Thanks everyone,
I got some great ideas for 7th. It was my first day today and it was very
different. No one told me they laugh at everything. And most of them put down
others who participate and even act like they like school. What a challenge. I
got tougher as the day went on. I see they are
Hi all,
I'm hoping that I can get some guidance on where I can find information on
teaching reading to low, med and high 7th graders. I have separate classes
grouped by ability. I used mosaic for 2nd and I know most of that applies, but
where can I find a more specific group of teachers to share
rather that it should be "meaning
based" with phonics instruction being one of the tools used.
Renee
On Aug 21, 2009, at 7:48 PM, Debbie Goodis wrote:
> Hi,
> My thought is that is will be considered environmental print. Much of what we
> know how to read we memorized. Me
Hi,
My thought is that is will be considered environmental print. Much of what we
know how to read we memorized. Memorization is part of reading, just think of
our sight words. It really comes under the idea of exposure. There is no reason
NOT to label things, but with the understanding that man
Hi Laurie,
It depends on what grade, (I think 3rd could do this) but I tried assigning
equal groups to a genre. (Of course, you have to teach them about genre first.)
Then I lined the front of the room with boxes labeled on the front with the
genre. Whenever I had 5-10 minutes we sorted books. I
who
truly loves literature will do this ease.
Debbie Goodis
2nd Grade Teacher
Former Pre-School Teacher
From: Mary Jo Chevalier
To: mosaic@literacyworkshop.org
Sent: Saturday, June 6, 2009 1:41:44 PM
Subject: [MOSAIC] (no subject)
Hi my name is Mary Jo and I
Hello,
I had to jump in here. My two cents. I used to take piano as a child. I would
go to my lessons and then come back home, practice for 5 minutes and proceed to
"do my own thing." My father would scold me and say, "Learn to play the right
way, then you can play anyway you want!" I knew what
My gifted 2nd grader ( who will not be 8 until this summer) wrote a speech. It
was about the importance of school. It was very rudimentary and not well
developed. So I decided to "teach her" how to write a speech. First, she
listened to Severin Suzuki, who, when she was 13, addressed the UN rega
Renee,
This is one of the main reasons I don't "panic" when some of my student score
poorly on exams. I'm an early childhood educator first (I thought pre-k for 20
years before becoming a 2nd grade teacher) and ALL my training for 4-5 year
olds helped me understand the 7-8 year old. They are in
Now I was taught that strategies were what good readers used to comprehend and
that the skills were what the author used to organize his text. Like using
compare/contrast or cause and effect to get the message across and readers need
to be able to recognize that what the author was using.
Debbie
Kim,
Do you mean an ELMO computer and projector. I have that.
Debbie
kimberlee hannan <[EMAIL PROTECTED]> wrote: You can do anything on a SmartBoard
you can do on a chalkboard or a chart
paper. I have TONS of sites but it will take ma couple of days to compile
them from booksmarks and such. I
How about reading Op Ed pieces from the newspaper, especially using the same
journalist over time. You can see how he/she writes about different subjects
yet still sounds like himself. Andy Rooney would be a good person to watch
snippets of, too. Maybe watching someone read their own editorial w
Hi,
I'm a member on the Daily 5 listserve and I looked for a way to invite you to
join and I couldn't figure out how. So, here are all the contacts for the group.
Group Email Addresses Post message: [EMAIL PROTECTED] Subscribe: [EMAIL
PROTECTED] Unsubscribe: [EMAIL PROTECTED] List owner: [EMAIL
I read about 2 stories a day to my students. Would it be helpful if I did one
or two a week as a lesson on retelling? For example, every "event" stop and ask
the students to tell me what I just read to them in their own words. It's
something I can do tomorrow so I thought I might try it. It seem
Melissa, I would like to be invited to chat somewhere with anyone using WTW. I
have always loved the idea and the book and now that I have our reading program
"under my belt" I feel I can add this and still stay withing our OC reading
program. I don't know what all the sorts are --- open, blind?
I would also be interested. I'm using it, but I just started this year and I'm
only a little familiar. I love it though. It makes perfect sense. I gave the
spelling inventory test and it feels so great to know exactly what my students
need. We do the sorts, but I haven't pulled groups yet. I fee
I figure they are learning more that way than telling me they read each night,
when I know many of them don't!
You're so right, they DO say they read at home.
But sometimes I really put them on the spot and they're too young to lie
straight to my face. I ask them when we are doing DRA testing.
There are two reasons why I do Reading Workshop.
1) I know for a fact that the majority of my students DO NOT read at home. I
also know that this means 2 things; that they are not getting enough practice
AND they are not seeing reading as another "activity" you might CHOOSE to do
when you are
I have heard the idea that teaching comprehension strategies
is like giving children the "lap time" they may not have gotten at home. So, I
think that the teaching should be very informal, verbal, warm and consistent
over the year for Kinders. It's what a parent does when they are (interested
in
Oh, the article I sent came from this website.
www.tsg.suny.edu/downloadfiles/vcresources/Science_and_Young_Children.doc
Debbie
-
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Mosaic
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 and writ
Hi Angela,
I think that using your lessons right down to the texts is really the problem.
Then the kids have heard the stories you want to use. The file folder lesson
could only help them, but I wouldn't let them know what texts/books you're
using. They should have thought about that themselves.
Joy,
I wish my name was Joy. What a fun name to have around kids. You can do so much
with it. I get called "good" all the time. Mrs. Goodis is a Good teacher. So
cute. Your kids are lucky. I see too may sour faces on teachers teaching these
days. They need to see that we see it as a privilege an
Speaking from my former life as a preschool teacher, I know all too well the
importance of forming a RELATIONSHIP with the child before expecting academic
results. Think about the scenario of a three or four year old walking up to you
holding his parent's hand, meeting you for the first time an
Hi Marti,
I got the book with the CD. It's great! I actually found a brand new book from
Borders at a garage sale for 50 cents and exchanged it for the WTW book. So I
got it for "free." I was very excited.
The Plumtree <[EMAIL PROTECTED]> wrote: Karen this is what is being said about
the 4th ed
It really doesn't matter where OC came from. We have to use SOMETHING to teach
these kids. I was just as furious when I heard the connection 5 years ago, but
our enemy is NOT the program. It's the administrators who peer over our
shoulder and call us "infidels" (ha ha) if we all aren't on the sa
budget. This is what I found!
http://www.schooloutfitters.com/catalog/product_family_info/cPath/CAT1_CAT21/pfam_id/PFAM645
Debbie Goodis wrote:
Does anyone have any experience with wireless P.A. systems for classrooms? I
have a problem with the amount of talking I do and I'm lo
Does anyone have any experience with wireless P.A. systems for classrooms? I
have a problem with the amount of talking I do and I'm looking for a system. I
can't seem to get anywhere on the web because I don't know the exact name of
the product.
Thanks in advance
Debbie
You know, I've heard it said that you should only feel GUILT if you have done
something wrong. Having things of your own, that you value and want to keep
"new" or "at your fingertips" is not doing something wrong. Teachers are nice
people, but you can be nice in other ways. Spending your good, h
I don't think you're being paranoid. I do the same thing (and that would mean
I'M paranoid!) You have an objective, a special purpose for those books and
they need to be there when you need them. What I do is try and collect another
copy and put it out after I use it for read aloud or even guide
Bev,
Do you mean beside purchasing your own domain? We pay only 4 dollars a month
for ours for two sites. Let me know if you want info.
Debbie
My husband says 3.99 a month for one site. But they do run sales so let me
know if you're interested. I think we are on a sale price. And he says its m
I'm going to look up these titles and actually there's another good one;
Developmentally Appropriate Practices for age 2-8 (Maybe 3-8) by Sue Bredenkamp
from NAEYC, of which I was a member for almost 20 years. When I worked for Head
Start we we encouraged to become a member, and it was always li
Exactly Beverlee, and added to that, I think we need a good course in
cognitive, emotional, developmental and behavioral levels of students at each
age. Many times teachers are frustrated at behaviors that are very typical of a
particular age group and are, in reality, developmentally appropriat
Lori,
How sad that the teacher (and friend) told your son that boys don't kiss their
mothers. Why do we expect these unnatural behaviors from children. What if your
son refused to kiss you goodbye? Would we be alarmed at that behavior? Would we
wonder if he liked you or if you were an ogre that
I think the root of the problem is teacher preparation in college. I hate to
sound like I'm harping on Preschool Teachers and their training, but it is
fundamentally different from the training I got for Elementary. Maybe because,
at least years ago, the objectives for the training was on 1) the
at was my sense, in spite of my
rankle.
On 7/27/07 2:25 PM, "Debbie Goodis" wrote:
> Hi,
> My comment was to the fact that we cannot do anything about the fact that the
> child has never been to a farm. Of course, the next best thing is to use
> pictures, realia, but it will
Elisa,
Well, I guess what we are talking about is the way we would REDIRECT the
students, knowing that they are showing me they have a need to do something
social and figure out what other activity could satisfy that need. See, I think
of it as the kids are showing me that they need to do this t
so that they can begin to accommodate, expand, develop their schema.
Lori
On 7/26/07 10:32 PM, "Debbie Goodis" wrote:
> One of the unfortunate things about some populations of children is that
> they DO NOT have background knowledge for many things and if
> they do not,
Hi Bahiyh,
One of the unfortunate things about some populations of children is that
they DO NOT have background knowledge for many things and if
they do not, there is nothing you can do about it. And I mean
specifically, like if they've never seen a farm, unless you take
them to a farm, they will
y programs, and I'm looking for
how to do the interventions, and how to document them.
Are the assessments online, or are they part of the program?
Debbie Goodis wrote:
I think someone on this list gave this link out,
http://www.devstu.org/making_meaning/videos/index.s
Wow, I almost envy you...It sounds like you can do whatever you want. Why don't
you follow some of the philosophies of MOT and Lucy Calkins (writing and
reading) and others that we've talked about. I know that seems too broad, but
for reading you could use trade books to teach the strategies. I
Our district just did an amazing thing. I have to give kudos to our curriculum
specialists (some newly placed in their positions I think) because they had
no problems putting this all together. They had representatives from every
grade level come during the summer and create curriculum maps that
I think expecting them to make more than one years growth is reasonable.
Judging the teacher, school, program alone if they do not, isn't reasonable.
Debbie
[EMAIL PROTECTED] wrote:
Pat
With all due respect, I don't agree. I work with the strugglers and I have
to believe that what I do can i
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 and incredible moment of interaction and community.
Wow, very detailed. We have a test for ELD that is measured in increments like
this. I love it, although it's a lot of work. It's nice to be able to pinpoint
down to particular skills that each child is lacking. What if students are on
grade level. Do you use these tests for those student also?
So bringing a child up "a year plus more", was the more subjective? Or did
you have some way to measure?
Tami <[EMAIL PROTECTED]> wrote: In Title 1- when I used to do my annual report-
we had to assess the kids
using a standardized test. All kids being served in our program were
expected to
Are you able to do a mini workshop with these adults? If so you could name the
workshop "Alternatives to Round Robin Reading". That way you could let them
know in an impersonal way that RRR is not a good strategy and then the whole
workshop (1 hour or so) would be focused on what TO do. Maybe ha
Hi,
When I read this part I thought that maybe I should ask this question. My
principal tells us that we can only expect to bring a child up ONE GRADE LEVEL!
Is this also true for your school? Or are you expected to bring students who
are more than one year behind up to grade level?
Debbie
Let
t;[EMAIL PROTECTED]> wrote:
On Jul 19, 2007, at 6:00 PM, Debbie Goodis wrote:
> Renee,
> Let me ask you this. Do you think that it is possible for someone to
> have gotten so lazy, so aware that nothing will be done about bad
> behavior, so engrossed in yet another "endeavor"
]> wrote: I am going to play Devil's Advocate:
On Jul 19, 2007, at 5:25 PM, Debbie Goodis wrote:
> You know how I know? The students. The conversations go like
> thisWhat did you do in Social Studies today?...We watched a
> movie...
Johnny Tremaine?
A documenta
OK, I realize that this is a very emotional topic and that very few of us even
know each other outside this list but please do not think for one minute that
my comments are based on casual observations or here say. (I don't care if I
spelled that right) That's not how I am. I also know teachers
You know how I know? The students. The conversations go like thisWhat did
you do in Social Studies today?...We watched a movie...What did you do in ELD
today? We played games...(when the curriculum was a unit from our book) One
teacher just let's the kid do page after page in their math book
Hi Beverlee,
Thanks for your reply. This is a subject that I do want to know more about,
because it is frustrating for me. I work really hard, as many of my colleagues
do and I want to see all teachers putting in what the students deserve.
So, why is it that I have NEVER heard of a teacher bei
I admit, I am in somewhat of a bubble because I have, so far, had very good,
reasonable and rational principals. I do realize that the union is there for
the dedicated teachers, too. I, in the future, could be someone who might need
the union because I am one of those teachers who doesn't play b
I always thought that WE (the teachers in general) who do NOT do our jobs
adequately (and we know who WE are) are the ones who are really the reason the
powers that be "tell" us what and how to teach. I saw it in Head Start, when
there was an arrogance among some teachers to relax and not go the
Elisa,
As I read different ideas from the list serve and in the book, On Solid Ground,
I learned that the students have their own notebooks. They have the
responsibility of using them during reader's workshop. I did this a little last
year. Each child had a Reading Response Notebook and they had
Lisa,
I agree with you about the reading programs being wonderful resources. I use
Open Court, very scripted, but it was my first introduction to teaching the
strategies. I was a second year teacher when I started using the program. I
didn't even find MOT until the beginning of last year. I lear
This makes me think about when I tried to read The Red Tent. It was so
confusing at the beginning that I put it down, thinking I'd go back to it
later. I think I'll try again this summer, writing things down to keep track.
Debbie
"Waingort Jimenez, Elisa" <[EMAIL PROTECTED]> wrote: I am reading
The one thing that I can see the value of is the students having control of the
notebooks. You know how good they are about that. If they have a Reading
Workshop notebook and a place to keep it (and they aren't allowed to take it
home) I know it will always be there. If we have them bring it to
I once told my principal, "You don't pay me to blindly follow a manual, you pay
me to teach them to read and to love reading." I was a little surprised to hear
him say, "You're absolutely right!" I knew he was realistic, but I still
thought I'd hear some garble about how we have to "follow the a
Can I rent these videos? I'm sure they're expensive and I know my district
doesn't have them. What about a library?
Debbie
Tami <[EMAIL PROTECTED]> wrote: Sharon Taberski's (author of On Solid Ground)
videos, from Heinemann, are
excellent.
-
Pinpoint c
Debbie,
Are you talking about On Solid Ground???
Debbie G.
"Harbour, Deborah " <[EMAIL PROTECTED]> wrote:
We studied that book many years ago and it has been a solid foundation in my
literacy workshop. You can gain so much that you will use throughout your
teaching! I highly recommend it.
D
Kimberlee,
I am reading On Solid Ground right now and she is very explicit on how to do
conferencing. I really think I should have read this book first, but I'm
getting so much out of it now. She's so clear that I'm "getting it."
Debbie
-
Be a PS3 game guru.
Ge
THANK YOU!
I couldn't stop laughing.
Debbie
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To unsu
Yes, we used to do this in pre-K. When children knew a song we would change a
word or two or a phrase and let the children notice. Of course, they would
"scold" us for singing it wrong. In my class I have given tickets to students
who find my mistakes when I'm writing something on the board. Wha
ljackson <[EMAIL PROTECTED]> wrote: Lester Laminack said (a quote from
conference notes) that if teachers
cannot read aloud well, they should not read aloud at all.
Lori,
I totally agree with you. And it isn't harsh. If the purpose of a read aloud is
to familiarize the student with 1) fluency
Wendy,
I know for me and my district, it will depend on how much your principal want
you to follow the program, or if he/she will let you improvise a little.
Really, it can be done. I teach Open Court and in our training we were told
that the books were not meant to be "mastered" by the student
You should definitely look into GLAD strategies. They were developed for these
students specifically. Google projectglad or Santa Ana Unified School
district, Fountain Valley School district: All in California, but GLAD is
nationwide.
Debbie
thomas <[EMAIL PROTECTED]> wrote: Elaine Castro was
Kimberlee,
I will send them to you. I'm having trouble I think
because they are 1.8 meg each. I'm going to send them
through my email. And, the one with the child, you
couldn't see her face. I wouldn't send anything to
post where the students were recognizble. I'm doing
this right now, so they shou
Kimberlee,
Here is the post:
I have to send the photos to you directly. The
listserve won't post them or I'm not doing it right.
How would I post photos to Mosaic? I don't think I
ever have.
I thought you might like to know how my introduction
to non-fiction went in my classroom. Your info was so
Lori,
Liz got this info and I'm placing a link in the email
for you:
http://www.ceea.org/seminars.asp
That will take you to a map of california. Just click
on Southern CA and find Debbie Miller on March 7th in
Ontario CA at the convention center. You can get to a
registration page there too.
Deb
I'll be there.
Debbie Goodis
Finding fabulous fares is fun.
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Hello,
Where are we supposed to meet?
What workshop are we talking about?
The one in Ontario, California?
Debbie
Need a quick answer? Get one in minutes from people who know.
Ask your question on www.Answers
Ok everyone,
Liz Hill found this and I'm reposting so that you will
be sure to see it.
Here is the link for you lucky
Californians.
http://www.ceea.org/seminars.asp
Good luck and pass on any info you get !
You must be on right now. I wish I knew the
information. I'm thinking it's near the airport. It
costs $185.00, that much I know.
Deb
Don't get soaked. Take a quick peak at the forecast
with the Yahoo! Search
Someone posted the company she uses to book her
engagements. I suppose you can find out more there,
but my information is at school and I won't be able to
get to it until Tuesday. The good news is I can post
it on these emails from school. I'll be sure to do
that.
Debbie
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That's Ontario, California. In the Inland Empire.
The fish are biting.
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Thanks, I'll look for it!
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T
I won't be able to find that info out until Tuesday
but I will post the information. I'm assuming you can
still register, I think I was registered only a couple
of weeks ago. Sorry I can't help sooner.
Debbie
I am going to see Debbie Miller in Ontario, CA. on
March 7th. Not sure where she will be after that. I'm
very excited!
Debbie
Get your own web address.
Have a HUGE year through Yahoo! Small Business.
http://
Thanks, Kimberlee,
I saved all your info and I'll begin this lesson on
Tues. I'll let you know how it goes.
Debbie
Don't get soaked. Take a quick peak at the forecast
with the Yahoo! Search weather shortcut.
Kimberlee,
Thank you so much...that is such great information.
It's a good place to start. Do you have any
suggestions for how I can introduce and teach this to
my class. I have many good examples of all these
types. I thought of having the students sort them into
piles. Or doing some kind of organ
Hi Lisa,
I'd like to know about both, but what I am thinking
about right now is, let's say, a narrative type text
that does teach about a subject. It's not a story, but
it has real facts and teaches about something and you
do read it from beginning to end because there are no
clear sections. Is tha
Hello all,
I need some help with how I am going to teach about
expository text. What is the best way to
label/describe expository text with headings,
subtitles, table of contents, etc. and other
informational text. For example, I have a lot of those
National Geographic hardcover text in various tit
Ok, I'm thinking that just permission slips would
suffice. But, I don't know all that would be involved.
What if we shot the videos from behind the student? No
face showing, we would still have the conversation and
the book could be facing the camera so we could show
the pages while we discuss??
De
ould choose. Think of the
possibilities. Someone could ask, How do I teach
__? and someone could snap a movie instead of
trying to describe.
This could be a totally unmanagable idea. But you
know, someone's gonna do it sooner or later. Why not
us?
Debbie Goodis
This was my life too. I'm sending it on to my son, who
has two small daughters, lest he forget.
Debbie
Mother of 2, sibling of 7, daughter of a dad who
raised me like this.
Thanks.
--- Joy <[EMAIL PROTECTED]> wrote:
> After reading the posts written about lack of
> passion in children's lives, l
I'm looking forward to some answers also. I just
taught my second graders to do this, but if there is a
better system I want to know it.
Debbie
We have the perfect Group for you. Check out the handy changes to
Joanne,
I have the same problem and I haven't addressed it
yet. I just told them to read what they are interested
in by browsing through the chapters or pictures. Now
that I'm thinking about it again, what about having
them read from the middle and then ask them a deeper
question about the text, an
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