Does anyone have any research on text to student radio numbers? I know that
some school districts expect 1000 books in every classroom, the state of
California states a 25 text/student ratio.
Judy
Education would be so much more effective if its purpose were to ensure
that by the time they
: Re: [MOSAIC] Listening to reading
Does anyone have any research on text to student radio numbers? I know that
some school districts expect 1000 books in every classroom, the state of
California states a 25 text/student ratio.
Judy
Education would be so much more effective if its purpose were
Sharon,
I love your story; thank you so much for telling it. The question,
What is reading? is really the crossroad question of literacy. If one
believes that reading is making meaning of text, then it doesn't matter
how that text enters the thought process. If one believes that reading
is
Dr. Timothy Rasinski out of Kent State www.timrasinski.com/ has a lot to
support listening to reading and building fluency and done some
interseting studies.
At my school we are using several different ebook accounts in our school
and the teachers often display them on the Smartboard as a
Thank-you for the kind responses. There is not a measure that can be put on
fostering a life long love of reading.
Renee's excellent comments on reading are very important.
One of the things that also must become explicit in teaching, particularly if
students are doing a lot of reading through
://www.libsci.sc.edu/ccbl/abworkshops/ReadAloudResearch.pdf
- Original Message -
From: evelia cadet
Sent: 01/14/12 04:52 PM
To: Mosaic Group
Subject: [MOSAIC] Listening to reading
Is anyone aware of research supporting listening to books? I know is one of
the five components of the Daily 5
It's a form of modeling for fluency. Kids enjoy listening centers and if they
pick up one word, that's one more word added to their vocabulary and reading
words.
Sent from my iPhone
On Jan 14, 2012, at 7:03 PM, Sally Thomas sally.thom...@verizon.net wrote:
Seems like all the benefits of
There should be some research backing it up in the daily five book or in its
bibliography.
Troy Fredde
On Jan 15, 2012, at 9:44 AM, Kathy ka...@laurinburg.com wrote:
It's a form of modeling for fluency. Kids enjoy listening centers and if
they pick up one word, that's one more word added
Hello all,
I have been very pleased to have the listening component so positively
reinforced, largely thanks to the influence of daily five practices. as pointed
out by another teacher, the children do respond positively. I provide lots of
opportunities for listening as part of daily five,
This so so touched my heart. You are wonderful and teach us all. Thank you
for sharing this. I will share it on
Sally
On 1/15/12 5:47 PM, Sharon Ballantyne sbal...@nexicom.net wrote:
Hello all,
I have been very pleased to have the listening component so positively
reinforced,
Is anyone aware of research supporting listening to books? I know is one of
the five components of the Daily 5. My students have been listening to books
online and they are obsessed about it. I am glad that they are enjoying this
activity, however, I don't have sufficient information on
Seems like all the benefits of read alouds would accrue. I use a handout
summarizing those benefits. They include building vocabulary, building
knowledge of syntax (especially for hearing the syntax of written language),
comprehension etc. No they are not figuring out unknown words as far as
Check out Elaine Garan's work.
Connected by DROID on Verizon Wireless
-Original message-
From: Sally Thomas sally.thom...@verizon.net
To: mosaic listserve mosaic@literacyworkshop.org
Sent: Sun, Jan 15, 2012 01:04:59 GMT+00:00
Subject: Re: [MOSAIC] Listening to reading
Seems like all
short to be anything but happy.
Falling down is a part of life, getting back up is living.
-- Original Message --
From: evelia cadet cadeteve...@hotmail.com
To: Mosaic Group mosaic@literacyworkshop.org
Subject: [MOSAIC] Listening to reading
Date: Sat, 14 Jan 2012 16:52:00 -0500
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