Kim,
I, too, am teaching 5th grade for the first time after many years in
lower grades. Some of the more practical reads directly tied to
fifth grade:
* No Non-Sense Guide to Teaching Writing (by Sharon Hill/ Judy Davis,
two master 5th grade teachers) nuts and bolts for writing workshop.
*
Chris, it might be helpful to wonder why a parent might want to take
some time in your classroom before handing off their child to an
adult they don't yet know. Parents are very busy people. If they're
lingering, there's a reason. It's a shame that parents and teachers
make the serious
t on a chair and watch. But disruption is
> disruption, in my opinion.
>
> Renee . who is probably sounding crotchety but really isn't. :-)
>
>
> On Aug 24, 2007, at 7:17 AM, Heather Blau wrote:
>
>> Chris, it might be helpful to wonder why a parent might want to t
I think this comes out of TC. My lit. coach modeled a great way to
classify questions:
Where do you turn to answer a question? Are you...
"Reading the lines" - Turn directly to the book to find the answer.
these are literal questions, stated explicitly in the text.
"Reading between the lin
Would you mind posting your list on alternative perspectives once
you've compiled it? I'd love a copy- very useful resource for many
of us.
thanks,
Heather
On Jan 8, 2008, at 9:36 PM, [EMAIL PROTECTED] wrote:
>
>
>
>
> I know I will spell this wrong but Armageddon Summer is another
> b
See Steph Harvey's Comprehension Toolkit.
On Jan 30, 2008, at 8:34 PM, [EMAIL PROTECTED] wrote:
> This year I have three classes of eighth graders who are struggling
> readers.
> I will be working with them on the strategy of visualization .
> Anyone have
> any ideas for working with this st
You can find the site by searching "TC reading writing project home",
but you need a password to access the assessments. I believe you /
your school or district have to be a "TC school", to get the
password. Not sure if you can purchase them?
On Mar 18, 2008, at 9:08 AM, Jill Wadkins wrot
Our school works with Carl Anderson. He's the BEST, especially for
conferring. He also instills confidence in those who are new to
writing workshop.
Heather
On Apr 5, 2008, at 2:08 PM, Mary Kendall wrote:
> My school division is grades 1-4. We are interested in finding a good
> writing wor
It seems to work well to set a ratio (say 5 "just right" books, for
every one "challenge")- this keeps the door open to high interest
books, but also keeps comprehension and fluency on track. Knowing
that a high interest book is just a title or two away is great
motivator, nudging kids to
One way fluency contributes to comprehension is in how readers break
up meaningful strings of words in more complex texts. Sometimes this
is marked with punctuation, but it is also important to reflect on a
reader's experience with language contexts. The contract example is
a good one; s
Minds are more likely to wander when the texts are too complex- too
big a leap for them. Could this be a factor? This is very common in
middle school when their interests often surpass their ability to
handle the text. You might want to reflect together on book choice.
Is text difficult
Elaine,
I teach in New York City where school reform is being driven by data
in excess. Our schools receive a letter grade (A, B, ...F) based on
85% norm reference tests (15% on parent and teacher surveys). I am a
part of a group of parents gearing up to challenge the logic of
weighing n
Second graders have loved hearing The Neverending Story by Micheal
Ende (many layers of meaning/ message) and also, although language
can be a challege, Rudyard Kipling's Just So Stories and The Jungle
Book.
On Jun 14, 2007, at 4:22 PM, Tami wrote:
> I am in search of a great read aloud fo
Do you know Colleen Cruz's book "Independent Writing: One teacher,
thirty-two needs, topics and plans"? I'm reading it right now and it
does a brilliant job describing how to plan and teach toward
independence. It's short and 100% practical. A great model to turn
to for your writer's wor
Once the kids know a song by heart you can do so much with the text!
We put our songs on sentence strips and cut them up and put them back
together, or mix up key words or use spoonerisms or cloze to draw
their attention to word parts. You can vary the difficulty depending
on how well the
Tim, could you explain what you see happening with repeated readings
of songs, that is leading to improved fluency? How does it work?
Maybe this would help highlight where the work is for older kids.
(Does the music provide a certain type of support?)
What do we want them to notice about
My principal just handed me this book today. I agree, it's a
fantastic resource! Especially useful for new teachers.
On Jun 26, 2007, at 8:24 PM, [EMAIL PROTECTED] wrote:
> Re: Comprehension Strategies for your K-6 Literacy Classroom
>
> Just wanted to let everyone know I have this book and
Take a look at There's an Owl in the Shower by Jean Craighead George
(or her many other wonderful books)
For non-fiction picture books which highlight human impact on
environment try A River Ran Wild by Lynn Cherry or Who Speaks for
Wolf by Paula Underwood.
Do you know Linda Booth Sweeney's
18 matches
Mail list logo
