Kay...see links at the bottom. I would unsubscribe your old address and
resubscribe with you new. Perhaps wait to unsubscribe to insure you new email
is working.
In a message dated 4/15/2011 3:44:29 P.M. Eastern Daylight Time,
kay.kuenzl-stener...@oshkosh.k12.wi.us writes:
I need to
There is a link at the bottom of every email from the list that tells you how
to unsubscribe
Sent from my iPhone
On Apr 3, 2011, at 10:38 PM, Jean jean...@verizon.net wrote:
Please take me off this mailing list. Thank you.
Jeannie
-Original Message-
From:
It may be on Teacher Tube and that may not be blocked at your school
Sent from my iPhone
On Mar 14, 2011, at 3:06 PM, Glynda Terry
glynda.te...@parisssd.org wrote:
Our school filters also block YouTube. However, I think I googled
for it last year and found it a couple of different ways
They have to be taught how to behave. First, make explicit what
benefits come to them from being on task... What it is they are
learning during this time... You need to create a sense of urgency. I
do this by talking about the power of good writing... The power to
make someone laugh or
I think this is time for a couple of quick reminders to the listserv.
First of all, Keith does a great job with the list. The average member has
NO idea how much he does behind the scenes to keep things running. He adds
members, takes them off when they request, helps people when their
Sports illustrated for kids costs nothing for title one classrooms?
Sent from my iPhone
On Aug 14, 2010, at 10:33 AM, Bobbi Berglund readboul...@yahoo.com
wrote:
I have used Ranger Rick in third grade to expose students to more
reading of
informational text as well as build background
In a message dated 7/13/2010 2:18:23 P.M. Eastern Daylight Time,
gail...@charter.net writes:
Maybe I was the only one that really enjoyed the SRA cards. I loved the
race against the clock (we had to time ourselves) and then even the quiz.
I
was able to see how much I remembered of
I would say, after checking the What's Hot list,
My gut would tell me the following items are HOT:
1. Academic Vocabulary
2. RtI
3. Research based programs.
Jennifer
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Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your
Carrie
When I teach elementary summer school, I try to focus intensely on three
things...inferring, strategies for learning vocabulary, and a high volume of
reading high interest literature.
In my opinion, the ability to infer leads to so many other skills...like
predicting outcomes,
Hello all, from a snowy Maryland!
We had an unanticipated 7 inches of snow yesterday...and it is gorgeous
this morning...although the roads are quite dangerous, keeping me from church!
As I have a few quiet minutes to reflect on our listserv, we have been
quiet of late...and there has not
In a message dated 1/31/2010 2:24:48 P.M. Eastern Standard Time,
jvma...@comcast.net writes:
Judy
P.S. All your questions are excellent. May I reply to more than one?
Judy...OF COURSE!
Jennifer
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Mosaic mailing list
Sue
Main idea...always a struggle for my kids as are any kinds of big picture
questions. One thing I have found helpful is to help kids consider your
purpose for reading a particular text. What is most important in the text is
then what suits your purpose as a reader. I think that the idea
There has been a lot of debate on this on the list before and I am sure you
will get a lot of responses to this. I tend to think of inferencing as the
thinking process and drawing conclusions as one possible result of
inferring.
Jennifer
In a message dated 11/19/2009 1:13:28 P.M.
Hi Leslie
I think perhaps we need to begin to define what it means to teach reading
strategies--what exactly do we mean...what exactly do we do when we teach
reading strategies? I agree, and I think, so would Ellin that sometimes we
overdo our strategy instruction and make our focus of
Maura
Now I will muddy the waters a bit...our district says the author's purpose
is one of three things...she writes to inform, to entertain or to
persuade. Authors message and theme are used interchangeably.
Jennifer
In a message dated 11/8/2009 1:02:29 P.M. Eastern Standard Time,
There was an article in Reading Teacher a while back that argued that a
skill was a strategy made automatic and unconscious. ...By that argument, if
you want kids to make connections as an automatic thing when they
read...then it is a skill. Otherwise if kids are consciously using it as a
Judy
Good thoughts...I agree. The only exception, I guess, would be moralistic
tales like fables where the story is written specifically to teach a lesson.
Jennifer
In a message dated 11/8/2009 5:55:50 P.M. Eastern Standard Time,
jvma...@comcast.net writes:
And I'll muddy the waters
I think what bothers me most about this, from the sound of it, is that we
are testing for a level only. What is most worthwhile about listening to
oral reading is to get a sense of what strategies the children are using. Are
they effectively using beginning, middle and ending sounds? Are
If you want Leslie's grammar piece DO NOT hit reply and ask on the
listserv. Email Leslie directly. Lots of me too messages can cause certain
servers to start bouncing emails from Mosaic as spam and then members start
getting knocked off the listserv. Besides, it is part of our listserv
Jan
We use TPRI in K---Texas Primary Reading Inventory. It does not include
the things that bother me most about DIBELS...the one minute timings and
reading of nonsense words. We use it for K only but there are 1-2 grade
materials too.
Jennifer
In a message dated 8/27/2009 5:10:01 P.M.
Shannon
I love the Mo Willems series of Pigeon books: Don't let the Pigeon Drive
the Bus, Pigeon finds a Hot Dog. They are very amusing and good for inferring
and predicting. I have used them K-5. Fifth graders love them as much as
the K kids.
Jennifer
In a message dated 8/22/2009 1:46:18
Lauren
Labeling the objects in a child's environment is a great thing to do.
Eventually, we want kids to just look at words and know them. When you read,
you
know all the words...you don't sound them all out. Knowing some words by
sight gives kids a boost so they don't have to labor
Nancy
I have a copy of the article and am reading it now. I am in the process of
contacting IRA and see if I can get temporary permission to post it on the
tools page. I am an IRA member so we will see.
Jennifer
In a message dated 8/16/2009 10:20:00 A.M. Eastern Daylight Time,
I think this would be a great discussion to have on the list. Anyone who is
taking graduate classes can probably get the article through their
university library. Unfortunately, I cannot post it on the tools page without
breaking copyright. Anyone have any other ideas?
Jennifer
In a
Angela
I am going to suggest you go to the archives and look for info on
corrective reading and SRA. They have been discussed exhaustively on this list
in
the past.
I might also suggest that group members email Angela on her home account
if you have anything new to add to what we have
I would ask
What have you read lately? If they are not readers themselves, they will
have a harder time being effective teachers of literacy. (It isn't
impossible...just harder, I think.)
Jennifer
In a message dated 8/13/2009 7:52:04 P.M. Eastern Daylight Time,
amy.lesem...@gmail.com
Okay everyone,
I am going to take an opportunity to remind folks about this listserv and
its purpose.
Please keep the posts related to reading comprehension or at least reading
in general as it relates to comprehension.
Please refrain from posts that:
1. Sell things...remember that if
I use the kidney shaped table AS my desk. More surface space for me to
spread out my piles...I guess it makes me feel a bit more organized because I
can see what is in each pile. :-) LOL
I work with my kids on the floor as well.
Jennifer
In a message dated 8/9/2009 1:56:10 P.M. Eastern
My computer is on a cart...the kids use it too so it isn't my computer and
I can roll it around the room, though if I want an internet connection, I
only have one option. I have no data projector so no worries about
controls...
Jennifer
In a message dated 8/9/2009 5:47:47 P.M. Eastern
Amber
You monitor students through conferences with them. It is extremely
effective since you get one on one teaching time with them. How much experience
did you have with SSR in your elementary career? SSR is often considered one
of the best ways to get kids to love reading. You give
Glynis
A great place to begin is yard sales! When you have your own classroom
...many of us use bonus points from Scholastic or other book clubs to get
classroom libraries.
Jennifer
In a message dated 8/5/2009 2:27:59 A.M. Eastern Daylight Time,
monpe...@comcast.net writes:
I am a
Elisa
I am lucky...I have a principal who is a former reading specialist and
Instructional Facilitator who is also extremely knowledgeable in literacy.
While we have a reading series...it is a tool not the curriculum. If I can
justify what I am doing is best for kids, I have great
One thing to keep in mind...what you say and what you do matters. Watch
your language very carefully. Don't say things like You have to get your
reading work done first before you go outside. Using the word work gives it a
negative connotation. Model your own enthusiasm for booksuse
Hi everyone,
I just spent a few minutes catching up on the listserv email. (I am working on
my doctorate and have class Wednesday night and that precludes me reading
MOSAIC most Wednesday evenings so I was behind a bit.)
I just want to thank the membership for politely working through the
Anne Marie and Bev
I took care of it. You email Keith, our wonderful tech guy...
Jennifer
In a message dated 7/23/2009 5:36:58 P.M. Eastern Daylight Time,
russ...@stjohns.k12.fl.us writes:
Mosaic: A Reading Comprehension Strategies Email Group
mosaic@literacyworkshop.org writes:
Would you
When they connect like that...I ask them a follow up question... in the
politest of tones... So what? or sometimes I just say So and wait
them out. Another question that works...And what do you understand now with
that connection that you didn't understand before? I want to keep the
YES! But you have to teach children what real reading is...and make sure
they are really reading.
Jennifer
In a message dated 6/30/2009 4:38:13 P.M. Eastern Daylight Time,
linz...@aol.com writes:
As teachers, do?you think that Silent Sustained Reading
improves?individual reading scores
Joy
I would love for the discussion to begin again...I could use some help
moderating though. I am teaching summer school and am taking classes this
summer so I have a pretty full plate. I do think Ellins' book is something
everyone should read and discussion only enriches its messages.
In Ellin's post, she refers to the discussion on To Understand.
Here is the link to the archived discussion.
_http://www.mail-archive.com/underst...@literacyworkshop.org/_
(http://www.mail-archive.com/underst...@literacyworkshop.org/)
There were some amazing posts and some deep discussion
Hi
I think that the first question you have to get an answer for, Angela, is
what is the purpose for taking running records? Are you finding appropriate
reading levels for instruction? If your school is using it in a formative
way, then it doesn't really matter what leveling system is
Lois
Our district assessment committee looked at all the available running
record kits last summer and decided that Fountas and Pinnell was the best of
the
group...more tools for less money...we also liked how there was fiction
and non-fiction in each level.
Jennifer
In a message dated
I guess planning is one way you could do a PLC...but I think you lose the
inquiry when you do it this way.
We let the teachers generate questions of interest related mainly to
students...we look at student data and research ways to improve learning.
There must be lots of ways to do PLC.
Jen
I am a 16 year teaching veteran. I refer to them all the time!
Jennifer
In a message dated 6/24/2009 9:25:37 P.M. Eastern Daylight Time,
gradeagr...@gmail.com writes:
Hi all! I am a student taking a literacy course and have taught 5th grade.
We have just finished Cunningham Debbie
50-70 percent for me. I am lucky.
Jennifer
In a message dated 6/18/2009 9:00:47 P.M. Eastern Daylight Time,
zeal4learn...@gmail.com writes:
Hello everyone,
I have a side question for everyone. I know that at every school you can
find at least one more more teachers that say come the end of
You must get Baseball, Snakes and Summer Squash by Donald Graves. Even
some of my 'toughest' boys loved the poems in it.
Jennifer
In a message dated 6/16/2009 11:43:02 P.M. Eastern Daylight Time,
nasn...@hotmail.com writes:
I will be a 4th grade teacher and I know I have to teach poetry or
Elisa
I have it also. I would be up to a discussionbut I have too much going
on to lead it this year. Anyone else?
Jennifer
In a message dated 6/13/2009 11:43:44 P.M. Eastern Daylight Time,
elwaingor...@cbe.ab.ca writes:
This book is in my to read pile. Anyone up for reading and
Sally
Can you email it to Keith and he can put it on the Tools page?
Jennifer
In a message dated 6/14/2009 1:08:07 A.M. Eastern Daylight Time,
sally.thom...@verizon.net writes:
I have Roger Farr's presentation and maybe we could post it if others want
it. I too used his presentation and I
Lori
My heart goes out to you and your son. He is lucky he has such an advocate
in you. I work in an elementary school with children like your son every
day.
We as a profession need to work to help our colleagues understand that we
are teaching children, not a curriculum and that it is
I think sometimes our teaching context influences how we interpret each
other's posts...and apparently I have misunderstood the direction this thread
was taking.
I am glad that the intent was not to dismiss strategy teaching.
I do, respectfully, disagree with the thought that we do not
Sally
Please do! I SOOO wanted to go to that but couldn't swing the airfare this
year. Take good notes and share!
Jennifer
In a message dated 6/13/2009 9:38:26 A.M. Eastern Daylight Time,
sally.thom...@verizon.net writes:
I and several teachers from my school are going to an institute with
Renee
You bring up an interesting point and one I have been thinking about too.
My first thought was...it depends! Some kids may need explicit
instruction...others will remember and internalize the strategy better if they
discover
it for themselves. Before I read Mosaic or Reading with
Renee
As I said this morning, I think our interpretation of posts and
understanding of strategy teaching depends heavily on our context. I work all
day
with struggling readers many of whom need a lot of explicit instruction...so
that's often the place I start...but it isn't all that I do.
Renee
I do agree with this...I think naming it is crucial...but I would also say
that we need to also connect back to the purpose of
reading...understanding. So, Johnny, when you said that you thought __,
you were making a
connection. What do you think that you understand now that
Let me start by saying that I have always been a proponent of using
formative assessment and not wasting kids time if they already know content.
Let
me also say that I think we can kill the love of reading by over-teaching
process. ( See Kelly Gallagher's latest book Readicide)
But to
Well...
I have been in the teaching business long enough to have taught both
ways...comprehension strategies and no comprehension strategies. I will say
this. I have richer talk and better conversations because of the strategies.
We
need to give kids the language to talk about books. I
To access the Tools page, go to readinglady.com. Look for the Mosaic link
and then you will find another link for the tools page. The Tools page has
rubrics, lesson ideas, parent info etc. It is worth exploring.
Jennifer
In a message dated 6/11/2009 2:33:37 P.M. Eastern Daylight Time,
Joy and Gwen
This works for me! I would rather we not just list books though. Let's talk
about how we use them...and how kids react!
Jennifer
In a message dated 6/9/2009 9:49:46 P.M. Eastern Daylight Time,
jwidm...@rocketmail.com writes:
Gwen,
Follow the discussion, and save the posts
Let me clarify this. We can post a list of books on the tools page...but I
would like the email discussion to be more than just here are the books I
use for inferring. The group will learn more if you give us some more
details when you post!
Jennifer
In a message dated 6/9/2009 10:32:36
Agreed! Pre-K kids (really all kids!) need lots of opportunities to hear
oral language, and use it! Work on giving kids lots of opportunities to talk
to each other, to listen to, learn and use new vocabulary and to be excited
about learning new things!
Jennifer
In a message dated 6/7/2009
This sounds like a great idea, but there is no need to create a new website
for resources. This listserv already has one!
We can ask Keith, our tech person, to post our ideas/materials as we
discuss them.
Jennifer
List moderator
In a message dated 6/7/2009 7:38:22 P.M. Eastern Daylight
The Cafe Book (By Gail Boushey and Joan Moser)---great for formative
assessment and reading conferences...
Jennifer
In a message dated 5/27/2009 12:23:28 P.M. Eastern Daylight Time,
laxmom...@gmail.com writes:
Hi!
I'm looking for some recommendations for new titles for summer reading for
Lori
Do you know who puts out her video series?
Jennifer
In a message dated 5/22/2009 7:20:25 A.M. Eastern Daylight Time,
ljack...@gwtc.net writes:
I use her video series and teachers react so positively to them. She
actually makes a couple of poor decisions, then reflects on them
Alissa
I am not sure if this is what you are looking for, but I always teach
determining importance with purpose setting. What is important depends upon
your
purpose for reading.
Jennifer
In a message dated 5/21/2009 3:04:58 P.M. Eastern Daylight Time,
alissa.pea...@pisd.edu writes:
Debbie Miller's newest: Teaching with Intention
Jennifer
In a message dated 5/3/2009 2:02:40 P.M. Eastern Daylight Time,
cp...@bellsouth.net writes:
What is the most inspiring, sensible, helpful book about teaching
reading and writing that you would recommend for summer reading?
Zoe
Ok...I have to jump in here. My title is Reading Specialist. I have
certification from my state as a reading specialist. Literacy coaches, at least
here in MD, are often reading specialists who take on a specialized role of
working with teachers. I know in other states, the title and
Y'all need to read Ellin Keene's book To Understand. She totally gets the
idea that we can't teach everything. She narrows the language arts
curriculum to what is essential... and I found it very refreshing to read
someone
telling me to teach LESS and to teach for depth! She will make
Lauren
I am not sure what you mean by standard assessment but from reading your
post I think you would like Ellin Keene's book on assessing comprehension
strategies. The Barnes and Noble link is here:
_http://search.barnesandnoble.com/Assessing-Comprehension-Thinking-Strategie
Oh, thanks for reminding me about Tanny's book. I need to track it down. People
are ALWAYS borrowing it and not returning it!
I am also wondering about whether or not I should model the strategy and let
the KIDS come up with the model...
Hmmm...I wonder how I could get the kids to do that.
Shelly
Yes, it DOES work. BUT, you have to teach kids how to behave in those
thinking areas. It requires LOTS and lots of modeling and teachingbut once
you set up that environment, you won't believe what you get!
I would start small...say, set up your Book Talk Zone. Talk with the kids
Hi everyone,
Does anyone have any fresh ideas for teaching connections and schema? I do
like Debbie Miller's file folder lesson... I have found that concrete
models really seem to help my reading students get abstract concepts more
easily, but these kids had that file folder lesson in grade
Hi Amanda
Welcome to the list...please post often! We are glad to have you!
I think units of study in this context is misleading. The book Mosaic of
Thought by Ellin Keene divides up her book into chapters, one for each of the
comprehension strategies...these strategies are based on
Lori
Sure.
For the dresser lessons, I used some of the Harcourt Brace Science and
Social studies series...they were organized mainly main idea and detail.
Capstone press had a book on each of the Seasons and they were also
organized like a dresser. Wright group had a biography on Rosa Parks
Folks
Here is my original post on text structure. As for organizers, I use the
visuals to introduce the text structure but then I let the kids create their
own
graphic organizers. It helps them remember it all better!
Jennifer
Hi everyone,
I have been developing some ideas for
Gina
Go to the readinglady website and find the box for To Understand discussion.
Go to the archives and then search a Wow Moment and look for Peter's message
or try this link:
_http://www.mail-archive.com/underst...@literacyworkshop.org/msg00227.html_
Hi everyone,
I have been developing some ideas for teaching non-fiction text structures
that have really been helping my second graders internalize this abstract
concept.
Two of these I have mentioned before:
On the To Understand list, Peter posted a lesson on using a dresser analogy
to
BUT, Renee, I think there are most definitely WRONG WAYS to teach. And some
teachers really do not know the right ways. It isn't usually their fault...but
we ALL know they are out there.
I am thinking that it is our responsibility as professionals to build up,
not only our own knowledge
My instructional facilitator always says a good quality curriculum is the
floor...not the ceiling. Think about Ellin's What's Essential list. If everyone
works from that, every teacher our students have from K-12 will have a focus
that will benefit literacy development. That's the
Jan
No...she isn't ELL. She was also tested for a possible language disability
by the speech pathologist and there was a 'weakness' but no disability as far
as receptive and expressive language.
Response starters are a good idea...and they help some, but sometimes she
will give a when
Nancy
All day K is mandatory now in Maryland. What it did for us was give us the
time to teach comprehension strategies through read alouds each and every day.
I was sold on the value of it when I walked into an all day K classroom our
first year (about three years ago) and having a
In a message dated 2/19/2009 9:30:07 P.M. Eastern Standard Time,
coo...@verizon.net writes:
But I would like to try Read to Self while I am in a classroom for Guided
Reading. That seems do-able at this time of year.
That's what I did and it works great!
Jennifer
**You
Elisa
Thank you. You are right.
I know you are reflecting the views of many since my mailbox is filling with
off-list pleas to bring the list back to a discussion of comprehension.
I know the discussion we've been having is important and I don't want to
censor anyone...but I would like
I am just finishing up the second of two courses in my doctorate on
disciplined inquiry. One of the things I have learned is how to evaluate
research
articles. I thank you, Amy, for posting the research links...and I look
forward to reading through your links when I get a few minutes. It
Elisa...
What's not to like??? It's Debbie Miller! :-)
Actually, one of the statements near the beginning of the book really got me
thinking. She wrote about how important it is for each of us to really think
about what is important for us in reading instruction...consider what it is
we
Before I begin this post, let me make sure that I define my terms.
Departmentalization means, to me, that the students have different teachers for
each
subject area and no one teacher has the child for the majority of the time. If
that is the definition for departmentalization, I am
Leslie
Our district is adopting writing several modules from a series called
Writing Fundamentals. Their writing curriculum is pretty good as these things
go
because they really start each unit with looking carefully at examples of that
genre and have the kids really study the author's
Bev
Well said.
Jennifer
And as far as passion? If you peel back classroom environment, management
ystems, materials used, assessments given, facilities designed, etc., etc.
.. what is left is our personal theory of how people learn. That's the
ery core of us. That's what education/pedagogy
Is anyone out there using Webquests as part of your comprehension instruction?
As someone who has been in the profession a while, I was not really aware of
what a Webquest was but I went to an inservice Monday for Content literacy and
was hugely impressed with what these teachers did with a
Hi everyone...
Reading programs are a hot button issue on this listserv. They always has
been. They probably always will be. We have teachers from all over the world
following the discussion here and all of us are operating under very different
teaching contexts and backgrounds of
Bev...
What you describe sounds to me like RTI but not the RTI model often
described here...but one where we really seriously give kids who struggle more
time
and more expert instruction. It is what RTI SHOULD look like.
I had to LOL when you started writing about doing doctoral research.
LOL, BEV! :-D
If you are thinking all boxed programs involve a need for speed, you need to
look at Wilson. I have NEVER seen such a painfully slow pace. You keep
working at the same sound/symbol relationships until they are mastered. Even if
you repeat the same lessons over and over. It
Martha
I do mainly the in class support and I supervise and train the staff working
in the intervention programs. I do an occasional pull out group to learn the
programs I must supervise. I am Wilson trained, but only two special
educators are using it with a few tough cases. I cannot take
Beverly
I am struggling with this whole issue myself. About 50% of my job
description as reading specialist is intervention...25% assessment and 25%
staff
development.
District support for our homegrown intervention program (which was modeled
after reading recovery) was pulled this
This is interesting thinking...and I agree to a point. You can use higher
level questioning to elicit deeper thinking even with a restaurant menu or a
travel brochure or even Captain Underpants.
Yet, through the lesson study process, my group and I discovered that the
book choice
Can you let the kids name it?
Just a thought...
Jennifer
**Stay up-to-date on the latest news - from fashion trends to
celebrity break-ups and everything in between.
(http://www.aol.com/?ncid=emlcntaolcom0024)
___
Mosaic mailing list
Do they like what they are reading about? It is hard to write about
something you don't feel strongly about.
Can they have a choice to respond in a way other than a letter?
Do they understand why they are writing...the purpose of it?
Jennifer
**Finally, one site has it all: your
Hey Kim...
You have come to the crux of the issue and why I was asking you to read your
chosen text as a reader and as a teacher. You are integrating social studies
content with reading skills. You are teaching both. Check your entry...are
you being assessed in this entry on curriculum
Hi Kim,
I am an NBCT (EC Gen) and I help facilitate candidate support meetings here
in my district. I have a couple of thoughts for you. First...what standards
are assessed in your entry? If one of your standards being assessed is your
knowledge of students then you need to make choices
All right folks...there are lots of research junkies on this listserv...
I am on a mission...
First of all, does anyone know of research that states that comprehension
should be taught TOGETHER with decoding skills in the early grades? (I know of
Rumelhart (sp) and the theory of
The last I heard, Keith had set up the K list and we had a few glitches with
people signing up. Keith fixed the glitches and then it was up to the new
moderator to let us know when she was ready to kick it off. I think, if I
remember correctly, that Michelle needs to make the first post on
Tami
I am not Briana, but with my second graders this year I first taught the
idea of metacognition...thinking while reading and being aware of that
thinking.
I usually move in to Making Connections, Visualizing, and then Inferring,
but it depends on the kids.
I think Ellin would tell
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