Yes. I guess where I was a little confused was when Kare talked about a 'huge
dose of intervention'. A bit of extra help makes sense.
Elisa
Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada
Sure it is, but a second grade student who hasn't gotten quite round to
Thanks for noticing me, but I am not the one who mentioned a triple dose of
intervention. It would be hard for anyone to get that much of anything out
of me because I am a minimalist by nature. One of the reasons why I like
this list is because it is helping me to become more encouraging to my
LOL. Ooops! Sorry! Sometimes I'm not sure I'm quoting the right person but
this time I was certain I had.
Elisa
Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada
Thanks for noticing me, but I am not the one who mentioned a triple dose of
intervention. It would
as many kids as
possible out of SPED.
Hope this helps!
Debbie
- Original Message -
From: [EMAIL PROTECTED]
To: mosaic@literacyworkshop.org
Sent: Saturday, November 15, 2008 1:57:39 PM (GMT-0600) America/Chicago
Subject: Re: [MOSAIC] Response to Intervention question
Look at this site
Subject: Re: [MOSAIC] Response to Intervention question
Look at this site...it is great for record keeping of your progress monitoring.
http://www.jimwrightonline.com/php/chartdog_2_0/chartdog.php
Terry
Love of reading and writing is not taught, it is created.
Love of reading and writing
Elisa wrote: What does the word counting tell you?
Hi Elisa,
Maybe my example can help. One of my students is not recognizing how words
fall into place in a meaningful way. When repeating the sentence, The bad
dog did not behave the child counts behave as two words. Be hayve does
not have
Hmmm. If I hear a student do this then I say, now put the parts together.
What word is that? I've yet to have a child not be able to do this even if
it's not on the first try. After a couple of times they start doing this on
their own.
Elisa
Elisa Waingort
Grade 2 Spanish Bilingual
Comprehension Strategies Email Group
mosaic@literacyworkshop.org
Date: Sunday, November 16, 2008 3:21 PM
Subject: Re: [MOSAIC] Response to Intervention question
Hmmm. If I hear a student do this then I say, now put the parts together.
What word is that? I've yet to have a child not be able to do
OK. This is starting to make more sense. I could see the benefit of doing
this with kids who are struggling at this level. However, isn't this a stage
in reading development? And could this be a result of too much emphasis on
phonics? I guess what I'm trying to say, and this may be
Jimenez, Elisa [EMAIL PROTECTED]
To: Mosaic: A Reading Comprehension Strategies Email Group
mosaic@literacyworkshop.org
Date: Sunday, November 16, 2008 6:43 PM
Subject: Re: [MOSAIC] Response to Intervention question
OK. This is starting to make more sense. I could see the benefit of doing
: [MOSAIC] Response to Intervention question
Well, you and I certainly think alike!! They may be addressing behaviors--he
doesn't seem to retain information, and when he does, it's inconsistent. For
example, a simple math practice sheet (addition) is done almost entirely
correctly one day
Group
mosaic@literacyworkshop.org
Sent: Sat, 15 Nov 2008 2:33 pm
Subject: Re: [MOSAIC] Response to Intervention question
This is on the same topic but not necessarily a response to the question.? Does
anyone have any good forms for recording information for RTI?? I know we can do
simple
PROTECTED]
Subject: [MOSAIC] Response to Intervention question
To: Mosaic@literacyworkshop.org
Received: Wednesday, 12 November, 2008, 2:31 PM
I have a student (2nd grade inclusive classroom) who, recently, did not
qualify as learning disabled. The discrepancy between his achievement
ability levels
I have a student (2nd grade inclusive classroom) who, recently, did not
qualify as learning disabled. The discrepancy between his achievement
ability levels was significant, but there was not a large enough indication
of a processing problem to label him LD. We also suspect ADD, but of course,
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