wrote:
Hi All, I put out the call before and only a few caught it. I am collecting
any stories you may have
Kimberly--
Can I add this story to my collection for an article about censureship in the
schools?
Let me know,
Bonita
Gr. 5, California
kimberlee hannan [EMAIL PROTECTED] wrote:
Our district does that with the Reading First mentality, especially in the
primary grades. When the literacy
and classroom and
you wouldn't mind sharing some info, I would greatly appreciate it. I would
like to go public with the info, but would, of course, keep all of you folks
anonymous.
Thanks,
Bonita DeAmicis
Gr. 5
California
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Lise, I am in agreement here, but when I went to those web pages, there was no
real information on who the writers are and where they get their information.
That generally leaves me uncomfortable with the reliability of what I am
reading. Is there better information somewhere?
:)Bonita
We
This thread has become a compilation of stories about unions, other teachers,
and administrators. It is no longer a discussion on reading comprehension,
though I personally find it very interesting to hear the many diffferent
experiences people have in their given situations. I have marked it
Rene: I have gone one further and changed the topic line a bit. I am one who
does not think it is really off topic, although it is a bit of a
meander in the reading comprehension stream.
Meaner in the reading comprehension stream is a great line. I love the new
subject title--works for me:)
Instead, I have witnessed a situation where a weak
administrator resorts to foul play, plain and simple, to 'force' out
teachers. Then the union plays its role and protects but there is a
procedure in place for addressing teachers who might be better off in
another profession.
I
Hi Bev,
Well, I sent some info to somebody, but now, of course, I cannot find the email
that I sent so here is some starter info for people who wish to learn more
about Japanese lesson Study.
Stigler and Heibert wrote a book called The Teaching Gap which discusses the
TIMMS international
You know, in a way, by a number of factors. You know because of their interest
and stamina for reading (you can't maintain interest/attention if you have no
idea about meaning). You will also note their ability to talk about their
reading in more than general terms when discussing in book
to use such
programs can make smart adjustments based upon professional judgment and
reflection. Their lack of complacency will make a great difference in
instruction.
:)Bonita DeAmicis
California, Gr.5
However, saying that, each teacher approaches the
curriculum in a different way and that's how
for reading
issues?
Just wondering.
:)Bonita DeAmicis
California, Gr.5
I'm curious too about how he sounds when he speaks. Is he flat and
atonal (some people are)-- and actually speak with little expression.
I'm really troubled by his lack of use of punctuation. Does he use
punctuation when he's
conversation or if it is even needed, but I thought I would jump in and ask the
question. Beat me up if you must.
:)Bonita DeAmicis
California, Gr. 5
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- Original Message
From: Bonita DeAmicis [EMAIL PROTECTED]
To: Mosaic: A Reading Comprehension Strategies Email Group
mosaic@literacyworkshop.org
Sent: Monday, July 16, 2007 2:22:21 PM
Subject: Re: [MOSAIC] Complacency vs. Implementing What I've Le arned
I did much research in this respect expect under the banner of math for my
dissertation. Elaine is so right about the appeal of progressive methods if
students are given a chance to experience it in action. Yet changing teaching
practice is not as easy as it might sound. Within the math
How about--
What are some purposes for reading? Are there better/worse ways to reach those
purposes?
How is it different to read for entertainment versus reading for learning?
What strategies do you rely on when you get stuck in a text? How do you use
them to unstick yourself?
Which
Try Nicenet.com and tappedin.org
Both do all that you require with no ads and the ability to keep it
private--they have class chat, too. I do not believe they have a wiki or blog
yet. :)Enjoy.
Ps. Loved using a wiki this year, but my students quickly found ways around
the safety measures
Hi Ali,
Great ideas! I added a thought to two of yours.
1. A book sent home with each child for a week. I'd like to attach various
activities that will engage the parent
fluency, etc. Do any of you do anything like this? Any hints/or
suggestions?
The last two years I added a once a
Okay, suppose I might be just a tad overzealous about this issue... Nah.
Lori
Haha! No you are dead-on! I have learned the importance, too, of selecting
just the right book for the class. Have you noticed that just because a book
was perfect the year before, does not make it perfect the
studies. (showing there is a potent relationship between volume of reading
and reading achievement). I pledge to get more time in my day for reading.
Some things have to go.
Exactly, Ginger, some things have to go. Well said. Now, what to throw out?
Time is such a dilemma in our industry.
Sorry--I sent that last post to the wrong list--it was meant for the book talk!
Bonita
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