Forgive my spelling errors!
- Original Message -
From: "Susan Walters" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
Sent: Sunday, September 21, 2008 7:13 AM
Subject: [MOSAIC] Questions
>I remeber way back someone sent out a list of questions to help
First, I would highly recommend reading Growing Readers (Collins) and Reading
With Meaning (Miller). They will help you immensely with your lesson planning.
Secondly, I completely understand your frustrations- I am actually doing my
Master's research on comprehension strategies and have found th
@literacyworkshop.org
Subject: Re: [MOSAIC] questions, questions
First, I would highly recommend reading Growing Readers (Collins) and Reading
With Meaning (Miller). They will help you immensely with your lesson planning.
Secondly, I completely understand your frustrations- I am actually doing my
f [EMAIL PROTECTED] [
> [EMAIL PROTECTED]
> Sent: Monday, November 24, 2008 4:27 AM
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] questions, questions
>
> First, I would highly recommend reading Growing Readers (Collins) and
> Reading With Meaning (Miller). They will help
Tami
I am not Briana, but with my second graders this year I first taught the
idea of metacognition...thinking while reading and being aware of that
thinking.
I usually move in to Making Connections, Visualizing, and then Inferring,
but it depends on the kids.
I think Ellin would tell you
Tami,
My order?this year is:
Metacognition/Making Connections
Visualization
Inferring
Questioning
Determining Importance
Synthesis
Fix Up Strategies (as a review)
I have never taught the strategies before so I went mostly by Debbie Miller's
book.
___
Heather,
It is confusing at first...but hang in.
Use high interest Read Alouds to model your thinking.
During your Reading Workshop, make reference to your RA (read aloud) and
perhaps reread a short portion in order to make your teaching point. Then the
kids will go back to their own reading
I got it!! Thank you so much!! You guys are all so helpful. I found the
right place! :)
On Mon, Nov 24, 2008 at 10:29 PM, <[EMAIL PROTECTED]> wrote:
> Heather,
>
> It is confusing at first...but hang in.
> Use high interest Read Alouds to model your thinking.
> During your Reading Workshop, make
Briana,
You mentioned doing work with comprehension strategies, I'd like to recommend a
textbook that I just read in my sixth year program. It's all about
comprehension - much of what is not mentioned in any of the current reading
I've done. It's very interesting, Judy Irwin offers some ideas of
Hi Shannon,
I am a first year teacher in a school district in New Jersey. I spend an
hour every other day (we are on a six day rather than 5 day cycle) in a
push-in situation with two different 4th grade students for language arts.
These are both one-on-one situations. When I get there we spend abo
Lori,
I have a few clarifying questions to ask. You mention IEPs. Are these
Special Education students or do you have IEPs for any student? Secondly, I
was
adding up the time you spent with the one child. It seemed like at least one
hour. Do you do this everyday? Finally, if you are s
Marsha,
The 2 students I work with are Special Education students. Our district runs
on a 6 day cycle rather than a 5 day week. I spend a hour 3 times during
the 6 day cycle with each child. So, I spend 3 hours with each child
individually every 6 days. The teachers have scheduled their reading
w
Shannon - I am a Reading Specialist in a K-5 elementary school and am
responsible for all the children in those grades. When I began this job six
years ago, there was no involvement with kindergarten and most of my groups
were pull-out (because most of the teachers were uncomfortable with me co
Shannon,
I have taught inferring, visualizing, connections, metacognition,
questioning to Kindergarteners through fifth graders.I have not taught
synthesis yet to
the littlest people but that is only because I wasn't sure how to start. I
plan to make that teaching journey this year. If you
Hi all,
I just revistited Dave's site and after reading and
thinking about it---I have questions that probably can
only be answered by trying it outthe whole concept
sounds "like it makes a lot of sense".
I am going to try it on the first day of school with a
read aloud (probably about the firs
Hi Olga,
You don't say what grade you are teaching but as someone who has done
some textmapping in the past, if you want to do this on the first day
of school I would say read the story first, then do a "whole group"
textmapping activity with the scroll up on the wall and having student
vo
Olga,
What grade do you teach?
Without knowing anything else, I'd read the story aloud to them from the book
as you normally would, complete with picture walk, think aloud, etc.
Then I'd give them the pages of the book and have them create the scroll
together, thus modeling how to m
ROTECTED]
- Original Message -
From: "Olga Reynolds" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
Sent: Sunday, August 26, 2007 2:40 PM
Subject: Re: [MOSAIC] questions for Dave, Joy, others on textmapping
> Hi all,
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