even read the answer choices.
Donna NJ
Intervention 3/4
Sent from my HTC Status™ on AT&T
- Reply message -
From: "Terry"
To: "Mosaic: A Reading Comprehension Strategies Email Group"
Subject: [MOSAIC] readers workshop & test taking
Date: Sat, Feb 25, 2012
Linda,
What is the QAR strategy?
Terry
On Sat, Feb 25, 2012 at 5:32 AM, Linda DeGreen wrote:
> I second Pauline's thoughts. I would also add that I teach the QAR
> strategy at the beginning of the year and then we use this and other test
> taking strategies to answer questions in a test format t
College Ave. ES 214
Davie, FL 33314
Phone: 954-236-1070
Fax: 954-236-1050
-Original Message-
From: Linda DeGreen
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Sat, Feb 25, 2012 6:52 am
Subject: Re: [MOSAIC] readers workshop & test taking
I second Pauli
I second Pauline's thoughts. I would also add that I teach the QAR
strategy at the beginning of the year and then we use this and other
test taking strategies to answer questions in a test format throughout
the year.
We teach test taking as a separate genre. Kids need to know how the
elemen
On Dec 28, 2010, at 5:13 AM, Maureen Morrissey wrote:
Hi Rosie,
here are some links that might help:
http://ncte2008.ning.com/forum/topics/kylene-beers-responds-to
Kyleen Beers explains the LEARN ACT, scroll down for some bullets on
I did not see any bullets on research, but I found the comme
Hi Rosie,
here are some links that might help:
http://ncte2008.ning.com/forum/topics/kylene-beers-responds-to
Kyleen Beers explains the LEARN ACT, scroll down for some bullets on
research
http://www.frankserafini.com/Handouts/RW%20Research.htm
Frank Serafini explains research and practical applic
on
> about students reading at least one hour during the school day?
>
> Thanks!
>
> Rosie
>
>
>
>
>
>
> -Original Message-
> From: Sally Thomas
> To: mosaic listserve
> Sent: Sun, Nov 28, 2010 12:22 pm
> Subject: Re: [MOSAIC] readers
] readers workshop approach
Use Richard Allington's work. Lots of research that says children need to
be reading (not doing reading stuff) AT LEAST one hour a day at school and
they need to be reading books that are at their "just right" level. His
latest is on response to inter
Rosie, it hurts me to write this to you, but in all honesty, I'm not
convinced that research or expert opinion will make any difference at all to
administrators. It isn't reason or knowledge that is guiding much of the
instructional decision-making in schools today.
On Nov 28, 2010 7:54 AM, wrote
Use Richard Allington's work. Lots of research that says children need to
be reading (not doing reading stuff) AT LEAST one hour a day at school and
they need to be reading books that are at their "just right" level. His
latest is on response to intervention but his overall book that summarizes
I am trying to convince my principal that our current literacy instruction is
ineffective and should be abandoned. We currently use a basal series, and
leveled readers from the series. Students work on stations while I teach small
groups. There are so many problems with this concept...
I
Cami,
This will be the second week launching readers workshop in my 2nd grade
classroom. In addition to modeling procedures to the students, it is
equally as important to establish that reading is important and
meaningful. Here are some ideas of mini lessons you can do . . .
-"Reading is. . . " Ha
I started on day one, but slowly. Our openings and shared work took longer
early on, and the time spent actually doing the work of workshop
(reading!!!) that followed the mini lessons began slowly. The initial mini
lessons with a new group (I looped, this was generally not needed at the top
of a
Kathy Collins
Original Message Follows
From: Felicia Barra <[EMAIL PROTECTED]>
Reply-To: "Mosaic: A Reading Comprehension Strategies Email
Group"
To: "Mosaic: A Reading Comprehension Strategies Email
Group"
Subject: Re: [MOSAIC] readers workshop
Date: Sat,
Can you get a copy of Cathy Collin's book Growing Readers? It will help you.
Also Debbie Miller's Reading with Meaning.
- Original Message -
From: <[EMAIL PROTECTED]>
To:
Sent: Saturday, August 25, 2007 10:52 PM
Subject: [MOSAIC] readers workshop
> HI
>
&g
Cami,
May I suggest to you Debbie Miller's book reading with meaning and Kathy
Collins book Growing Readers. September is completely mapped out It is in
Fountas and Pinnell as well.
** Get a sneak peek of the all-new AOL at
http://discover.aol.com/mem
HI
I know this might be a little of topic but I teach first grade and this will
only be my second year doing readers workshop and i'm not sure how to start.
I know how imprtant it is to model and teach routines right away and i know
for September I'm doing schema and making connections but i
---
From: Kimberly Stapert
To: Mosaic: A Reading Comprehension Strategies Listserv
Sent: Thursday, September 28, 2006 9:51:58 PM
Subject: Re: [MOSAIC] readers workshop help needed
I haven't processed your whole email yet, but I skimmed it. I saw
your last paragraph on what to be teaching.
prehension Strategies Listserv
Sent: Thursday, September 28, 2006 9:51:58 PM
Subject: Re: [MOSAIC] readers workshop help needed
I haven't processed your whole email yet, but I skimmed it. I saw
your last paragraph on what to be teaching. I would be spending a lot
of time on decodi
cky words...know how to find them
>> - so
>> they don't just miscue over them; THINK about what would make sense;
>> use
>> beginning letter(s) and pictures as helpers) Finally I started
>> bringing about
>> 4 kiddos over to the leveled buckets at a time and (it took
at a time and (it took a week to get
> everyone done) introducing them to book baskets that I thought might make them
> feel strong as a reader. I showed them how to browse the book and keep it if
> it was a "smooth ride" and put it back if it didn't make us feel strong as a
smooth
ride" and put it back if it didn't make us feel strong as a reader.
“When I get a little money I buy books; and if any is left I buy food and
clothes.” ~Desiderius Erasmus
> From: [EMAIL PROTECTED]> Date: Thu, 28 Sep 2006 21:24:24 -0400> To:
> mosaic@literacywork
I would consider reading "Starting with Comprehension" which talks about
using comprehension strategies in Kindergarten. The difference is that it is
done with read alouds. The kids aren't expected to apply them to texts they are
reading themselves. What I like about this, is that we are s
I have seen children use a short 'independent reading' time well in
Kindergarten. They were engaged in 'reading' familiar poems and stories
that had been introduced in class, using little pointers (this last week is
was monster pointers) to maintain, or attempt to maintain, one to one
corresponden
ng and absolutely love the results we're getting so far.
-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] Behalf Of Kimberly
Stapert
Sent: Thursday, September 28, 2006 8:52 PM
To: Mosaic: A Reading Comprehension Strategies Listserv
Subject: Re: [MOSAIC] readers workshop
Those below-A readers should be in books, but they also need phonemic
awareness (learning how to put together & take apart sounds, hearing
sounds in different parts of words, rhyming, and other manipulation
of sounds away from the text). That would be the best group to start
with every day
I think Lori's advice is right on.
If you look at Cunningham's four block, she calls the independent
reading "dirting" or something like that. It's important to establish
the time for reading. Like Lori suggested, begin small with 5-10
minutes per day. Debbie Miller uses songs and etc for tho
Although many on this listserv might disagree, I feel strongly that decoding
and fluency needs to be taught to kids before you ask them to read
independently. The population of students that Debbie works with is not
necessarily the same as the population you are working with. We all want to do
Check out www.arliteracymodel.com for great resources for a comprehensive
literacy "model" classroom! Click on Teacher Resources and there you will find
a plethera of resources to help you establish your literacy block. Also check
out the discussion board. It's another valuable resource for
Wow. The classroom you describe is not unlike the first classrooms teachers
face in our district every year. Clearly you are
feel frustrated and being the 'model' classroom comes with all sorts of
expectations and pressure. Remember as you do this
that is often not easy but it pays off. Can
I haven't processed your whole email yet, but I skimmed it. I saw
your last paragraph on what to be teaching. I would be spending a lot
of time on decoding, etc., but more... You really need to find out
what they each know by doing a running record on each of them, then
group them acco
HI
I wrote earlier this summer about being very excited to start readers
workshop this year (first grade). No one else in my school does it and my
classroom
is supposed to be a "model classroom" for the school.I know it takes a
while to get things running smoothly but I'm having a little
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