I looked for the article that I had used previously, but I can't find where I
saved it. I downloaded a medical journal article about an innovation in
neurosurgery. Then, when teachers couldn't re-tell what the article was about,
I said "Oh come on,
you're reading teachers. This isn't brain sur
Agreed...one of the reasons the attrition rate is higher among TFA and Teaching
Fellows is because (a) they didn't imagine it would be their career forever
(they did TFA instead of CityYear or the Peace Corps) and (b) they have less of
an investment in
it (2 years of schooling, no expectation of
I think that the single most important thing is a teacher's ability and
willingness to meet their students where they are, and teach them what they
need, regardless of the student's level or ability. These might be teachers
who entered the profession
through traditional teacher education progra
I found that the Units of Study for K-2 and the set for 3-5 are very helpful,
but it depends on the teachers' comfort level with doing this kind of work. If
you want a day by day, step by step, Workshop 101, then perhaps the Schoolwide
materials are
right for you. It is a scripted plan, with d
We use the Fountas and Pinnell Benchmark Assessment system
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At what point (reading level) do you stop assessing Early Literacy Behaviors,
rhyming, letter names/letter sounds, phonemic awareness, sight words, etc.? We
don't have a set guideline -- when teachers feel that students are reading,
they simply stop
using these sub-tests and only use the benchm
Info from text + what we know about the world = new idea (inference)
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The DIBELS materials are free if you download them from the website. You can
purchase the materials in a nice published format from SoprisWest (I think).
The $1/student is if you wish to utilize the U of Oregon DIBELS data management
system online.
I always remember what one of the creators of
Hi Judy --
If the students have some background about the social and political environment
of the time period because they are studying it with their social studies
teacher, what about a historical fiction unit? Perhaps you can have book clubs
reading different
titles, and their task is to exa
This is sort of like those story strings in the Lit Life "Complete Year"
books...there's a button for characters, a button for setting, three buttons
for 3 important events, and a bow at the bottom to remind students to "tie it
all up" at the end...
_
We moved to the F&P Benchmark Assessment system right after it was published.
We administer it 3 times a year (FALL/WINTER/SPRING-- just before the end of
each trimester). Before switching to the F&P, we used the Early Literacy
Profile (ELP) and the
WRAP. In our district, it has been the trad
You're close enough to NYC -- I'd check out Columbia's Teachers College Reading
and Writing Project. They have a team of staff developers that work with
districts. It might be costly, but I think they are a great resource. When I
was working in New
York City and the entire City moved to balan
In response to your question about the "mini" of the "mini-lesson":
We have a hard time keeping the minilesson "mini", too, but I maintain that the
shorter and more concise, the better. We also only have 45 minutes for Reading
Workshop and 45 minutes for Writing Workshop. I encourage teachers
We've also created recording stations for students to record their own reading
and hear it back, making notes on what they'd like to change, and trying again.
And we've started a buddy reader project, where older AIS students practice
reading a picture
book of their own choosing, and then read
We're about to begin a new program developed by IBM called Reading Companion;
it is a web-based voice recognition software that allows a student to read
online "books" into a microphone and get instant feedback as to the accuracy
and fluency of their
reading. I think it is designed for lower el
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