@literacyworkshop.org
Sent: Thursday, June 26, 2008 8:22:55 PM
Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted
Hi,
I have been reading all the posts and basically agreeing with what
everyone has been saying - even when the posts were contradictory! I
think that different
Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted
How much
meaning is there in DIBELS assessments that require students to bark
out nonsense syllables in record time?
Above is one of the perfect examples of the imbalance...
I guess my point has been misinterpreted. I am
about balancing
among the big 5.
Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted I
struggle with the word balance. What is balanced about teaching a whole
class of learners? Some need this and some need that and some need something
else. Each child is different
awareness/segmentation help wanted On Jun 23, 2008,
at 8:21 PM, [EMAIL PROTECTED] wrote: I have been thinking about
this post since it came up. When we are teaching phonological
awareness and phonics, aren't we still teaching meaning? My
interpretation of what we are doing
] phonemic awareness/segmentation help wanted
On Jun 23, 2008, at 8:21 PM, [EMAIL PROTECTED] wrote:
I have been thinking about this post since it came up. When we are
teaching phonological awareness and phonics, aren't we still teaching
meaning? My interpretation of what we are doing
of child and materials and there may not be
difficulty with fluency at all. I'd also like to remember that fluency is
broader than simple speed and accuracy and that's what DIBELS measures and
names fluency.
From: [EMAIL PROTECTED]: [EMAIL PROTECTED]: Re: [MOSAIC] phonemic
awareness/segmentation
On Jun 24, 2008, at 8:27 AM, KENNETH SMITH wrote:
DIBELS gets a pretty rough rap on here and I think it is because it
is being considered an assessment rather than a screening.
DIBELS is often used as an assessment, not just a screening.
Would you all agree that a student who does perform
Renee, you've won my heart for the day...or maybe forever. What a quote by
Rolllins!
The test of a good teacher is not how many questions he can asks his pupils
that they will answer readily, but how many questions he inspires them
task.
Debbie
- Original Message -
From: Renee [EMAIL PROTECTED]
To: Mosaic: A Reading Comprehension Strategies Email Group
mosaic@literacyworkshop.org
Sent: Tuesday, June 24, 2008 10:48:24 AM (GMT-0600) America/Chicago
Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted
The question was: But would you all agree that a student who does perform well
on DIBELS is equipped to move forward on literacy instruction that focuses on
deep comprehension?
I wish I could - but I can't. I do agree that a student who is fluently
reading a selection will be better able to
Debbie says, What I struggle with is my 2-4 kids who can't get through the
text because they struggle with the simple words.
And, unfortunately, I'd have to say those are often the phonetically irregular
words that more phonics instruction won't help much with.
:48:24 AM (GMT-0600) America/Chicago
Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted
On Jun 24, 2008, at 8:27 AM, KENNETH SMITH wrote:
DIBELS gets a pretty rough rap on here and I think it is because it
is being considered an assessment rather than a screening.
DIBELS
In a message dated 6/24/2008 11:29:08 AM Eastern Daylight Time,
[EMAIL PROTECTED] writes:
It seems as though we are confusing the point of this conversation. To teach
phonics or not teach phonics is not the real question. The real question is
what and how to teach kids who aren't reading
On Jun 24, 2008, at 9:37 AM, [EMAIL PROTECTED] wrote:
And a student who struggles on part of the DIBELS may need to be
considered
for further evaluation to determine what would best prepare that
student for
progress into the area of deep comprehension?
No..see above.
There are
Literacy program and report back here.
Debbie
Message -
From: ljackson [EMAIL PROTECTED]
To: Mosaic: A Reading Comprehension Strategies Email Group
mosaic@literacyworkshop.org
Sent: Tuesday, June 24, 2008 6:07:49 PM (GMT-0600) America/Chicago
Subject: Re: [MOSAIC] phonemic awareness
In This may not necessarily be phonics but it helps students see the
patterns that are everywhere in our language. When breaking words into parts
(again, not necessarily phonics, but geared for the older students), they gain
alot
of comprehension when they are able to understand root
This is so well stated, Nancy.
Lori
On 6/24/08 7:09 PM, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote:
In This may not necessarily be phonics but it helps students see the
patterns that are everywhere in our language. When breaking words into parts
(again, not necessarily phonics, but
Pat, could you amplify your question more about recommending any type of
instruction?Please explain what a meaning based approach is? Do you recommend
any type of instruction.Pat K
_
Enter the Zune-A-Day Giveaway for your chance to
Debbie,
Maybe someone already suggested this, but, I find Marilyn Adam's, Phonemic
Awareness in Young Children to be indispensable. The early sections are aimed
at younger children but the lessons with blending, segmenting, substitution
and deletion could be used with any age group. I've
Debbie - Have you looked at any of Benita Blachman's work? She's done a lot
with Phonemic awareness as well as phonics instruction. Her book Rode to the
Code has been out for a bit now and focuses on Phonemic Awareness and maybe
some early phonics. I believe it's designed for Kidergarten,
In a message dated 6/22/2008 11:22:31 PM Eastern Daylight Time,
[EMAIL PROTECTED] writes:
Please explain what a meaning based approach is? Do you recommend any
type of instruction.
Thanks for asking Pat. I was getting kind of frustrated that all this talk
about parts was going on and
Is it very expensive. It would not list the price said I had to be
connected to a rep.
Pat K
to be nobody but yourself -- in a world which is doing its best, night
and day, to make you like everybody else -- means to fight the hardest
battle which any human being can fight, and never stop
Hi, all,
I am looking for some suggestions on teaching phonemic awareness and
segmentation to older students (3rd and 4th grade). I have several students who
just don't get it, and they can read lots of words, but they are limited to the
words they know and don't know how to apply decoding
Hi Debbie,
We have found Lexia, both the Primary Reading (ages 5-8) and SOS
(Strategies for Older Students) to be successful with our 3rd and 4th
graders. It is a computer program that branches, depending on the
rate and accuracy of each student's responses. The program tracks
rate and
Email Group
mosaic@literacyworkshop.org
Subject: [MOSAIC] phonemic awareness/segmentation help wanted
Hi, all,
I am looking for some suggestions on teaching phonemic awareness and
segmentation to older students (3rd and 4th grade). I have several students
who just don't get it, and they can read
They write daily in writing workshop.
On Jun 21, 2008, at 9:25 AM, [EMAIL PROTECTED] wrote:
How much are these children writing?
Nancy Creech
**Gas prices getting you down? Search AOL Autos for
fuel-efficient used cars.
In a message dated 6/21/2008 11:22:19 AM Eastern Daylight Time,
[EMAIL PROTECTED] writes:
They write daily in writing workshop.
What do you see when you analyze their writing? I find that I can tell more
about comprehension, fluency and strengths as readers from a student's
writing
I would look at the Fundations Program from the Wilson Reading Program.
-- Original message --
From: KENNETH SMITH [EMAIL PROTECTED]
Hi, all,
I am looking for some suggestions on teaching phonemic awareness and
segmentation to older students (3rd and 4th
awareness/segmentation help wanted
Hi, all,
I am looking for some suggestions on teaching phonemic awareness and
segmentation to older students (3rd and 4th grade). I have several
students who just don't get it, and they can read lots of words, but they
are limited to the words they know
From: [EMAIL PROTECTED]
To: mosaic@literacyworkshop.org
Date: Sat, 21 Jun 2008 17:58:02 -0700
Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted
I recently did a presentation on language and auditory processing, and these
problems may be related to a disorder in central
From: [EMAIL PROTECTED]
To: mosaic@literacyworkshop.org
Date: Sat, 21 Jun 2008 17:58:02 -0700
Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted
I recently did a presentation on language and auditory processing, and
these
problems may
Debbie, it seems to me that there is an underlying consideration here, but I
don't really have enough information to know. It's imperative that kids like
these read materials at their instructional level when working with you and
independent level when reading on their own. It sounds to me
32 matches
Mail list logo
