In addition, I would encourage you to read Regie Routman's "Teaching
Essentials" for her overall emphasis on addressing some of your concerns. It's
published by Heinemann in case you can't get your hands on it.
Bill/K-1/Wa
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Mosai
I am up in Butte County. I live in Magalia, which is currently
surrounded by fire and is just about 15 miles east and north of Chico.
I lived in San Jose for most of my life and taught there for ten years
before moving up here.
It's always nice to hear from someone else in California. :-)
Re
Richmond (Bay Area) in the house! haha...yeah Richmond. Where are you?
Renee <[EMAIL PROTECTED]> wrote: Stephanie,
Where are you in California?
Renee
(Northern California here)
On Jul 7, 2008, at 8:41 AM, Stephanie Sanchez wrote:
> I do agree with part of what you wrote below. Children do need
Stephanie,
Where are you in California?
Renee
(Northern California here)
On Jul 7, 2008, at 8:41 AM, Stephanie Sanchez wrote:
> I do agree with part of what you wrote below. Children do need to hear
> their teachers model the language and point out words within context,
> however there are po
I do agree with part of what you wrote below. Children do need to hear their
teachers model the language and point out words within context, however there
are populations of children that need explicit vocabulary in isolation.
For instance, my school in California is made of 75% English Language
Elisa <[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Mon, 7 Jul 2008 9:34 am
Subject: Re: [MOSAIC] Big Words
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Hi Beverlee,
I had saved this post to respond to at a later time but never intended to wait
a month, as it turns out, to do so. However, given a recent conversation on
the Daily5 listserv it is more appropriate that I am responding now.
There has been a thread on word walls over the last few
Terry
We are about to start this in K next year and in the rest of the grades the
following year.
Jennifer
In a message dated 6/13/2008 6:34:05 A.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
The reading series we just adopted has the "Robust Vocabulary" embedded. I
am wondering and
ED]>
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Fri, 13 Jun 2008 12:40 am
Subject: Re: [MOSAIC] Big Words
I'd like to chime in on this vocabulary conversation. I teach 3rd grade in a
school with majority of the student's being ELL's and in a high poverty area
I'd like to chime in on this vocabulary conversation. I teach 3rd grade in a
school with majority of the student's being ELL's and in a high poverty area.
For many years, we were like most schools that simple were not getting results.
I'm happy to say that we now are no longer a NCLB program i
I teach second grade and have been using a "Word Jar" for several years.
The students place a marble in it whenever they use an impressive vocabulary
word, are able to articulately define a new word that we encounter, or find
a vocabulary word (and sometimes a spelling word or a word that follows
David Booth wrote a book called Reading Doesn't Matter Anymore: Shattering the
Myths of Literacy. (Stenhouse, 2006) Each Chapter responds to the title because
he added, "Unless We" on the table of contents. And, then chapter one is titled
"Expand our definition of literacy," and chapter 4 is "Un
You are right about educating our parents on these statistics Lynnelle and I
was even thinking it would be interesting to have our students plot their
hours on reading at home (which we require of them) and hours on electronic
media, if nothing else to show them we are only asking for a small
perce
I agree that we need to "accept" that electronic media is here to stay, but
I agree with Bev that it is the imbalance that is occurring that is so
discouraging. The data that Dr. Allington discussed with teachers at the
conference was amazing. (I have to say Susan...you better watch out...I
mig
Bev...
Two comments here...
To do the immediate debriefing, I team up with my school's mentor teacher. I
model, she debriefs while I continue to work with kids.
Also, you hit on some of the things that research tells us comes with
quality vocabulary instruction...encouraging USING the words
Beverlee,
What makes me even more depressed is the *veteran* teachers who seem to
fully buy in to what you call "education as it is today" because they
know better.
Sad
Renee
On Jun 7, 2008, at 8:57 AM, Beverlee Paul wrote:
> "If schools are to be places that encourage new teachers, caus
Oh, my gosh! Choice Literacy strikes again! Just opened my new mailing, and
here's part:
"If schools are to be places that encourage new teachers, causing them to see
teaching as an interesting and unique career, there have to be intellectually
and socially challenging environments in whic
c@literacyworkshop.org> Subject: Re: [MOSAIC] Big Words> > I love this
> list and am so glad for summer and a chance to take time > to think again.> >
> Why does electronic media have to be the competition!? Why not > collaborate.
___
Please do go on and on about that a bit more! I'm green with envy.
Our district just had Richard Allington in for a day, awesome, I think I am
in love *: )*. He is amazing I could go on and on about that however
> > Susan Cronk, MS, NBCT> Jenks West Intermediate> 6th Grade LA/SS
___
WOW, Susan, what a remarkable post!! I'm excited for your kids!
Do you recall which particular author, if any, talks about "word collectors?"
I LOVE that! And I LOVE "wallow in the words."
I believe that all learning starts with awareness (thank you, NAEYC) and your
post just blows me away
What a wonderful example of instructional decision-making "on the fly." My
brief (so far) two years as literacy coach have been exciting intellectually as
I've tried to "show and tell" brand new teachers what makes the difference and
how you decide what to do/not to do on the spot. Elisa's is
I think he was referring to, and maybe you are too??? video games and
instant message, cell phones, etc.
On Sat, Jun 7, 2008 at 9:14 AM, Janice Friesen <[EMAIL PROTECTED]> wrote:
> I love this list and am so glad for summer and a chance to take time
> to think again.
>
> Why does electronic media
I love this list and am so glad for summer and a chance to take time
to think again.
Why does electronic media have to be the competition!? Why not
collaborate. It is a different and important part of literacy and it
is not going away. I think we can help students to learn to use
electr
Elisa I think you are very accurate in your example of explaining the word
and concept of "miscues" and the exposure repetition opportunities for
application etc. They have the opportunity to as I like to say,*Think it,
breathe it, digest it, hear it, and in the end know it and make it part of
them
Hi Bev and others,
I've just started following this conversation and may have missed some emails
in this thread. I tend to agree with what has been expressed so far. I do
believe it's important for kids to learn accurate language to describe and
explain things. I agree with you, Bev, that sim
Read the Six Step Method from the book"Vocabulary Manual by Marzano from
ascd.org. Excellent and it works. First, however, teachers need to get
together by grade and develop an essential vocabulary list by subject area.
Maxine
In a message dated 6/3/2008 11:33:51 P.M. Eastern Daylight Ti
Lori,
I see this too, and this again points to the gap between the haves and have
nots. The internet is another source that can impact kids experiences. Again, a
"have and have not" issue.
This is why I've started trying to give kids who I know or suspect don't have
the Internet at home
I wonder about the role television plays in vocabulary development for kids.
In my experience working with little kids, there is a real difference among
the 'Animal Planet' crown--those kiddos who love the kind of programming
that tells them more about science, nature and history. These kids, spur
>
> Vocabulary is one area I have been thinking a lot about lately. I have
> been
> taking a hard look at our end of the year running records and I have kids
> at
> my school that in spite of strategy instruction, they struggle with
> comprehension. When I look closely at their work, what I reali
I'm finding myself smiling and nodding to everyone's posts.
Vocabulary development stems from many things you've all mentioned, but I
really think I agree most with those who mentioned reading volume as a
vocabulary booster. When the author finds the exact specific word to describe
the act
Thanks, Bev.
I really and truly am thinking every single day about Ellin's charge to us
in her book To Understand that we set expectations high for our kids, knowing
that they will not only meet our expectations, but blow them out of the
water! It can be hard to do...finding that "zone o
Hi,
I agree and think we can teach those big words. My 4th grade
teachers have all used Beck's vocabulary program (Elements of
Reading: Vocabulary) this year and both students and teachers are
excited about vocabulary. I think the key is to link vocabulary and
literature and to make voca
.org> Subject: Re: [MOSAIC] Big Words> > > Bev> I
> think it might unmuddy things a bit is to think of it this way: If we > teach
> those big words to ELLs and anyone else, in an appropriate way...ie with >
> direct experiences...with visuals...with repetitions...wit
Bev
I think it might unmuddy things a bit is to think of it this way: If we
teach those big words to ELLs and anyone else, in an appropriate way...ie with
direct experiences...with visuals...with repetitions...with time to practice
using the words in oral language through opportunities to t
On 6/3/08 10:08 AM, "Beverlee Paul" <[EMAIL PROTECTED]> wrote:
> The trouble with populations such as Carol's (Hispanic LEP, ELL, whatever)
> and Lori's (Native American, LEP) and "language instruction" a la NCLB/Reading
> First/CR/RM/OC, etcetera is that EXPLAINING WORDS WITH MORE WORDS is ju
I would love to hear this conversation develop. Please keep thinking and
posting, Lori and Carol. I'll throw a few of my biases into the mix here. The
trouble with populations such as Carol's (Hispanic LEP, ELL, whatever) and
Lori's (Native American, LEP) and "language instruction" a la NCLB/
Most of our students are considered LEP though they do not speak another
language. Here is a trend I see that concerns me. We have writing rubrics
developed by a teaching team addressing three writing types (story,
communication, impromptu). Our middle school staff is determined to present
the r
During some insomnia last night, I was thinking about the saturate/soak
vocabulary discussion:
In my Los Angeles area 2nd grade classroom, I work with many
Mexican-American second language learners (and a few otherlanguage learners
plus some language-deprived English only students). Ofte
Joy awesome article thanks for sharing and I will pass it along at the local
level in my district. I teach 6th grade and I am looking at doing more with
vocabulary next year and have been looking for sources and ideas etc. This
article looks as though it has lots of good links which I will explor
: [MOSAIC] Big Words
I understand that knowing words and what words mean is really important
to making meaning. My concern is over what I have seen happen with any
of the work published by people like Isabel Beck. I don't doubt that
it's true, and I am happy to know there is not a rote hierarch
I understand that knowing words and what words mean is really important to
making meaning. My concern is over what I have seen happen with any of the work
published by people like Isabel Beck. I don't doubt that it's true, and I am
happy to know there is not a rote hierarchy that can be applied
This came through my email, and I thought it would be of interest to many on
this list. I remember many suggesting Isabel Beck for vocabulary instruction.
The link is to an article that further explains why this is beneficial.
SATURATE BEFORE SOAK: EARLY LEARNERS CAN HANDLE BIG WORDS
Resear
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