Try these resources: Debra Hoyt's "Spotlight on Comprehension," and also her
"Revisit, Reflect, Reread" as well as Chris Trovonni's, "I Read It But I Don't
Get It" (this one is for adolescents but I still found it was helpful)
-Original Message-
From: Kathy Garzon
To: mosaic
Sent
, 2012 at 11:14 AM, Kukonis wrote:
> I am reading with interest the posts about spelling... I teach first
> grade. I have used WTW and differentiated it in my class so that there were
> actually three groups... Book A. Book B and Book C. I am going to offer a
> slightly different vie
e skills, but reading and writing words are
the best way to get students to master the patterns.
Mary
On Sat, Oct 13, 2012 at 12:14 PM, Kukonis wrote:
> I am reading with interest the posts about spelling... I teach first
> grade. I have used WTW and differentiated it in my class so t
I am reading with interest the posts about spelling... I teach first grade. I
have used WTW and differentiated it in my class so that there were actually
three groups... Book A. Book B and Book C. I am going to offer a slightly
different viewpoint... so here goes First let me say that the ac
Ok here is a shot in the dark since I have very little information... but
awhile back someone referenced a great site for comprehension strategies on a
school district site in Massachusetts i believe... but my computer crashed and
my favorites are gone anyone know a lead many thanks in a
for a fact that Columbia touts it as
a fabulous tool.
Good luck,
Kukonis
-Original Message-
From: read3
To: mosaic
Sent: Sat, Jun 9, 2012 9:13 pm
Subject: [MOSAIC] Words Their Way
Hi.
We are looking at a consistent district-wide approach to spelling. Words Their
Way is on our l
I teach first grade and I am glad I do because i think little kids
innately listen to the beat of their own hearts... which hasn't been "beat" out
of
them yet with patterns, conventions, and routines. Little ones respond
easily to "show not tell" and their kid language poignantly express
Norma,
Last post on this one, I promise ...seems my last post got cut off have
you considered having some consultants from reading and writing project do
workshops on RW... one in particular that i love is Monique Lopez
Paniaques from Elmhust School in Queens, New York. . She is wonderful
Norma,
I think that RW is a huge piece if teachers have been doing whole class
novels... You are absolutely right that the Cafe model will help ease some of
the frenzy into a more manageable piece for the independent part of reading
workshop. That much said...more work should be done with RW.
Norma,
As I understand your latest post... you are not asking how to implement RW
and Cafe but rather how to get others to try it I think teacher book
clubs (chapter by chapter) on Cafe and Calkins, videos of which there are a
slew...classroom demonstrations, workshops, and open discussio
The new units of study for primary grades 1-2 from Columbia are in the
writing according accord to a Project Read and Write consultant who ran a
district workshop this summer for us That much said... I use the Lucy's
workshop approach and rely heavily on Debbie Miller and Kathy Collins to
Hi Norma,
Have you read the daily five in conjunction with the cafe model... it helps
even though it is written for primary and early elementary.
I use both reading workshop and cafe.. simultaneously I use excerpts,
articles, poetry, and picture books to model the comprehension strategie
what I have found very helpful is to have a share afterward
Then the kids usually secretly vote on the three shares that were the most
insightful and tell why
I find this motivates most kids to keep on task... to do their work to the
best of their ability in hopes of earning some vo
I have been reading with interest this discussion about D5 and reader's
workshop. Our district was lucky enough to be trained by Columbia's reading
and writing project staff several years ago. I love reading workshp I began
using daily 5 and later the Cafe menu about two or three years ago an
I tried this too but found that errors (especially in math) that
occurred during the week became more engrained because of all the faulty
practice...even though I work in an affluent district... I am surprised to
observe
how many parents do not check or sit in on homework... I am not ask
I use the CAFE system with my first graders.
I turned the CAFE acronym into the FACE of a reader (No brainchild of
my own but something i caught on the Mosaic website) I use this as my
bulletin board in conjunction with "ROBBIE READER" straight out of Adrienne
Gear's book, "READING POWE
Laura,
What is the name of the video and is it different than the videos on the
sisters' websites?
Pam
In a message dated 7/23/2010 1:11:56 P.M. Eastern Daylight Time,
readingla...@aol.com writes:
My entire school K - 5 will be using CAFE this year. Do you have the book
and the videos
I agree that text structure is key and I have found one of the most
powerful skills a reader can use in accessing content area material is
textmapping (google it) Essentially the material is presented as a scroll
and
then color coded by text feature as well as by reading strategies..
oh yes there are student sort books levels A B and C were used in our first
grade classes.
In a message dated 6/13/2010 10:43:35 P.M. Eastern Daylight Time,
tchkg...@gmail.com writes:
There are no student books. There are books of sorts, which you make copies
of for the kids to cut apar
I wonder if that is because Pearson Learning publishes TC reading
assessments as well as Donald Bear's words their way... food for thought...
I teach first grade... and I for one would like to incorporate some of the
program into my spelling curriculum... the manipulation of word cards
carr
we piloted words their way in spelling this year and opted not to go with
it... kids forgot their books... grading was only on sound studied not
entire word... the transition from short vowels to long vowels did not not
match
the needs of budding first graders moving up the early guided read
The Millburn school district in New Jersey also worked with Isoke and felt
she was a fabulour presenter.
In a message dated 3/17/2010 3:50:14 P.M. Eastern Daylight Time,
lori_jack...@q.com writes:
Isoke Nia from NYC is just wonderful.
Lori Jackson M.Ed.Reading Specialist
Broken Bow, N
In a message dated 12/4/2009 11:52:20 A.M. Eastern Standard Time,
kimm...@gmail.com writes:
This post is totally unconnected to any thread but just some late
night thinking that I would like to share as a first grade teacher I often
find the routines of guided reading difficult be
my question to you is how is the story content... we purchased guided
reading books from a-z many years ago from Pacific Learning when we were first
getting our feet wet with leveled readers ... but now I am really sorry...
the content is awful and I much prefer rigby pm or just leveled trade
This is a mind bender thought... I think author's purpose can be be
accessed a lot in "before reading behaviors" if the reader uses genre
conventions and story elements. Purpose and audience are the guidelines that
the
writer attends to while trying to get his big message (theme) out there.
I must agree with you... our shared reading was the Giving Tree by Shel
Silverstein this week... I opened discussion about metacognition. with this
text.. we used "making a reading salad" from the resource: Comprehension
Connections and the two (Silverstein's text and strategy lesson) really
So are you saying themes are like one or two word phrases and author's
messages are our interpretations of that word or those phrase as it relates to
the reader personally?
In a message dated 11/9/2009 9:32:46 A.M. Eastern Standard Time,
domina.nata...@north-haven.k12.ct.us writes:
Not
This year in my first grade classroom, I am combining textmapping and book
clubs. We are completing an author study on Dave Horowitz who happens to be
a published writer and an uncle of one of the children in my room I am
scrolling each of his texts. Children choose a book club depending
Document cameras are the best in first grade... I use it all the time in
math... fraction overlays... counting coins, ... you name it... I also love
it in writing workshop... My kids use the document reader to teach
lessons... they show their work and share their thinking and it is like magic
I tend to agree with you Lori. They certainly can find the tricky word if
the line where the error occurs is marked and actually your response has
made me feel much better prompts are the deal in first grade... I was
just hoping more "automaticity " would follow but when you think
Hi all,
I am shouting out to primary teachers and especially those who work with
first graders I am noticing this year in particular the children do
a great job with www assessments which include transfers of word wall
words as well as adding endings... Our curriculum is heavily load
Bev,
Though I don't know of any programs I think that philosophy is out
there Frank Serafini, at one of his workshops, railed on about how the
pendulum has swung too far over to strategies of comprehension as if that is
the
reading workshop He told anecdotes that showed how this
How about classes at Columbia in Calkin's reading and writing project...
they usually have a week long summer program that offers a smattering
In a message dated 1/12/2009 9:33:46 A.M. Eastern Standard Time,
jenki...@oakhillschool.org writes:
Hello all. My colleagues and I are looki
Wouldn't you know that after my post on reducing the emphasis on strategy
instruction... my district coach asked if i would consider piloting a
program
that teaches the strategies across leveled texts h curious how out
of synch it all becomes...
anywho... here's my question...
Di
Also if you check out Ardith Davis Cole ... she uses videotape and thinking
stems to visually show the art of conversation... really interesting
stuff.
In a message dated 12/14/2008 8:34:43 P.M. Eastern Standard Time,
ljack...@gwtc.net writes:
I work with a fifth grade teacher who h
Check out Debbie Miller's videos... she gets first graders to do it
beautifully... so does Lucy Calkins... and I have seen first hand how Shelley
Harwayne did it it my classroom there is something about taking your lead
from
the kid rather than leading the kid... and being quick on your
I have included a draft letter to my math supervisor because that is one
of my chores this week... but I think you could delete math and stick any
discipline in how do all of you handle the balance for pace and depth...
how
do you keep fun connected to skill ... how can you be rigoro
I just came away from Frank Serafini's workshop today and realized how
closely aligned his thoughts were to the posts on the listserv as of late
he
is a very funny man who makes you think about why you do what you do in your
practice. his big talk today was about comprehension strate
Try accessing David Middlebrook's textmapping site My way of thinking
is that if you understand the genre in terms of its literal structure (story
map for nonfiction, conventions of non-fiction) and you understand the purpose
the author has in mind for writing a nonfiction piece ...the i
I've done a workshop like this with parents using Grandfather's Twilight (
almost a wordless book) and the questions and inferences, and connections were
wonderful. The parents worked with the kids and it was so easy to do... all
kids could access the text and the exchange between and among f
If I remember correctly
It is true that Marilyn Adams says that proficient readers read every letter
but she also states that proficient readers read familiar letter pattern
chunks and with speed faster than the ear can associate the sound that is
why in her book she makes her case w
In a message dated 11/25/2008 10:12:54 P.M. Eastern Standard Time,
[EMAIL PROTECTED] writes:
As an answer to your questionSecond...Marilyn Adams, in her book...
Beginning to Read, states that proficient readers read every letter.
- Original Message -
From: [EMAIL PROTECT
We are beginning to post as well as a means of communication. And our
computer specialists are in the process of setting us up so that we can
actually
plug into a space on each other's computers from our own computer so we can
write lessons,keep records, and share parts of the responsibi
In a message dated 11/19/2008 9:06:43 P.M. Eastern Standard Time,
[EMAIL PROTECTED] writes:
EXCELLENT idea! We are severely understaffed in our special ed. department
this year. They are stretched so thin, and we have NO time to talk with the
specialists that work in our rooms (we are full
I, too, use this handprint... in first grade ...along with the sequence of :
first, next, then, after that and in the end superimposed ... In other words
... kids retell using the proper sequence as well as employing the proper
literary terms May I suggest looking at the resource entitle
I believe my bias will ooze out into this post ... I really mean no
disrespect... I,too, am frustrated.
I worked in a private alternative school where specialists came into the
classroom and provided intervention that would benefit the entire class but was
inspired by the needs of our spe
Kathy Collins makes small group work accessible and takes a common sense
approach Debbie Diller has an entire book devoted to small group
instruction
"Making the most of small groups"... Scholastic has a resource entitled
"Flexible Grouping"... I'll check some of my other resources at sc
In a message dated 10/12/2008 11:18:45 A.M. Eastern Daylight Time, Kukonis
writes:
Personally,one thing that comes to mind in research is data...based on hard
facts but I also know that teaching involves a lot "gut." That's why I think
teaching is a science and an art.
Personally,one thing that comes to mind in research is data...based on hard
facts but I also know that teaching involves a lot "gut." That's why I think
teaching is a science and an art I have seen many a brilliant teacher use
hard facts and get very little teaching done... the affective
just google four blocks and pat cunningham and dottie hall. They have many
books and you can follow their journey I think four blocks gets poo-poohed
a lot by true reader's workshop followers actually earning itself the
nickname "training wheels for readers' workshop" but I think it is mo
ps. the other part I love about four blocks are that the blocks especially
guided and self selected are threaded together that is your read aloud
and interactive talk is directly related to what the kids will be doing in
self selected
I just hate when I leave off to my mind what
Your post reminds me a lot of four blocks. I think that is how it happened
that I began a few years ago doing the read aloud in reading workshop. In my
earlier days of teaching I did a read aloud (a la guided reading four blocks
style) that was used for almost the entire week. .. often combi
I guess I have been laboring under the idea that a read-aloud is done during
reading workshop,too I teach first and although I do like Lori's
comments about ending the morning meeting with a read aloud that sets the
objective
of the day and then using excerpts.. I wonder about first grad
In a message dated 10/2/2008 6:36:50 A.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
I see many teachers who close their opening or morning meeting with a
picture book read aloud and then transition to mini lesson. While I agree
that as a general rule of thumb, mini lessons are shor
I had a parent literacy night with the kids. I teach first... We used the
book Grandfather Twilight... virtually a wordless but not quite ...we examined
the pics and the kids taught the strategy of inferencing to the parents. They
were grouped at a power table (five tables in all) parents a
I am having trouble printing out some of their lesson plans. Do you need a
password or membership?
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my only suggestion would be to textmap and literally model with your own
thinking signal and notice if your signal turns on in certain parts of the
text for example in the beginning or ending of paragraphs... I am sure that
thinking signals and text structure are closely related (think c
As I was gathering my charts from the attic that I need this week... I was
thinking hard about Felicia's question to me what was the turning point for
our district in terms of reader's workshop I decided that it is not
materials (though certainly that helps) and it is not exactly stru
We've done it here it is loosely
Sept-launching the workshop (structures and routnes)
Oct- DRA decoding strategies/ literary structure/ retelling
Nov meatacongition/ inner voice
Dec. connections
Jan. Mentail images
Feb. Asking questions/Non-Fiction
March Determining Importance
April Inf
Felicia,
I would say we started readers workshop about 8-9 years ago about the
time we started our relationship with Columbia. We weren't really their
satellite school until a bit later... and as of last year we did not renew
that
part of our contract with Columbia mostly becaus
Although there are many surveys online... I was wondering if any of you
primary teachers have a tried and true informal assessment (other than teacher,
parent, and student observation) that helps pinpoint a learning style. This
week my first grade class and I spent a long time talking about
In a message dated 9/20/2008 5:12:03 P.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
Hi Pam,
If you see this message can you please e-mail me off the list. I have a
question about reader's workshop and thought you might be able to help.
Thanks,
Felicia
trigger happy sorry... i SEE YOUR MESSAGE... WHAT'S UP
In a message dated 9/20/2008 5:12:03 P.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
Hi Pam,
If you see this message can you please e-mail me off the list. I have a
question about reader's workshop and thought you might
I, too, have had kids who were considered "selective mutes" and tried to use
ideas from Mel Levine ... esp. the idea of demystifying the problem.
Basically, I told them I understood they were choosing not to speak... that I
did
not understand all the reasons why they were making that choice
Lori,
I really like the idea of sorting and classifying the questions. another
way to focus on text content and make visible to little ones the author's
thinking vs. the kids' schema versus the inferences the inferences the reader
makes with both. lots of times my kids make a great in
You bring up some great points my first graders love non-fiction and
find it easier to comprehend than fiction. In fiction, you have conversation,
tone, symbolism, play on words blah, blah, blah. nonfiction has the
infrastructure built into the genre that really reveals to kids how t
This question is also in our minds... we know that M is beyond the level of
first grade. by a lot (this is the first year we ever ventured past
the recommendation from Joetta Beaver we have never had to before) the
thinking in district (or so I have been told) was to provide evi
In a message dated 5/22/2008 8:02:54 P.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
We ask our teachers to stop at level 20 with first grade but they do have an
opportunity to report their instructional levels.
Lori
On 5/22/08 6:49 AM, "Nancy Wittner" <[EMAIL PROTECTED]> wrote:
Hi Linda,
Thank you for your immediate response. Please do send me your comparison
notes... they would help me out a lot. I am working with our literacy coach
to pick the right resource the district is not willing to commit to any
kit unless they see some results I have tried to
Although I have no answer specifically to Angela's situation her post
prompted me to write some of my concerns for first graders. I would like to
know especially from teachers who administer the dra 2 how they introduce the
written element of the test which starts at level M.
Yes I need some more comparison information about the primary toolkit vs.
Sundance's comprehension strategies kit. I, too, will be purchasing with my own
money. I received some samples from Sundance and I can tell that this company
has two parts in its set a ficition sampler and nonficti
you could use book clubs to show how all the strategies work together if
you think they are not yet versed... then model with read alouds
Another avenue is to have them examine who they are as a reader, what they
have learned, and what their future goals in reading will be
In a me
Hi all,
I have a few questions for those who have used the primary comprehension
toolkit. are the mentor texts and lessons geared mostly to non-fiction? If
so does anybody know the thinking behind that? I would assume even if that is
so... many of the strategy lessons could be applied
Although literal responses are generalized as "the easier" responses...
because the kids need only to refer to the text to formulate an answer,
consider
"The Power of Retelling." This text examines these literal questions and
shows the reader how the structure of the text is inherent to
remain positive... our school is a satellite school to Columbia and the
first year we trained.it took a long time to hear if we were accepted. I
think this is a wonderful way to deliver professional development. We have had
a
relationship with Columbia for nearly seven years and each yea
Shana Corey wrote Millie and the Macy's day Parade
In a message dated 4/11/2008 9:52:21 A.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
Do you know who wrote the Milly book? It sounds like a great book.
Thanks,
Ro Getto
Learning Support
Edgewood School
8545 S. Sheperd Avenue
Oak C
Laura,
I absolutely love Milly and the Macy DAy Parade. It is the story of young
Polish immigrant girl who tells her father's boss, Mr. Macy, that the
families
in her neighborhood are homesick at Christmas and want to carol in the
streets. Based loosely in non-fiction, it describes how th
Shelley Harwayne did professional development in our school for several
years she is not didatic or scripted as you might find with some of the TC
presenters but has the essence of childhood and the form and function of
writing workshop down... it is a more individualized and kid friendl
I am referring to Lucy Calkins "Units of Study for Primary Writing: A
Yearlong Curriculum" published by Heinemann under "First Hand"
In a message dated 4/4/2008 9:52:47 A.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
"If you are doing poetry next she has an entire book dedicated
Nancy,
Combine Study Driven with Primary Units of Study from Lucy Calkins and you
are golden. If you are doing poetry next she has an entire book dedicated
to just that genre and at the first grade level not only to read like a
writer and write like a reader but she shows you how to i
You certainly can purchase them at TC. I did so this summer when I attended
the reading institute. Know that there are two sets: a-k for primary that
requires that you purchase a set of guided readers from Be Bop company
these
are good ... I have them... The books put me back about 140.o
visualizing and verbalizing is written by Lindamoodbell.
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I like to take a tactile approach to vowel sounds
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I like to take a tactile approach to vowel sounds and then pair it with the
auditory cues and connect it to writing.
Lindamood bell's "Seeing Stars" does an excellent job of showing kids how to
discriminate short vowel sounds by using mirrors and noticing tongue and
teeth placement ..
I heard Donald Bear speak at Columbia about his Words Their Way and I was
impressed. I went right out and bought his 2008 book along with CD and sadly
have not been able to open it... is there a quick down and dirty overview I can
read I have never seen it used myself... Currently I use
oops I do have a good resource but it is poo-pooed by many that is
Ginn's old "Literature Works". When we moved to reading workshop these
anthologies
were promptly collected and thrown out. I have a class set of four books
each for first grade and a class set of two books each for se
I like Rigby PM ... we have Pacific Learning and I'm disappointed... not
enough difference between the gradients... I also like trade books by
scholastic
though their correlated levels don't really match DRA... I think Scholastic
is a bit more difficult... but we are only beginning our searc
Hi!
I teach first grade and our results in September were exactly yours.
Consider this... in kindergarten they begin to explode the alphabetic
codecombined with some appropriate reading behaviors many have little
experience
manipulating vowels so I think asking for a retell with
although discussing strategy vs. skill as pedagogy is interesting the
question i have is if teachers use the terms loosely and don't seem to
recognize differences between strategies and skills in their delivery of
instruction... why then would it be more effective for students to have
Joy,
I really I thought I answered this online but maybe I sent off an email
privately anyway...
the stretch part of Carl Anderson's work (which I adapted) was taken from a
workshop he did with my first graders as part of our satellite program with
TC.
Carl merely said the following in
I have a suggestion about small moments or personal narratives in the k-2
Calkin's units. If you think of small moments unit as the textmap to write the
narrative and use authors as mentors as the craft lessons to fancy up their
stories... the kids' writing is naturally elevated. I have be
I do see what you mean about kids visualizing the second picture. one of
the kids actually helped me demystify this for the group... he said first
you look, then you connect, then you visualize the next thing That said
volumes for me. in order to visualize the in between picture
Wow... that was fast! Thanks for all your speedy replies... Deb you really
helped me out.
Happy New Year...
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This is a shout out to all my former four blockers ... does anyone have the
January chant... I have misplaced my chart and I guess I never saved in my
files... not for anything... but all those chants are great ways to increase
fluency, teach phonics skills, make connections, and set the tone
Divide the teachers into literature circles so that each group can then
contribute their learnings to the share at the end. In using the format of the
literature circle itself, the teachers will be able to better appreciate the
power of this type of reading group. In providing text about lite
As I scour the DRA manual I notice the Word Analysis Inventory is mentioned
yet in my DRA 2 kit I am only seeing a lesson plan book and a general
information book. Does anyone know about the DRA word analysis inventory or can
anyone direct me to a resource that would elaborate on this idea.
Does anyone have the skinny on the primary (k-2) comprehension toolkit that
was scheduled to be out in the summer...by Heinnemann...which I think was
then delayed.and now what?
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If you look on pages 158-161 in Kathy Collin's resource "Growing Readers"she
provides mini lessons that help strong readers retell proficiently and the
reasons why strong readers should learn about retelling which I think is
important and often overlooked as we narrow our lens on the stra
Yes the Power of Retelling is an excellent resource and I am glad to own it
because it is my understanding that it is now out of print It is the
reason for my post.
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Lori,
I think your reply was a good one creating a rubric together with the
kids makes the most senseI always appreciate your posts and the idea to
create a rubric and have kids rate the teacher can work for any strategy.
which is what I plan to include this year reminds me o
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