I never got phonics until I had to teach phonics--even now 20 years later I
have to sound out a word first to get to the isolated sound. That's why I teach
4th. Read in the paper this morning that Bill Gates is really pushing phonics
for early reading programs. What happened to balance?
Carol/R
I was just wondering if anyone is using Fountas & Pinnell's Phonics and Word
Study program in grade 2? Or is there a phonics program that someone is using
that works for them. I am not a of fan of programs or teaching in isolation,
but teachers in our district are seeing low phonics scores and
I am going to make a bold move here and say that Ellin Keene does not believe
in scripted programs for phonics or any other aspect of reading!! I seem
to be in the minority at this point, but I am so disheartened by the
conversation on this listserv. The word "Mosaic" really should be take
I will send the references for this research to the whole list when I get a
minute. In the Meantime, get your hands on Words Their Way. Run!!! Don't walk!
It references many of the studies you need.
Sent from my iPhone
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Mosaic@l
Greetings,
I was wondering if anyone has used the Quick Phonics Screener and your
thoughts.
I currently have a 3rd grader in my class with very poor fluency. She has
weak phonics skills.
jen
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We are transitioning to the Daily 5 and CAFE in k-2. I'm curious to know if any
of you have discovered a good phonics program to go along with D5 / CAFE.
Currently, each grade level uses as different program, and we are moving to a
more systematic approach. I'd love some good recommendations.
Have any of you read Sandra Wilde's What's a Schwa Sound Anyway? I found it
very helpful in understanding what is and is NOT useful in the teaching of
phonetics, phonics and spelling. And I have distinct memories of being
moved from the top reading group to the middle reading group in second grade
On Sep 23, 2007, at 7:28 AM, Carol wrote:
> I never got phonics until I had to teach phonics--even now 20 years
> later I have to sound out a word first to get to the isolated sound.
> That's why I teach 4th. Read in the paper this morning that Bill Gates
> is really pushing phonics for early
You're getting at what I'm talking about. It is more important that the student
be able to do the sounds than to know what they are called. If they can read
them, and write them, then what's the big deal?
I also have memories of being moved to a lower group and my mom being called
into a c
I know he dropped out of college when he formed Microsoft, so he has a HS
diploma.
Renee <[EMAIL PROTECTED]> wrote: I have a better question:
What are Bill Gates' education credentials?
Joy/NC/4
[EMAIL PROTECTED]
How children learn is as important as what they learn: proce
That's precisely my point.
I am sick and tired of these yahoos running around acting like they
know all about teaching when they actually know nothing at all.
Gee. do you think they might have a business agenda? Like raising
good little workers who don't think, don't question, and don't
th to power and think for
themselves.
-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Renee
Sent: Sunday, September 23, 2007 4:08 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Phonics
That's precisely my point.
I
In South Dakota, that makes him qualified to be a sub and to follow my
lesson plans, not to write them.
Lori
On 9/23/07 1:59 PM, "Joy" <[EMAIL PROTECTED]> wrote:
> I know he dropped out of college when he formed Microsoft, so he has a HS
> diploma.
>
> Renee <[EMAIL PROTECTED]> wrote: I have
Knowing about language from a linguistic point of view helps me understand
why so many children have issues with /j/ and /d/ (they are very close in
terms of where they are voiced...). But how can you tell an emergent reader
to get his mouth ready for the sound as a strategy, when you don't addres
After reading your comment, I've come to the conclusion that it's probably more
important that the teachers know this than the students.
ljackson <[EMAIL PROTECTED]> wrote: Knowing about language from a linguistic
point of view helps me understand
why so many children have issues with /j/ and
AIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Email Group
Date: Sunday, 2007, 23 Of September 15:43
Subject: Re: [MOSAIC] Phonics
> After reading your comment, I've come to the conclusion that it's probably
> more important that the teachers know
>
> I am sick and tired of these yahoos running around acting like they
> know all about teaching when they actually know nothing at all.
Isn't that called Congress?
Bill
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On Sep 23, 2007, at 3:57 PM, Bill Roberts wrote:
>
>>
>> I am sick and tired of these yahoos running around acting like they
>> know all about teaching when they actually know nothing at all.
>
> Isn't that called Congress?
ohboy do NOT get me started on Congress..
Renee
"We live in a
Lori,
Where in SD are you from? I grew up in Sturgis!
janelle
- Original Message -
From: "ljackson" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
Sent: Sunday, September 23, 2007 3:24 PM
Subject: Re: [MOSAIC] Phonics
> In
Only when I am in a generous mood...
Chuckling,
Lori
On 9/23/07 4:57 PM, "Bill Roberts" <[EMAIL PROTECTED]> wrote:
>
>
>>
>> I am sick and tired of these yahoos running around acting like they
>> know all about teaching when they actually know nothing at all.
>
>
> Isn't that called Congre
;Mosaic: A Reading Comprehension Strategies Email Group"
>
> Sent: Sunday, September 23, 2007 3:24 PM
> Subject: Re: [MOSAIC] Phonics
>
>
>> In South Dakota, that makes him qualified to be a sub and to follow my
>> lesson plans, not to write them.
>>
>> Lo
Last year my school adopted the Orton Gillingham method to teach phonics
explicitly. Each teacher was trained in the program. After being a part of
the training I had a much better understanding of phonics and how the English
language works. The teachers at my school have really enjoyed using
Add governors.
> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Sun, 23 Sep
> 2007 18:57:42 -0400> Subject: Re: [MOSAIC] Phonics> > > > > > > I am sick and
> tired of these yahoos running around acting like they > > know all about
I too have taught at a primary school for a long time.17 years and I
believe this without a shadow of a doubt that explicit phonics instruction
makes the difference when acquiring beginning reading skills. I have taught K,
3rd, 4th, Dyslexia..
Title 1/ARI..TAKS intervention...(during the sa
Someone on one of the lists wanted some Phonics songs...this is by my
friend and colleague that I teach with...all the Primary classrooms in
our district use it.
http://www.FunPhonicsFactory.com
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mail Group
Subject: [MOSAIC] phonics program
I was just wondering if anyone is using Fountas & Pinnell's Phonics and Word
Study program in grade 2? Or is there a phonics program that someone is using
that works for them. I am not a of fan of programs or teaching in isolation,
but teach
ebert
Sent: Thursday, February 16, 2012 10:51 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] phonics program
I was just wondering if anyone is using Fountas & Pinnell's Phonics and Word
Study program in grade 2? Or is there a phonics program that someone i
ood.k12.il...@literacyworkshop.org] On Behalf
Of Suzanne Goebert
Sent: Thursday, February 16, 2012 9:51 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] phonics program
I was just wondering if anyone is using Fountas & Pinnell's Phonics
and Word Study program
n=oakwood.k12.il...@literacyworkshop.org] On
>> Behalf Of Suzanne Goebert
>> Sent: Thursday, February 16, 2012 9:51 AM
>> To: Mosaic: A Reading Comprehension Strategies Email Group
>> Subject: [MOSAIC] phonics program
>>
>> I was just wondering if anyone is usin
ursday, February 16, 2012 10:51 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] phonics program
I was just wondering if anyone is using Fountas & Pinnell's Phonics and Word
Study program in grade 2? Or is there a phonics program that someone is using
that works
I have used the program with kindergarten through 3 rd grade and love it. As a
Title 1 Coordinator it is great for para professionals working in small groups.
It is flexible so that I can target specific needs of students. And it allows
for sequential/developmental growth. I also used it as a te
s+lapenasn=oakwood.k12.il...@literacyworkshop.org
[mailto:mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org] On
Behalf Of Carrie Cahill
Sent: Friday, February 17, 2012 12:07 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] phonics program
I am going to make a bold move here and say that Ellin K
Thank you Carrie. And thank you Rene. Could we please get back to the
original heart and purpose of this list serve? I guess what I am wondering
is how many people are on this list that joined to talk about comprehension,
making meaning, supporting thinking, and how we might use the strategies
Totally totally agree with Carrie and Renee.
I have been deleting most messages lately (and considering dropping off
the listserv) because they were so far from what I thought was this
group's common belief system.
Judy
Judy Shenker
Learning Enrichment And Development Coordinator
Coordinatrice e
p.org
[mailto:mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org] On
Behalf Of Sally Thomas
Sent: Friday, February 17, 2012 12:54 PM
To: mosaic listserve
Subject: Re: [MOSAIC] phonics program
Thank you Carrie. And thank you Rene. Could we please get back to the
original heart and purpose of
oebert=waupun.k12.wi...@literacyworkshop.org
mailto:mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org] On Behalf
f Sally Thomas
ent: Friday, February 17, 2012 12:54 PM
o: mosaic listserve
ubject: Re: [MOSAIC] phonics program
Thank you Carrie. And thank you Rene. Could we please get back to the
riginal h
f Sally Thomas
> Sent: Friday, February 17, 2012 12:54 PM
> To: mosaic listserve
> Subject: Re: [MOSAIC] phonics program
>
> Thank you Carrie. And thank you Rene. Could we please get back to the
> original heart and purpose of this list serve? I guess what I am wondering
>
Look, I don't want to start a debate, but there is a place for phonics
skill instruction. It can be weaved into a Reader's workshop format as
mini lessons, and then applied in context. There are some kids,
particularly LD kids, dyslexic kids, or struggling readers, who do benefit
from explicit ph
Ok, as moderator it is time for me to step in. First, the purpose of this
listserv is comprehension . I could have stepped in and stopped this with a
reminder of that, but phonics does play a role in word learning and therefore
in comprehension. What Ellin calls surface structure does have a rol
No one has suggested that phonics has no place in skill instruction.
The question was about **scripted** phonics programs, which I
and others do not feel are congruent with the Mosaic of Thought
strategies for reading instruction. Of course phonics instruction is
part of reading in
I agree with Renee who essentially is agreeing with you Cara. The huge
overwhelming approach to reading I see in schools (and I am out there in all
kinds of classrooms) is an overwhelming overemphasis on phonics. And it's
not phonics in meaningfulcontexts. It's not phonics that's differentiated
_
From: Judy Shenker
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Friday, February 17, 2012 12:20 PM
Subject: Re: [MOSAIC] phonics program
Totally totally agree with Carrie and Renee.
I have been deleting most messages lately (and considering dropping off
the listser
n Strategies Email Group
>
> Sent: Friday, February 17, 2012 12:20 PM
> Subject: Re: [MOSAIC] phonics program
>
> Totally totally agree with Carrie and Renee.
> I have been deleting most messages lately (and considering dropping off
> the listserv) because they were so fa
So Renee, why don't you share how you handle this issue? How do you find what
kids need? How do you structure your classroom instruction to hit multiple
needs? Please share how you kid watch and then use what you've learned? I think
there's a lot of people who'd benefit from your experiences.
S
ot;Hedgehogs
> see what is essential and ignore the rest."
> cheers,
> margy
>
>
>
>
> From: Judy Shenker
> To: Mosaic: A Reading Comprehension Strategies Email Group
>
> Sent: Friday, February 17, 2012 12:20 PM
> Su
In a nutshell. I ran an individualized reading program that was
basically a combined readers' and writers' workshop, in which
students chose their own reading material, and I did comprehensive
individual conferences with each student at least a couple of times a
week, during which they
Personally, I do not understand the debate. Knowing phonics is integral
to reading and does not mean that students are not reading for meaning.
Bottom line-when we are doing reading instruction (reading for meaning)
students should be reading texts that are in their zone of proximal
devel
Behalf Of Tamara Westmoreland [westmoreland.tam...@gmail.com]
Sent: Friday, February 17, 2012 3:05 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] phonics program
While I am totally aware that comprehension is the focus of the listerve- I DO
appreciate hearing
I thank you so much for your post. I love this listserv and value the
ideas I have been able to gather from other members. I also value how
it allows be to think through my own ideas and hopefully share ideas
with others. I find that this is happening less in schools. I know
that this ye
I think there may be some areas where definitions may not be in line.
To me, there is a huge difference between "explict phonics
instruction" and "scripted phonics program." I believe the issue
was at least for me and a few others who have spoken up that
the "Mosaic" strategies wou
And that was also one of Pat Cunningham's strategies. The person who joined
us from Canada mentioned valuing her work tremendously. I loved using a
poem a week to teach all those ideas. Love also that you didn't just use it
for phonics. It was for poetry's sake with the skills needed as tools
fer.palmer=hcps@literacyworkshop.org [mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org
] on behalf of Patricia Kimathi [pkima...@earthlink.net]
Sent: Saturday, February 18, 2012 9:33 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] phonics program
I
mail Group
Subject: Re: [MOSAIC] phonics program
I thank you so much for your post. I love this listserv and value the
ideas I have been able to gather from other members. I also value how
it allows be to think through my own ideas and hopefully share ideas
with others. I find that this is happeni
gt; From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org
> [mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org] on behalf of
> Patricia Kimathi [pkima...@earthlink.net]
> Sent: Saturday, February 18, 2012 9:33 AM
> To: Mosaic: A Reading Comprehension Strategies Ema
fer.palmer=hcps@literacyworkshop.org] on behalf of
Sally Thomas [sally.thom...@verizon.net]
Sent: Sunday, February 19, 2012 2:08 PM
To: mosaic listserve
Subject: Re: [MOSAIC] phonics program
I agree with you Jennifer. Thanks for saying it so clearly. Would it be
okay if I share it with my
r
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Mon, Feb 20, 2012 4:28 pm
Subject: Re: [MOSAIC] phonics program
Sally
Share whatever you wish with your students. I wouldn't put it out there on the
list if I was protecting it as my personal intellectual property... :-)
(t
At least you are in a position to help make changes as I get ready to
retire I really feel horrible that I will no longer be able to share
what I have learned reading and attending conferences and being part
of listserv like this one. What do I do with my time and energy to
help? My husba
Pat, I've felt the same. Realizing mywhole identity is wrapped up in being
a teacher and making a difference. I have loved volunteering on an ongoing
basis in 4 classrooms where the teachers know me and my work and value
having me there to really help - not just doing stuff. I work with
struggl
I have worked in several districts in Michigan and am currently a
Curriculum Coordinator for Elementary Instruction. I, too, have been
looking at phonics programs, because as I see it, not all teachers are
created equal. While I would love to see all teachers creating literature
rich, cross-curri
Hi everyone,
I am a newbie to Mosaic, so have simply been responding to the topics at
hand. I can see that this is a passionate group of people with a specific
goal in mind...which is to discuss comprehension instruction...correct? I
landed on this list serv as I was searching for ideas on how to
Jennifer, I would also appreciate this research.
Thank you,
Taryn Vanderburg
Sent from my iPad
On Feb 24, 2012, at 9:05 AM, Judy Shenker wrote:
> Hi Jennifer,
>
> I would be very interested in any research supporting the ineffectiveness
> of whole group phonics.
>
> Thank-you,
>
> Judy
>
Hi Jennifer,
I would be very interested in any research supporting the ineffectiveness
of whole group phonics.
Thank-you,
Judy
Judy Shenker
Learning Enrichment And Development Coordinator
Coordinatrice en enrichissement et développement de l'apprentissage
Lower Canada College
4090, avenue Ro
Pauline , I understand your dilemma. I am in the same position. Yet, no matter
how good the program, the only thing that's going to level the playing field is
PD.
We started Wilson before Fountas and Pinnell. The problem I see with any
phonics program is that it teaches the same skills to ever
l=laramie1@literacyworkshop.org
[mailto:mosaic-bounces+wardl=laramie1@literacyworkshop.org] On Behalf Of
Taryn Vanderburg
Sent: Friday, February 24, 2012 7:36 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Cc: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAI
On 2/24/2012 2:49 PM, Palmer, Jennifer wrote:
I will send the references for this research to the whole list when I get a
minute. In the Meantime, get your hands on Words Their Way. Run!!! Don't walk!
It references many of the studies you need.
Sent from my iPhone
Gena... Can you share how you are using it and what PD was given to teachers??
Sent from my iPhone
On Feb 24, 2012, at 7:48 PM, "Gena Schuck" wrote:
> I love words their way! My district is very data driven but sold on it!!
>
> Blessings,
> ~Gena~
>
> On Feb 24, 2012, at 2:49 PM, "Palmer, Jen
I love words their way! My district is very data driven but sold on it!!
Blessings,
~Gena~
On Feb 24, 2012, at 2:49 PM, "Palmer, Jennifer"
wrote:
> I will send the references for this research to the whole list when I get a
> minute. In the Meantime, get your hands on Words Their Way. Run!!!
Yes, Jennifer, agreed. PD is vital and differentiation is
imperative. We use a workshop format for reading and writing and I'd like
to move people into learning about word study. I just want to equal the
playing field by having one stronger product to start with as a foundation,
rather than ever
p.org
> Date: Sat, 25 Feb 2012 00:52:06 +
> Subject: Re: [MOSAIC] Phonics research..
>
> Gena... Can you share how you are using it and what PD was given to teachers??
>
> Sent from my iPhone
>
> On Feb 24, 2012, at 7:48 PM, "Gena Schuck" wrote:
>
>
We test our students three times during the year to check on progress. I
usually have 4-6 separate groups of spelling/word study levels going. Each week
on Monday I bring each group over to my table and we go over their skill for
the week. Then I give them a corresponding word sort that goes wit
27;s workshop/ Guided Reading/ and WTW have
insights on how you balance all of this, I'm sure many of us would love
to hear from you.
Thanks for reading this.
Amy McGovern
Educational Consultant
District Literacy Coach
Title I Reading Teacher
Wausau, WI
From: jennifer.pal...@hcps.org
To: mo
how you balance all of this, I'm sure many of us would love
to hear from you.
Thanks for reading this.
Amy McGovern
Educational Consultant
District Literacy Coach
Title I Reading Teacher
Wausau, WI
From: jennifer.pal...@hcps.org
To: mosaic@literacyworkshop.org
Date: Sat, 25 Feb 2012 00:52:06 +
S
roup kids for meaningful small group
> reading instruction, then bring another small group together for word
> study. There are only so many hours in the day. If those of you who
> are having success with reader's workshop/ Guided Reading/ and WTW have
> insights on how you balanc
ful movement pushing forward to merge the best of code
> based instruction, with the best of meaning based instruction, combining
> this with the most current research on the brain and how it learns to
> read.
>
> One last comment...Words their Way is certainly research
> proven.
ent...Words their Way is certainly research
> proven. Moats even includes the Developmental Spelling Inventory in the
> appendix of Speech to Print. However, WTW can be difficult due to
> management issues. It's tough to group kids for meaningful small group
> readi
Hi Elizabeth and all
Like you, it took me years to tweak my independent reading and writing
program (that's what I called it, as I began this before readers'
workshop was the in thing). Every year I changed how I did things, how
I did conferencing, what was on the students' checksheets, ho
Renee I am interested!
Your experience will aid our endeavours
Cathy
On 2012-02-27, at 7:26 AM, Renee wrote:
> Hi Elizabeth and all
>
> Like you, it took me years to tweak my independent reading and writing
> program (that's what I called it, as I began this before readers' workshop
> was
I've used the QPS (Quick Phonics Screener) to assess struggling readers for a
couple of years. It will give you information as to where they are breaking
down - in phonics. If they really struggle with it - you may want to do some
phonological testing. The PAST (Phonological Awareness Skills Tes
ich I have already done), version B for
MOY, and version C for EOY. I believe that it is published by Scholastic.
You can find different QPS versions on the internet, one of which included
real words and nonsense words.
Mary Ann
- Original Message -
From:
To:
Sent: Saturday, October
I think it's published by Read Naturally.
-Original Message-
From: Mary Ann Walker
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Sun, Oct 17, 2010 9:54 am
Subject: Re: [MOSAIC] phonics screening
I have used the QPS for several years.
The
You're right, it is Read Naturally.
Mary Ann
- Original Message -
From:
To:
Sent: Sunday, October 17, 2010 10:18 AM
Subject: Re: [MOSAIC] phonics screening
I think it's published by Read Naturally.
-Original Message-
From: Mary Ann Walker
To: Mosaic:
ton.k12.ct...@literacyworkshop.org]
On Behalf Of Andrea Jenkins
Sent: Monday, January 31, 2011 1:52 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] Phonics program
We are transitioning to the Daily 5 and CAFE in k-2. I'm curious to know if any
of you have discovered a good pho
"Mosaic: A Reading Comprehension Strategies Email Group"
writes:
>We are transitioning to the Daily 5 and CAFE in k-2. I'm curious to know if
>any of you have discovered a good phonics program to go along with D5 / CAFE.
>Currently, each grade level uses as different program, and we are moving
, January 31, 2011 12:52 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] Phonics program
We are transitioning to the Daily 5 and CAFE in k-2. I'm curious to know
if any of you have discovered a good phonics program to go along with D5
/ CAFE. Currently, each grade
My son's kindergarten class uses Rowland Reading Program and he loves it. It
introduces letter and sounds as a "Superkid" character, integrating each
superkid into reading and writing, and emphasizes blending the letter sounds
all throughout the program. As a former first grade teacher, it reall
The Daily 5, and especially CAFE, do not lend themselves to phonics
programs. CAFE is build on teaching word attack, comprehension, fluency
strategies and providing time, space, and literacy materials for those
strategies to be used and deepened. Mini-lessons are usually developed as a
result of
nse. Cathy
- Original Message -
From: "Beverlee Paul"
To: "Mosaic: A Reading Comprehension Strategies Email Group"
Sent: Tuesday, February 01, 2011 8:55 AM
Subject: Re: [MOSAIC] Phonics program
The Daily 5, and especially CAFE, do not lend themselves to phonics
programs.
nkins
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Mon, Jan 31, 2011 8:40 am
Subject: [MOSAIC] Phonics program
We are transitioning to the Daily 5 and CAFE in k-2. I'm curious to know if any
of you have discovered a good phonics program to go along with D5 / CAFE.
Curre
"Mosaic: A Reading Comprehension Strategies Email Group"
writes:
>Does anyone have any thoughts about reading and teaching kids the
>comprehension strategies, or are we all so
>pressured by RTI, phonics instruction, and standardized testing of discrete
>skills that we've forgotten about real
rn to read.
From: mosaic-bounces+stownsend=emsd37@literacyworkshop.org
[mosaic-bounces+stownsend=emsd37@literacyworkshop.org] on behalf of Laurie
Tandy [ltandy1...@aol.com]
Sent: Thursday, February 03, 2011 11:40 PM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Phonics program
Does a
, knowledgeable educators to turn to for sage advice.
Andrea
- Original Message -
From: "MaryJo Costello"
To: "Mosaic: A Reading Comprehension Strategies Email Group"
Cc: mosaic@literacyworkshop.org
Sent: Friday, February 4, 2011 7:14:59 AM
Subject: Re: [MOSAIC] P
Good Luck! :)
--- On Fri, 2/4/11, Andrea Jenkins wrote:
From: Andrea Jenkins
Subject: Re: [MOSAIC] Phonics program
To: "Mosaic: A Reading Comprehension Strategies Email Group"
Date: Friday, February 4, 2011, 4:23 PM
First, I want to think everyone who responded to my post about phoni
ls this year. Good Luck! :)
>
> --- On Fri, 2/4/11, Andrea Jenkins wrote:
>
> From: Andrea Jenkins
> Subject: Re: [MOSAIC] Phonics program
> To: "Mosaic: A Reading Comprehension Strategies Email Group" <
> mosaic@literacyworkshop.org>
> Date: Friday, February
Vickie - Can you share how the Phonics/Word Study piece is political?
Thanks. Cathy
- Original Message -
From: "Vickie Julka"
To: "Mosaic: A Reading Comprehension Strategies Email Group"
Sent: Saturday, February 05, 2011 12:56 PM
Subject: Re: [MOSAIC] Phonics pr
- From: "Vickie Julka" <
> vju...@madison.k12.wi.us>
>
> To: "Mosaic: A Reading Comprehension Strategies Email Group" <
> mosaic@literacyworkshop.org>
> Sent: Saturday, February 05, 2011 12:56 PM
>
> Subject: Re: [MOSAIC] Phonics program
Regie Routman so believes in high expectations; it would be so helpful for
the "balanced literacy is so touchy-feely-wishy-washy" people to read her.
Some anti-BL folk simply don't understand how much teaching goes on, instead
believing it to be kind of laissez faire.
On Feb 6, 2011 1:06 PM, "Vicki
gotten about real reading?
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> -Original Message-
> From: Andrea Jenkins
> To: Mosaic: A Reading Comprehension Strategies Email Group
>
> Sent: Mon, Jan 31, 2011 8:40 am
> Subject: [MOSAIC] Phonics program
&
omprehension Strategies Email Group"
Sent: Sunday, February 6, 2011 2:15:11 PM
Subject: Re: [MOSAIC] Phonics program
Regie Routman so believes in high expectations; it would be so helpful for
the "balanced literacy is so touchy-feely-wishy-washy" people to read her.
Some anti-BL f
iteracy K-2 and many of our units in 3-5 are
also integrated.
--- On Sat, 2/5/11, Vickie Julka wrote:
From: Vickie Julka
Subject: Re: [MOSAIC] Phonics program
To: "Mosaic: A Reading Comprehension Strategies Email Group"
Date: Saturday, February 5, 2011, 5:56 PM
Kelly,
I am especially
To what book are you referring (Keene's Drrper Comprehension) I'd like to
follow up and read that.
janet
> Date: Sun, 6 Feb 2011 21:29:15 +
> From: hccarl...@comcast.net
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Phonics program
>
> Does this g
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