I second that...I did pretty much the same thing and my kids grew. They now
know what a "thick" questions are.
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Same thing here...I think it's very imortant that we don't fotget about the
modeling piece. Children (even 3rd graders) need lots of modeling on how to
think while reading. I did this lesson last week and I also had to model and
model. Good lesson.
Jepi,
I saw the same thing for the past 2 years with my daughter. She took AP
English her 9th and 10th grade year and had a very difficult time. Her teacher
expected her to read the text and analyze it...it was very difficult for her
and
she didn't do as well as she wanted. She has ALWAYS be
me too
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How wonderful Sandi. I love when I get "aha" moments. Teachers are always
learning. I have also found that a kid (1st grade or above) may tell you a
connection which may sound like a "thin" connection, but, if the teacher digs
sometimes, you might get the whole story and could be a wonderful con
me too please
-Original Message-
From: [EMAIL PROTECTED]
To: mosaic@literacyworkshop.org
Sent: Fri, 20 Oct 2006 9:55 AM
Subject: Re: [MOSAIC] setting a purpose for reading
Good Morning Cynthia I too would like a copy emailed to me
Have A* grand weeks' end
thanks
Susan Donne
I know exactly how you feel. And I thought I had died and gone to heaven when I
found a book called "Growing Readers". This woman puts it all out there in an
easy format to understand. I started this with first graders.
Veronica
-Original Message-
From: [EMAIL PROTECTED]
To: mosaic@
I started this when I taught first grade but now use it in third grade. I have
a place where I have all kinds of sticky note pads. After taking a week to
model and gradual release, the kids are encouraged to take sticky notes and jot
down a thought, connection, etc and place it into the text the
You know, this is my first year teaching third grade and I have said that I
missed real teaching...fun teaching. I struggled with how do I have fun
teaching and still keep my mind of the test. We have benchmarks each nine
weeks, so I feel as if I am preparing my kids for those test. I know in my
Ok, here it goes
I have been afraid to say it out loud (and if you knew me, that would be a
first). This is my first year to teach third grade. And in Texas, it's ( 3rd
up) all about the test, whether, anyone wants to admit it or not. I taught
first and second grade for 17 years and needed a TAK
Yes, my first benchmark test had me weeping. The kids knew nothing of the
format, and I just knew my kids knew the material. So, I made sure that did not
happen the next benchmark. Now, I feel as if I can back off abit. You are so
right, I thought that I can actually enjoy teaching after Feb. Bu
Also, I teach all subjects. We are self containedso, I feel the math
teacher's pain.
Shelby and Veronica Walker
-Original Message-
From: [EMAIL PROTECTED]
To: mosaic@literacyworkshop.org
Sent: Mon, 15 Jan 2007 10:03 AM
Subject: Re: [MOSAIC] teaching strategies
Ok--you left us
Thank you Pam. I just keep remembering the "fun" of teaching 1st and 2nd grade.
I miss that so. I know that as long as we have people in Texas as our
lawmakers, who have never taught, then we will continue to ask children to
perform task they are not ready. And yes, I have too water down my
tea
Here is what I use. Fontas and Pinnell "hands on" phonics by First
Hand---Heinneman publishers (sp)
The phonic lessons are ALL hands on and the kids love them. They give the kids
a chance to learn, practice, and then reflect as a group.
I use their "spelling" at the back of the book. It's calle
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