ssons.short and focused. They are tiny pieces of the literacy puzzle.
--- On Tue, 2/28/12, kmuppe...@aol.com wrote:
From: kmuppe...@aol.com
Subject: [MOSAIC] Your thoughts
To: mosaic@literacyworkshop.org
Date: Tuesday, February 28, 2012, 9:15 PM
I have been working as a consultant implement
I have been working as a consultant implementing a Readers' Workshop. Next
week will be my last day with them this year- I would LOVE to intersperse my
workshop with quotes of encouragement during our transitions with gems of
wisdom from teachers who are immersed in the program. What would be
Tuesday, February 28, 2012 2:16 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Your thoughts
I have been working as a consultant implementing a Readers' Workshop. Next
week will be my last day with them this year- I would LOVE to intersperse my
workshop with quotes of encouragement during our tran
is to leave the boy alone.
>> Elisa
>> Sent on the TELUS Mobility network with BlackBerry
>>
>> -Original Message-
>> From: judy fiene
>> Sender: mosaic-bounces+elwaingortji=cbe.ab...@literacyworkshop.org
>> Date: Tue, 24 May 2011 08:44:04
>> To: Mo
ng Comprehension Strategies Email
Group
Reply-To: "Mosaic: A Reading Comprehension Strategies Email Group"
Subject: [MOSAIC] Your thoughts needed-
Hi all,
I did a presentation last night for a PTA group. My focus was on how
to get
your kids excited about reading. One mother had a qu
prehension Strategies Email Group"
Subject: [MOSAIC] Your thoughts needed-
Hi all,
I did a presentation last night for a PTA group. My focus was on how to get
your kids excited about reading. One mother had a question that stumped me.
She stated that her eight year old son enjoys reading
With this type situation I usually negotiate a compromise. First step might
be every third book would be an alternative and that alternative might be
another type of fish! And go on like that in baby steps.
Sally
On 5/24/11 6:44 AM, "judy fiene" wrote:
> Hi all,
> I did a presentation last ni
Hi all,
I did a presentation last night for a PTA group. My focus was on how to get
your kids excited about reading. One mother had a question that stumped me.
She stated that her eight year old son enjoys reading, but he's very
specific about what he likes to read. He will only read books about sh
From: Beverlee Paul
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Thursday, October 9, 2008 10:00:38 AM
Subject: Re: [MOSAIC] Your thoughts
I think I'd just like to express this: What I'd consider as a good reason
to do su
Amy McGovernEducational Consultant414-975-7036715-453-6509> From: [EMAIL
PROTECTED]> To: [EMAIL PROTECTED]; mosaic@literacyworkshop.org> Date: Sat, 11
Oct 2008 13:05:27 -0500> Subject: Re: [MOSAIC] Your thoughts> > If we do the
across grade-level grouping, some people have sa
g experience for all the kids. Principals cannot always say the reasons
for making changes...just a thought.
Amy> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Sat, 11
Oct 2008 10:42:32 -0500> Subject: Re: [MOSAIC] Your thoughts> > Sorry, Amy! I
emailed bac
ut it takes highly skilled teaching--and
the belief that gaps can in fact be closed. Amy > From: [EMAIL PROTECTED]> To:
[EMAIL PROTECTED]; mosaic@literacyworkshop.org> Date: Sat, 11 Oct 2008 13:05:27
-0500> Subject: Re: [MOSAIC] Your thoughts> > If we do the across grade-level
I would like advice on this too. I have 32 students in my at-risk
classroom. Their F&P reading levels are mainly H-M, but I have a student
who is at B/C (we think he is cognitively impaired, but can't test him until
Jan. and a girl who is at E:( I have 7 groups for centers/guided reading
(th
l Message -
From: Renee<mailto:[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Email
Group<mailto:mosaic@literacyworkshop.org>
Sent: Saturday, October 11, 2008 11:10 AM
Subject: Re: [MOSAIC] Your thoughts
Wait a minute.
If the high kids are taken
Hi Wendy,
This kind of "grouping" is not new. In fact, it's very old and so I'm
surprised it's rearing its ugly head given all the research that has been done
showing that grouping kids by ability doesn't work. Especially because even if
you promise that you will change groups often, it's not
2008 12:28 PM
Subject: Re: [MOSAIC] Your thoughts
Wait I agree with Renee
also Isnt this against Inclusion policies for all kids ?
meaning isnt this against the law ?
Susan Donnelly
--- On Sat, 10/11/08, Renee <[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>>
wrote:
Wait I agree with Renee
also Isnt this against Inclusion policies for all kids ?
meaning isnt this against the law ?
Susan Donnelly
--- On Sat, 10/11/08, Renee <[EMAIL PROTECTED]> wrote:
From: Renee <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] Your thoughts
To: "Mosaic: A Read
>
> Wendy
>
> - Original Message -
> From: Amy McGovern<mailto:[EMAIL PROTECTED]>
> To: Mosaic: A Reading Comprehension Strategies Email
> Group<mailto:mosaic@literacyworkshop.org>
> Cc: [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>
> Sent:
ies Email
Group<mailto:mosaic@literacyworkshop.org>
Cc: [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>
Sent: Friday, October 10, 2008 10:35 PM
Subject: RE: [MOSAIC] Your thoughts
Hi Wendy,
I am wondering how many guided reading groups some of the other teachers in
your building have.
: Fri, 10 Oct 2008 10:53:35 -0500> Subject:
Re: [MOSAIC] Your thoughts> > You are so right, Bev! I have been sent very
thoughtful replies and I > appreciate everyone who gave their two cents. I know
that it isn't good for > kids, but I also know I need to go in to the next
meet
rg> Date: Fri, 10 Oct 2008 10:53:35 -0500> Subject:
Re: [MOSAIC] Your thoughts> > You are so right, Bev! I have been sent very
thoughtful replies and I > appreciate everyone who gave their two cents. I know
that it isn't good for > kids, but I also know I need to go in to th
rehension Strategies
>Email Group"
>Subject: Re: [MOSAIC] Your thoughts
>Date: Thu, 9 Oct 2008 07:11:16 -0600
>
>Hi Wendy - You've gotten such thoughtful replies, and I'd like to kind of
>sum up my experience and these replies and say: I think he'd need to have
>
Wendy,
We did this kind of grouping for almost ten years. It has pros and cons to it.
We did think it worked at the time. Some years we had 6 groups at a grade
level. Top, near top, middle, low middle, low, IEP. The low groups had low
numbers and the high group often had 25 kids in the gro
Wendy,
We did this kind of grouping for almost ten years. It has pros and cons to it.
We did think it worked at the time. Some years we had 6 groups at a grade
level. Top, near top, middle, low middle, low, IEP. The low groups had low
numbers and the high group often had 25 kids in the gro
s to be
> >>> moved from one classroom to another so often? What are your
> >>> observations of this. It sounds like they handle it fine. I'm
> >>> curious what you think because I would bet that this comes up in our
> >>> discussions. I appr
One should never type with a headache!! Afar not affair, thought it does
create some interesting mental images.
On 10/9/08 12:34 PM, "ljackson" <[EMAIL PROTECTED]> wrote:
> Teaching thematically is hardly 'easy'--good teaching, regardless of
what might be imposed on us from affair, is never eas
;> curious what you think because I would bet that this comes up in our
>>> discussions. I appreciate your responses and you have given me food
>>> for thought on the topic...keep it comin'
>>>
>>> Wendy
>>> - Original Message -
>>
Wendy,
Your principal is probably responding to RtI by suggesting this. I'd like to
explain how we did something like this in our building, but it was in addition
to our reading block - not in place of it. We developed something called an Rx
or prescriptive block in reading for each grade level.
I had a principal do the same thing. After a month or so, I refused and
fought it hard, eventually getting my way. I also felt it fragmented my
kids and my relationship with them. My curriculum was so integrated that I
would refer to something that I taught in Reading and not everyone knew what
good one, Renee!!
On Thu, Oct 9, 2008 at 8:14 AM, Renee <[EMAIL PROTECTED]> wrote:
> Here's another thought. With all the frenzy over teacher
> accountability, I think this arrangement completely takes a teacher's
> accountability away, not only for reading, but across the board, for
> precisely
? My first thought is that it is the same thing
>>>> only
>>>> different logistics. Also, does it rattle any of the kiddos to be
>>>> moved from one classroom to another so often? What are your
>>>> observations of this. It sounds like they handle
Here's another thought. With all the frenzy over teacher
accountability, I think this arrangement completely takes a teacher's
accountability away, not only for reading, but across the board, for
precisely the reason stated below. The teacher has an incomplete sense
of the student unless sh
e given me food
>>> for thought on the topic...keep it comin'
>>>
>>> Wendy
>>> - Original Message -
>>> From: elisa kifer<mailto:[EMAIL PROTECTED]>
>>> To: [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]> ;
&g
Lori,
This is one of the most excellent points of all.
For some reason people seem to think it's easier to group across
classrooms by ability.
It just isn't so, in reality. Nor is it good for kids.
Renee
On Oct 9, 2008, at 5:44 AM, ljackson wrote:
> I am thinking of the impact on instructional
ious what you think because I would bet that this comes up in our
>>> discussions. I appreciate your responses and you have given me food
>>> for thought on the topic...keep it comin'
>>>
>>> Wendy
>>> - Original Message -
>>>
bet that this comes up in our
> > discussions. I appreciate your responses and you have given me food
> > for thought on the topic...keep it comin'
> >
> > Wendy
> > - Original Message -
> > From: elisa kifer<mailto:[EMAIL PROTECTED]>
&g
t; From: Kathy Borden<mailto:[EMAIL PROTECTED]>
> To: Mosaic: A Reading Comprehension Strategies Email
> Group<mailto:mosaic@literacyworkshop.org>
> Sent: Wednesday, October 08, 2008 10:35 PM
> Subject: Re: [MOSAIC] Your thoughts
>
>
> Wendy:
>
> I re
> Group<mailto:mosaic@literacyworkshop.org>
> Sent: Wednesday, October 08, 2008 6:26 PM
> Subject: Re: [MOSAIC] Your thoughts
>
>
> Regardless of whether the kids are pulled out by ability or you are
> grouping
> with your guided reading groups, I am a strong belie
Our principal also had us group kids by ability and send them out to other
teachers for reading instruction. The purpose was to raise our state test
scores. Some of our first and second grade teachers seemed to like this
arrangement. It was "easier" and didn't require as much planning, becaus
ve for children
> to find their way through reading. so I am definite you will do whats best.
> Blessings
> Chelo
>
> --- On Thu, 9/10/08, Wendy Jensen <[EMAIL PROTECTED]> wrote:
>
> From: Wendy Jensen <[EMAIL PROTECTED]>
> Subject: [MOSAIC] Your thoughts
> To:
Wendy
We regroup...but not by ability... we regroup by strategy needs for just
part of the day.
For example, in K we might have a rhyming group, a letter sound group, a
blending group and a comprehension group. In Fourth grade, we might have a
fluency group, a inferential thinking group, a
er. The make-up
> of the group changes depending upon the students needs.
>
> -Original Message-
> From: [EMAIL PROTECTED]
> [mailto:[EMAIL PROTECTED] On Behalf Of Wendy Jensen
> Sent: Wednesday, October 08, 2008 6:20 PM
> To: Mosaic: A Reading Comprehension Strategies Em
endy
- Original Message -
From: Kathy Borden<mailto:[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Email
Group<mailto:mosaic@literacyworkshop.org>
Sent: Wednesday, October 08, 2008 10:35 PM
Subject: Re: [MOSAIC] Your thoughts
Wendy:
I read this
Wendy:
I read this and went back to a journey I began in my present role 6 years
ago and my teaching role 31 years ago. It was to move away from the
pull-out reality that was happening within our district. What I felt 6
years ago, as the person left to implement programs such as you describe,
wa
prehension Strategies Email Group<mailto:mosaic@literacyworkshop.org>
Sent: Wednesday, October 08, 2008 6:26 PM
Subject: Re: [MOSAIC] Your thoughts
Regardless of whether the kids are pulled out by ability or you are grouping
with your guided reading groups, I am a strong beli
We have switched classes in the past based on ability groups. It operated
very much the same way as you described, however, the groups would change
very often. The grouping is very flexible. We would spend a couple of weeks
with the groups, then meet as a team to see how all of the students are
doi
best.
> Blessings
> Chelo
>
> --- On Thu, 9/10/08, Wendy Jensen <[EMAIL PROTECTED]> wrote:
>
> From: Wendy Jensen <[EMAIL PROTECTED]>
> Subject: [MOSAIC] Your thoughts
> To: "Mosaic: A Reading Comprehension Strategies Email" <
> mosaic@literacyw
en to find
their way through reading. so I am definite you will do whats best.
Blessings
Chelo
--- On Thu, 9/10/08, Wendy Jensen <[EMAIL PROTECTED]> wrote:
From: Wendy Jensen <[EMAIL PROTECTED]>
Subject: [MOSAIC] Your thoughts
To: "Mosaic: A Reading Comprehension Strategies Emai
make-up
of the group changes depending upon the students needs.
-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Wendy Jensen
Sent: Wednesday, October 08, 2008 6:20 PM
To: Mosaic: A Reading Comprehension Strategies Email
Subject: [MOSAIC] Your thoughts
My
My principal just asked us (again) today about how we would feel about ability
grouping kids for reading across a grade level. So, all the low kids go to one
of the 2nd grade teachers, all the low-mid go to a different 2nd grade teacher,
all the middle kids go to another 2nd grade teacher and s
50 matches
Mail list logo
