I'm finding this intriguing, and I'm having a bit of an "aha!" moment, as well.
I can see a few of my fourth grade students in your description, especially one
little boy who takes so long to process information that he makes comments five
minutes later into conversations. He then erroneously pa
I try to keep reading and writing connected. I have my kids write about the
connections they are making. They write a daily log about their reading during
SSR, and they also write about the reading they are doing nightly at home. At
the beginning of the year I direct their responses, then I let
f they answer the question correctly,
they've done what they need to do. State tests, however, require some kind of
validation. How do we address this?
From: [EMAIL PROTECTED] on behalf of Joy
Sent: Wed 1/17/2007 5:12 PM
To: Mosaic: A Reading Comprehensio
As a first grade teacher I am finding kids also having difficulty making
connections...which traditionally has been easier to comprehend then some of
the
other strategies. I must preface by saying I have a lot of kids with sensory
issues (AD/HD, sensory integration, and some other pdd stuff)
STINA, KRISTIN
Sent: Wed 1/17/2007 5:42 PM
To: Mosaic: A Reading Comprehension Strategies Listserv
Subject: Re: [MOSAIC] Mosaic Digest, Vol 5, Issue 15
Rex,
Your email reminds me so much of our Choice Words discussion, where Peter
Johnston speaks of building agency in children. Getting childr
done what they need to do. State tests, however, require some kind of
validation. How do we address this?
From: [EMAIL PROTECTED] on behalf of Joy
Sent: Wed 1/17/2007 5:12 PM
To: Mosaic: A Reading Comprehension Strategies Listserv
Subject: Re: [MOSAIC] Mosai
in the workshop? You might even do some
> demonstration lessons for them.
>
> Cris Tovani has also written some great books to get educators thinking about
> how to grow readers.
>
> Rex Jones
>
>
>
>
>
> -Original Message-
> From: [EMAIL PROT
t; Sally
>
>
>
>
> ____
>
> From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED]
> Sent: Wed 1/17/2007 2:23 PM
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Mosaic Digest, Vol 5, Issue 15
>
>
>
> I'
_
From: [EMAIL PROTECTED] on behalf of Jones, Rex
Sent: Wed 1/17/2007 3:19 PM
To: Mosaic: A Reading Comprehension Strategies Listserv
Subject: Re: [MOSAIC] Mosaic Digest, Vol 5, Issue 15
Hi Michelle:
I'm a principal in an affluent district just over the state line from you. I
struggle with
Funny, my students who have been diagnosed with learning differences do fine
with inferring, it's finding facts and details within the text that they
struggle with. I think all the years of not "getting" it have made them very
good at taking sketchy information and stitching it together to make
ension Strategies Listserv"
Subject: Re: [MOSAIC] Mosaic Digest, Vol 5, Issue 15
Hi Michelle:
I'm a principal in an affluent district just over the state line from you. I
struggle with same kinds of issues you're identifying, and I've come to the
conclusion that the b
__
From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED]
Sent: Wed 1/17/2007 2:23 PM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Mosaic Digest, Vol 5, Issue 15
I've been reading and learning from this site for about a year now and have
loved all the information and comments I've
ailto:[EMAIL PROTECTED] Behalf Of
[EMAIL PROTECTED]
Sent: Wednesday, January 17, 2007 2:24 PM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Mosaic Digest, Vol 5, Issue 15
I've been reading and learning from this site for about a year now and have
loved all the information and com
I've been reading and learning from this site for about a year now and have
loved all the information and comments I've gleaned. I'm a reading specialist
in a well to do district, working with 4th & 5th grade readers who, for the
most part, have fluency down but have enormous trouble underst
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