Look up carol dweck's work on mind set. Basically she compares to mind sets.
One is fixed emphasizing the importance on grade one is a growth mindset
emphasizing the importance of learning. Her research clearly shows that
students with a fixed mindset those two and besides the importance of ge
54-236-1070
Fax: 954-236-1050
-Original Message-
From: Sherry Elmore
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Wed, Jan 30, 2013 7:43 am
Subject: Re: [MOSAIC] Workshop research suggestions
I really like all the suggestions given so far and agree they would be goo
unces+scourie=chatham.k12.nc...@literacyworkshop.org] on
behalf of R.S. [stephen...@sbc.edu]
Sent: Tuesday, January 29, 2013 9:40 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Workshop research suggestions
I've utilized reading and writing workshop for a number of years and up
until
Check out Elaine Garan, both books and articles! Amazon and Google.
Sent from my iPhone
On Jan 29, 2013, at 7:12 PM, Sally Thomas wrote:
> Just googled it. Here is a link. It is not the exact format I have - which
> I liked better for appearance but it is the article. It's printed in a
> n
You need Richard Allington's book - *What Really Matters Most for
Struggling Readers*. (
http://www.amazon.com/What-Really-Matters-Struggling-Readers/dp/0137057008)
It is filled with research that supports students reading everyday
on their independent reading levels. He also has research to suppo
Stephen Krashen has all the research. Go to his website. You can download
particular articles. You might ask his advice about which ones would be good
to hand to your particular audience/administration. He is a wonderful educator
helping all of us to support our best practices!!
Allington's
Just googled it. Here is a link. It is not the exact format I have - which I
liked better for appearance but it is the article. It's printed in a number of
places so google and you could pick the one you think is most appealing.
http://www.readingrockets.org/article/96/?theme=print
The 6 Ts
I've utilized reading and writing workshop for a number of years and up
until this year, my choice in teaching method has always been fully
supported by my administration. However a recent administration switch has
me now in the position of needing to seriously defend my teaching
practices. Unfort
gt; -Original Message-
> From: Tamara Westmoreland
> To: Mosaic: A Reading Comprehension Strategies Email Group <
> mosaic@literacyworkshop.org>
> Sent: Wed, May 9, 2012 11:54 pm
> Subject: Re: [MOSAIC] Workshop
>
>
> What book?
>
> n Wed, May 9, 2012 at 6:34
esson plans etc
. They have been developed over the years from teachers' studies,
reading and beliefs in the works of Mosaic of Thought and other books
alike.
Donna
Sent from my HTC Status™ on AT&T
- Reply message -
From: "Deborah Hopp"
To:
Subject: [MOSAIC] Worksh
Sent from my HTC Status™ on AT&T
- Reply message -
From: "Deborah Hopp"
To:
Subject: [MOSAIC] Workshop
Date: Thu, May 10, 2012 6:16 am
Mosiac of thught
-Original Message-
From: Beverlee paul
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: W
Mosiac of Thought
-Original Message-
From: Tamara Westmoreland
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Wed, May 9, 2012 11:54 pm
Subject: Re: [MOSAIC] Workshop
What book?
n Wed, May 9, 2012 at 6:34 PM, Deborah Hopp wrote:
>
HI,
I'm doing a pres
Mosiac of thught
-Original Message-
From: Beverlee paul
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Wed, May 9, 2012 10:47 pm
Subject: Re: [MOSAIC] Workshop
What book?
Sent from my iPad
On May 9, 2012, at 7:34 PM, Deborah Hopp wrote:
>
HI,
I'm
What book?
On Wed, May 9, 2012 at 6:34 PM, Deborah Hopp wrote:
>
> HI,
> I'm doing a presentation on the book for a graduate course. I have to
> produce a handout and present information to my classmates to buy the book.
> Any suggestions would be great.
> Debbie
> ___
What book?
Sent from my iPad
On May 9, 2012, at 7:34 PM, Deborah Hopp wrote:
>
> HI,
> I'm doing a presentation on the book for a graduate course. I have to
> produce a handout and present information to my classmates to buy the book.
> Any suggestions would be great.
> Debbie
> __
HI,
I'm doing a presentation on the book for a graduate course. I have to produce
a handout and present information to my classmates to buy the book. Any
suggestions would be great.
Debbie
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-236-1050
-Original Message-
From: C McLoughlin
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Sat, Sep 24, 2011 1:52 pm
Subject: Re: [MOSAIC] Workshop Mini Lesson vs Traditional Lesson Plan
Mena,
As a reading teacher I've done more reading workshop than wr
-Original Message-
From: casey1...@aol.com
To: mosaic@literacyworkshop.org
Sent: Sat, Sep 24, 2011 11:31 am
Subject: Re: [MOSAIC] Workshop Mini Lesson vs Traditional Lesson Plan
Briefly, the workshop model uses the idea of Balanced Literacy in which
there is a release of work and change of
tive teaching are present in both.
Unfortunately I cannot say how Lucy Calkins views it - that is just my opinion
based on having conducted both forms of lessons.
Carol
>
>From: Mena
>To: mosaic@literacyworkshop.org
>Sent: Saturday, Septemb
Briefly, the workshop model uses the idea of Balanced Literacy in which
there is a release of work and change of responsibility from the teacher to
the student through a series of stages. (I do, we do, you do). The
traditional method is more of a lecture followed by independent work.
Does anyone know how Lucy Calkins views her mini lesson as comparedto the
traditional formal lesson plan format? For those of you who have probably more
knowledge than I do of the Reading and Writing Workshop approach, I am trying
to teach a mini lesson format by comparing/contrasting this forma
Hi Carol,
I just posted a question that you have answered in your post.
I remember reading somewhere that "must" should be outlawed in education.
Thanks,
Elisa
Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada
The best and most beautiful things in the world cannot be s
Camille and others,
But, do all-year partnerships work for the kids??
Just curious,
Elisa
Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada
The best and most beautiful things in the world cannot be seen or even touched.
They must be felt within the heart.
Helen Kell
28
est...@bcps.org
-Original Message-
From: mosaic-bounces+estein=bcps@literacyworkshop.org
[mailto:mosaic-bounces+estein=bcps@literacyworkshop.org] On Behalf Of
Beverlee Paul
Sent: Thursday, September 03, 2009 12:48 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
When you are discussing partners here - it reminds me of "Response Groups" that
are used by the National Writing Project/CT Writing Project when teaching
teachers during the Summer Institute. A response group is a small group (3-4)
people who work together to revise their writing. (Editing can
I think it's a good idea to sometimes choose partners yourself, and to
sometimes have students choose partners. How in the world will children
learn to make good learning choices if we always make them for them?
But I have a bigger issue with the workshop person who said that
teachers choose t
I think it's the fault of the trainer. I would be leery of any trainer who says
something like this as an absolute. Now, I wasn't there. But, with something
like this where the absolutes will not impede the progress of the students, it
really depends on your context. You need to consider the fol
saic: A Reading Comprehension Strategies Email Group"
Sent: Thursday, September 3, 2009 10:10:56 AM GMT -05:00 US/Canada Eastern
Subject: [MOSAIC] workshop
Yesterday the grade 3-8 teachers in my district met together to have training
on workshop.
Our trainer said that partners for turn and
Kathleen,
I did form "editing" groups of 4 last year and I did not change them much
throughout the school year. They did need to build trust and to learn how to
work productively and cooperatively with each other. I loved it. I was
confused by your mention of "turn and talk" which I didn't con
gt;
> >
> > Lori Jackson M.Ed.Reading Specialist
> > Broken Bow, NE
> >
> >
> >
> >
> >
> >
> > EMAILING FOR THE GREATER GOOD
> > Join me
> >
> > > From: wr...@att.net
> > > To: mosaic@literacyworkshop.org
>
ed, but as candles to
be lit.
-Robert Shaffer
> From: lstew...@branford.k12.ct.us
> To: mosaic@literacyworkshop.org
> Date: Thu, 3 Sep 2009 13:01:37 -0400
> Subject: Re: [MOSAIC] workshop
>
> "So... do I really have to let the students pick their partners? If so, why?
&
I'm not sure if I was completely clear. I was writing to you in the morning
(not my best time) right before leaving to work, and I was in a bit of a hurry.
The training was completely about writing workshop (not reading).
The idea is that students would talk about their writing, and possibil
Sometimes "best buddies" make great partners. I never rule it out. I think
mature friends get a bad rap in school.
Leslie R.Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX
To feel most beautifully alive means to be reading something beautiful, ready
always
NE
>
>
>
>
>
>
> EMAILING FOR THE GREATER GOOD
> Join me
>
> > From: wr...@att.net
> > To: mosaic@literacyworkshop.org
> > Date: Thu, 3 Sep 2009 14:10:56 +
> > Subject: [MOSAIC] workshop
> >
> > Yesterday the grade 3-8 teachers in m
-bounces+kamills=seattleschools@literacyworkshop.org
[mailto:mosaic-bounces+kamills=seattleschools@literacyworkshop.org]
On Behalf Of wr...@att.net
Sent: Thursday, September 03, 2009 7:11 AM
To: Mosaic: A Reading Comprehension Strategies EmailGroup
Subject: [MOSAIC] workshop
Yesterday the
Why would you have partners at all for turn and talk? Why not turn to
whomever is next to you, which will hopefully be someone different most of
the time?
On Thu, Sep 3, 2009 at 8:10 AM, wrote:
> Yesterday the grade 3-8 teachers in my district met together to have
> training on workshop.
>
> Ou
lstewart =branford.k12.ct.us@
> literacyworkshop.org] On Behalf Of Beverlee Paul
> Sent: Thursday, September 03, 2009 12:48 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: Re: [MOSAIC] workshop
>
> Why would you have partners at all for tur
Behalf Of Beverlee Paul
Sent: Thursday, September 03, 2009 12:48 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] workshop
Why would you have partners at all for turn and talk? Why not turn to
whomever is next to you, which will hopefully be someone different most of
p 2009 14:10:56 +
> Subject: [MOSAIC] workshop
>
> Yesterday the grade 3-8 teachers in my district met together to have training
> on workshop.
>
> Our trainer said that partners for turn and talk should be kept the same all
> year. The trainer also said that students s
Some children are naturally shy, others talk more and are very opinionated. It
would make sense to change it up due to the fact that we want to hear different
perspectives, so should our students. I do not like absolutes when considering
teaching methods. Turn and Talk is an amazing form of stud
Yesterday the grade 3-8 teachers in my district met together to have training
on workshop.
Our trainer said that partners for turn and talk should be kept the same all
year. The trainer also said that students should pick their only partners.
I'd like to move partners around (maybe as often as
gt;
>
>
> Lori Jackson
> District Literacy Coach and Mentor
> Todd County School District
> Box 87
> Mission SD 5755
>
> - Original message -
> From: Chris and Teresa Casart
> To: Mosaic: A Reading Comprehension Strategies Email Group
>
> Date: Sunda
It's ok to do only 3 choices a day rather than 5, especially at the intemediate
grades
--- On Mon, 2/16/09, Ljackson wrote:
From: Ljackson
Subject: Re: [MOSAIC] workshop approach
To: "Mosaic: A Reading Comprehension Strategies Email Group"
Date: Monday, February 16, 2
rom: "Waingort Jimenez, Elisa"
To: ; "Mosaic: A Reading Comprehension Strategies
Email Group"
Sent: Sunday, February 15, 2009 8:04 PM
Subject: Re: [MOSAIC] workshop approach
I've been doing Daily 5 in my classroom since last year though I call it
Reading Workshop. I lik
09 8:53 PM
Subject: Re: [MOSAIC] workshop approach
> I have been feeling the same way about the Word Work choices in my room.
> They all want to do the same thing...write their words on small white
> boards. We already study words through Sitton Spelling activities every
> day, s
From: "Waingort Jimenez, Elisa"
To: ; "Mosaic: A Reading Comprehension Strategies
Email Group"
Sent: Sunday, February 15, 2009 8:04 PM
Subject: Re: [MOSAIC] workshop approach
I've been doing Daily 5 in my classroom since last year though I call it
Reading Workshop. I
I've been doing Daily 5 in my classroom since last year though I call it
Reading Workshop. I like that the kids are either reading or writing in
authentic ways and that I can manage to carry on my conferences without
interruptions, most of the time. A couple of weeks ago I pulled out the
Spel
ry 15, 2009 5:13 PM
Subject: Re: [MOSAIC] workshop approach
> I spend time practicing behaviors. Most of my time at the beginning of the
> year was spent with the groups that weren't in my guided reading group. I
> give them a simple task and then I wander around the room refocusi
Reading Comprehension Strategies Email
Group
Subject: Re: [MOSAIC] workshop approach
I spend time practicing behaviors. Most of my time at the beginning of the year
was spent with the groups that weren't in my guided reading group. I give them
a simple task and then I wander around the
y can meet quietly with the
"guided" group. It was time well-spent.
From: Cindy
To: mosaic@literacyworkshop.org
Sent: Sunday, February 15, 2009 10:00:46 AM
Subject: [MOSAIC] workshop approach
Hi Lori,
This is our second year in the "balanced litera
Hi Lori,
This is our second year in the "balanced literacy" mode. They push us to use a
center-based approach. The problem in our school is that the behavior is so
bad that it is hard to keep kids on task. My reading block is finally moving
more smoothly. Our school suffers from a high turno
:21 PM
To: Mosaic: A Reading Comprehension Strategies EmailGroup
Subject: Re: [MOSAIC] workshop
Thank you, Renee, for your ideas.
I noticed that in writers workshop in all the classes I visited
students
were writing about themselves, which is all they seem to do in all
three
years at the mid
al Message-
From: mosaic-boun...@literacyworkshop.org
[mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of wr...@att.net
Sent: Sunday, January 18, 2009 7:21 PM
To: Mosaic: A Reading Comprehension Strategies EmailGroup
Subject: Re: [MOSAIC] workshop
Thank you, Renee, for your ideas.
I notic
Excellent point, Lori. And a pathetic situation, methinks.
Renee
On Jan 18, 2009, at 7:21 PM, ljackson wrote:
While I think this is and should be true--that we teach research
writing in
LA classes, we cannot forget the role that research and writing ought
to be
playing in content area writi
While I think this is and should be true--that we teach research writing in
LA classes, we cannot forget the role that research and writing ought to be
playing in content area writing class. None of my children have ever written
research papers INSIDE content area classes, which I think is truly
ap
ubject: Re: [MOSAIC] workshop
Thank you, Renee, for your ideas.
I noticed that in writers workshop in all the classes I visited students were
writing about themselves, which is all they seem to do in all three years at
the middle school I visited.
I'd like my students to be able to w
nd then write off of that.? I have been doing
this for 5th to 8th graders.
Good luck!
Kristine
-Original Message-
From: wr...@att.net
Sent: Sun, 18 Jan 2009 8:20 pm
Subject: Re: [MOSAIC] workshop
Thank you, Renee, for your ideas.
I noticed that in writers workshop in all the classe
Thank you, Renee, for your ideas.
I noticed that in writers workshop in all the classes I visited students were
writing about themselves, which is all they seem to do in all three years at
the middle school I visited.
I'd like my students to be able to write a research paper. I guess that if
Hello Jan,
I don't think there are any hard and fast rules about readers' and
writers' workshops, especially regarding when they should start or
which should go first. There are so many ways to run these workshops,
and so many ways to implement them, that these answers really depend on
th
I am some more questions about workshop. They are all related. I should
probably add that I teach middle school.
Is it necessary to start writing workshop years before a school starts reading
workshop? Does it matter which goes first? Can teachers start both in the
same year?
Is it necessar
My favorite response it, "Solve the problem." Not said in a snotty way.
They just know I expect their input. When the kid tells me there is a
problem, I say that to them. You come to a resolution together, make
adjustments. You work out with the kid (s) how to to handle the issues that
come up.
I didn't see any couches in these classrooms. The kids either sat on the floor
or on very short stools. They were so close that they were rubbing shoulders
or thighs. Is that the way it normally looks?
What about kids who don't like touching? I had a student last year who
couldn't stand
I have teachers I work with that ask the same question.
I have a very non traditional classroom set-up. I have two full set of
couches with a couch and a love seat. They form a rectangle from about a
third of the room facing the far wall of my room. It is the "living room"
area in the room. I
I visited four different classes in one middle school today. They were all
writing workshop. I thought I'd see two reading workshops and two writing
workshops.
The school has been doing writing workshop for three years. A very few
teachers are doing reading workshop in this building.
I he
Thanks so much.
Beverlee Paul <[EMAIL PROTECTED]> wrote: Any folk tale works well for early
experiences with this. Or a cumulative tale. Basically, anything with a strong
plot or sequential events.
_
Stay in touch when you're away
Any folk tale works well for early experiences with this. Or a cumulative
tale. Basically, anything with a strong plot or sequential events.
_
Stay in touch when you're away with Windows Live Messenger.
http://www.windowslive.com/me
course, it's
rare for students not be interested in readers theater, I think. Bev
> Date: Mon, 5 May 2008 03:29:40 -0700> From: [EMAIL PROTECTED]> To:
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Workshop> > Hi,> I am a
> reading specialist and currently tak
om: [EMAIL PROTECTED]> To:
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Workshop> > Hi,> I am a
> reading specialist and currently taking classes for my consultant's
> certification. For our class we are giving workshops for other grad students.
> I am doing mine on rea
Hi,
I am a reading specialist and currently taking classes for my consultant's
certification. For our class we are giving workshops for other grad students.
I am doing mine on reader's theater for the lower grades (1-3) I already have
some good information but was wondering if anyone had good
I agree with Sue. For nonfiction, I would dfinately integrate the features
of nonfiction text and its importance in comprehension.
> For nonfiction, I might concentrate on activating schema, questioning and
> determining importance especially for the upper grades.
> Sue
>
>
>
> **
I agree with Sue. For nonfiction, I would dfinately integrate the features
of nonfiction text and its importance in comprehension.
> For nonfiction, I might concentrate on activating schema, questioning and
> determining importance especially for the upper grades.
> Sue
>
>
>
> **
I agree with Sue. For nonfiction, I would dfinately integrate the features
of nonfiction text and its importance in comprehension.
> For nonfiction, I might concentrate on activating schema, questioning and
> determining importance especially for the upper grades.
> Sue
>
>
>
> **
I agree with Sue. For nonfiction, I would dfinately integrate the features
of nonfiction text and its importance in comprehension.
> For nonfiction, I might concentrate on activating schema, questioning and
> determining importance especially for the upper grades.
> Sue
>
>
>
> **
For nonfiction, I might concentrate on activating schema, questioning and
determining importance especially for the upper grades.
Sue
** See what's new at http://www.aol.com
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Mosaic mailing list
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I am going to be conducting a workshop for teachers about Using the Reading
Strategies in Content/Nonfiction Text. The workshop will only be one hour
and it will span grades K-8. I will do it 3 times, once for K-2, then 3-5 and
then finally 6-8. I will obviously use different pieces of t
Shelley,
Is it possible for you to send me some classroom
models for yoyr reader's workshop. Our district will
be going to balanced literacy
next year and I would like some background on it!
Thanks,
olga
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Hi everyone!
While attending the NCSTA conference this past Thursday and Friday, I was
estatic when I realized the presenter of one of the workshops was outlining
Mosaic strategies, and actually referenced MOT and Ellin Keene! The group
seemed very receptive to these strategies, and their
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