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> -"Mosaic"
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> To: "Mosaic: A Reading Comprehension Strategies Email Group" <
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> From: NANCY HAGERTY
> Sent by: "Mosaic"
> Date: 12/10/2012 08:53AM
> Subject: Re: [
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--
*Nancy Hagerty
**Reading Recovery/Literacy Support*
*Bartlett Elementary*
*Room B-8*
*248-573-2521*
hager...@slcs.us
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You might want to read, Conferring by Patrick Allen. He is a master at taking
what a child says (writes) and getting to the heart of their thinking.
>>> Emma Takvoryan 2/28/2012 9:06 AM >>>
To answer all your questions (and I am so thankful to everyone for replying
because I feel overwhelm
If something is true, then it isn't fiction. If children are writing stories
from their lives, they are true, and therefore nonfiction. A Personal Narrative
is non-fiction.
>>> "Margaret Jones" 10/13/2011 10:13 AM >>>
That's exactly the situation which is causing me confusion. I thought the Sm
Time for Kids magazines are great. You can see a sample at their website
timeforkids.com. The articles are not too long and they are grade level
specific. I like their content better than Scholastic.
Nancy
>>> 08/13/10 10:26 AM >>>
I've bounced around for years on the topic of magazines, fr
Nancy,
Could you please give me more detailed information about this book? Are you
referring to KWR as the writer or Lucy Calkins? Is it part of the UoS or
something else that would be more readily available to me?
Thanks so much!
Amy Swan
Amy,
I have used Lucy Calkins Units of Study for
Leslie,
I absolutely LOVE this approach to writing, reading, and to learning! Even my
first graders have really responded to noticing what the authors of our mentor
texts are doing and then they are even trying to do some of the same kinds of
writing. They are able to articulate exactly what
I have used Saving Samantha by Robyn Smith (?) and illustrated by her
husband Gijsbert van Frankenhuyzen. They are both nature lovers and
have come to write beautiful stories based upon real events in their
lives. This particular story deals with a fox. Robyn writes the story
on one page and the
I would recommend Study Driven by Katie Wood Ray.
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Michelle-
I guess I need to ask you to think about something: Who are we to
determine whcih questions do not lead to better comprehension? I know
myself when children ask questions that seem to have no relavance, if I
take the time to ask them to tell me more I have been amazed more times
than not
>>> [EMAIL PROTECTED] 10/04/07 7:39 PM >>>
I'm torn between starting with
"Mosaic of Thought" or "Reading with Meaning." What do you all think?
Also, as far as starting the group. . . What do you think would be the
best possible way of advertising? We all know that not every teacher is
open to new
Lori
Thank you for your post. It was so refreshing reading about your
thinking! I definitely agree with you. The brain is very complex and
although we have a basic understanding of how it works, comprehension is
multi-tiered. Those of us who have bee tracking our own comprehsion
have found that
Here is some further explanation of what I did when administering the DRA2
during the later part of the year. I wanted to make certain first and foremost
that my little kiddos understood what I was asking them to do. Their beginning
of the year attempts told me that they were not understanding
>>> [EMAIL PROTECTED] 07/15/07 9:15 PM >>>
We are just about to launch into DRA2 (having never had the first version as
'district wide') so I was curious about your comment, Martha, regarding the
retellings after oral reading indicating stronger comp. than retellings after
silent reading.
On th
aying/demonstrating during my mini-lesson to their
own reading and writing. They liked when I noticed they had tried to do what I
had modeled.
Nancy Hagerty
First Grade Y-3
Hardy Elementary
248-573-8650 ext. 3637
[EMAIL PROTECTED]
>>> [EMAIL PROTECTED] 06/30/07 12:26 PM >>>
My
y questions and thoughts! It would appear that as
professionals we know what we're doing, and yet, the powers that be won't let
us do our jobs. I understand accountability, but let the progress of my
students speak for itself!
Nancy
First Grade
Nancy Hagerty
First Grade Y-3
Hard
I don't think that we can aford to "skip" the fluency practice.
Certainly I would agree to keep working on (always) questioning and
inferencing, but fluency will actually allow for more in-depth reading.
We do have to be careful to take the entire child into consideration.
Yea for the child who
Why is she imagining standing high above Lake Michigan?
Is her brother at the bottom of Lake Michigan? Or is he up in heaven?
(gray clouds of exhaustion)
Is her brother with her? Are they working together? Is he the one
totally depressed?
Is she trying to get a hold of his (her brother's) signif
Maggie wrote:
We have samples of
relevant and useful responses, but there are teachers that want some
kind of a list of comments to choose from.
Hi Maggie.
While I can appreciate your question, I can't help but be frustrated by
it (as I'm sure you are too). I am hearing this more and more from
How about the fox in the Gingerbread Man when he tells the gingerbread
man that he will help him escape?
Nancy Hagerty
First Grade Y-3
Hardy Elementary
248-573-8650 ext. 3637
[EMAIL PROTECTED]
>>> [EMAIL PROTECTED] 12/02/06 9:12 PM >>>
I am looking for short text or pictu
ers Weekly
"Set in Mississippi during the summer of 1964, this affecting debut book
about two boys-one white, the other African-American-underscores the
bittersweet aftermath of the passage of the Civil Rights Act," wrote PW.
Ages 4-8. (Jan.) Copyright 2005 Reed Business Information.
yes:
[EMAIL PROTECTED]
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Wow, Susan. What a rich response. I think you defined comprehension in
depth, and very well I might add! Comprehension is a process toward
life-long learning. Thank you for being so explicit.
Nancy
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Gina-
You're right direct instruction doesn't always feel right. I wrestle
with that all the time. It seems to work with some of the strategies,
but not with others. Is that because I am more proficient in some so I
have better lessons? I'm not sure, but I keep asking myself those
questions. I
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