Re: [MOSAIC] teaching comprehension skills
Janet Allen has this little flipbook thing that is filled with strategies for working with older readers (grades 4-8, I believe, if not 4-12). I have found them to be quite sound when modified for younger children. I love the gist strategy she describes in this booklet. I am betting you would find it helpful and it is just the sort of thing to support without overwhelming. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me To: mosaic@literacyworkshop.org Date: Tue, 10 Nov 2009 21:46:13 -0500 From: rr1...@aol.com Subject: [MOSAIC] teaching comprehension skills I have been reading this list serv for years and now need some assistance. I teach fourth grade and my students are not doing well on their benchmark scores (this is NC). I need some explicit lessons on teaching skills such as main idea, questioning, summarizing, sequencing, etc. I have two new coworkers and they are really struggling with teaching reading. Quick and dirty lessons would be the best, I don't think they are inclined to read an entire book! Thanks for your help! Rosie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] ***SPAM*** RE: HELP!
HM sucks, doesn't it? Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me To: mosaic@literacyworkshop.org Date: Tue, 10 Nov 2009 21:52:10 -0500 From: rr1...@aol.com Subject: [MOSAIC] HELP! I currently teach fourth grade, after having taught third for many years. I am really struggling with reading this year. I am very tied in respect to how I may teach reading. I am required to have a 30 minute whole group reading session, with 60 minutes of station time. During stations I am pulling small groups of students, while students work independently on their station activities. Test scores are of course, the be all, end all in my school and district. How can I teach the necessary skills and strategies within this framework. BTW, we are using Houghton Mifflin and are supposed to be teaching with fidelty. I have already ignored that particulary demand! Rosie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] thought-provoking reading for 1st graders
Wow, thank you everyone for all your responses. I am so excited to get started. I love the idea of using poems as well. Why didn't I think of that?! I have never heard of Comprehension Connections but I am going to check it out right now. On Wed, Nov 11, 2009 at 1:45 AM, kuko...@aol.com wrote: I must agree with you... our shared reading was the Giving Tree by Shel Silverstein this week... I opened discussion about metacognition. with this text.. we used making a reading salad from the resource: Comprehension Connections and the two (Silverstein's text and strategy lesson) really drove the point home... that reading is not just reading the words but more about the amount of thinking that goes on. The simple text and intriguing illustrations kept all readers engaged as this was a whole group lesson for first graders... I pointed to the words in the book as volunteers put in red paper squares to represent reading words in our reading salad. Then I thought about each page making connections, wonders, noticing details in the illustration... another volunteer put in green squares representing lettuce leaves... After awhile I turned the thinking over to the kids and just read the words... the thinking that the kids did far outweighed the words of the author and was confirmed by our reading salad... so many more green squares than red squares. These little ones really got how using an inner voice makes the story more interesting and enjoyable but also helps with accuracy and comprehension. We recorded our thinking on sticky notes and organized the notes on a chart some ideas were about the illustrations, other ideas were about the characters, the setting, the author's message, personal connections, wonders, schema about the author... It really was quite amazing considering they are only six years old. After we charted all their thinking responses the kids then recorded in their reader responses the most important thinking that they took away from our discussion... Most of these drawings and matching text were big ideas about the entire story and big ideas about how to read and what kinds of readers they saw themselves to be. When I think about it we worked on: inner voice, checking for comprehension, checking for accuracy, book choice, turning and talking, making our thinking visible, recording our ideas, story structure... it was a very easy lesson to prepare and a powerful change of view for my kids. Up till now (since we are just starting guided reading groups after DRA) they were feeling either very proud of their level, or very insecure now kids who are at level C are calling themselves real readers because they are thinkers. If you do not have the resource Comprehension Connections I strongly suggest it. It works beautifully for little kids. Basically every strategy of comprehension is developed into some kind of concrete analogy that works with any text you choose. As far as Shel is concerned he was way ahead of his time and I remember him first as a rock star before author. Pam In a message dated 11/11/2009 12:22:15 A.M. Eastern Standard Time, amyswa...@gmail.com writes: I happen to really like using Shel Silverstein's poetry. At first glance, to kids it might just seem funny or silly. But there are a lot of life lessons to be found if you open your mind and your heart. The text is very accessible and engaging, and it really makes deep thinking invitational for kids!! On Mon, Nov 9, 2009 at 6:26 PM, Heather Green heath...@gmail.com wrote: Hi there, Starting in December we will start breaking up into reading clubs in my school. We'll meet for 50 minutes, 4 days a week. The groups are differentiated, and I have the highest group of first graders--reading anywhere from end of 1st grade level to 4th grade+ level. I decided that I wanted to stay away from chapter books this year because in 1st grade the focus doesn't need to be on reading chapter books. I want my kids to be reading good quality literature that makes them think. We don't have many books available. I'm willing to buy some with my own money if I will use them again and again. So I need your help. I am looking for books that meet this criteria: 1) not a chapter book 2) something written at about the 2nd grade level or so (I'm thinking using this in small groups for the kids to read themselves) 3) something thought-provoking that would spark good conversation 4) not t preachy and still of interest to 1st graders Any ideas?!? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org . Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- Amy Swan/KS/4th
Re: [MOSAIC] philosophical wonderings
In our buiding we are to post the focus strategy for each content lesson. I remember to do this some of the time. It has provided a push for thoughtfulness around our basal. For each theme of the HM Trophies, our grade level has identified a comp focus. This has led to us teaching the strategy such as compare/contrast for the first theme using the stories in the text. We also used this comp focus in writing and it flowed from learning how first/second grade were the same/diff to Frog/Toad to pumpkins in our garden/apples. Then kids were partnered from a neighboring room and learned to interview and then write compare/contrast paragraphs about one another. The second theme is being used to focus on sequence/story maps. This seems to be working for a strategy focus using the grade level text and moving from reading to writing. Anyone thoughts? Anyone else doing something similar to add to this? Thanks, Kim second grade and yes Beverlee, I too would enjoy working with you. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] opinion on advanced reading classes
This list is exactly what I was thinking to respond. How about meshing the concepts from grade level social studies or science as topics for some of the reading/research/higher level work? On 11/10/09, shut...@fuse.net shut...@fuse.net wrote: To help with the notion of an advanced reading class you may want to consider: 1. Use questions that employ Bloom's top 3 levels, analysis, synthesis and evaluation 2. Use projects that allow students to use one or more of their multiple intelligences 3. Use DeBono's six hats thinking framework to analyze various literature selections 4. Have students create multi-media presentations for the class regarding various literature selections 5. Have students engage in a debate regarding characters - protagonist vs. antagonist 6. Use Kohlberg's levels of moral development and relate to various characters in the literature selection Hope this helps. reading readingwritingliter...@gmail.com wrote: The school where I teach performs very well on state standardized tests. In reading I believe the scores are well above 90%. This is my first year teaching 7th grade and the first year of a newly developed advanced literature class which I am teaching. I'm struggling with how to make the class advanced. And now we are supposed to present to the board.Theoretically, I don't like the concept of the class. I don't think my philosphy of teaching meshes well with leveled reading classes. I wanted to hear others opinions. Does your middle school have advanced classes? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] RTI
His book does just that. Great research information in his book. On 11/10/09 3:27 PM, Domina.Natasha domina.nata...@north-haven.k12.ct.us wrote: I just heard Richard Allington speak on Saturday and he said that 2 hours of reading per day will mean that a struggling reader doesn't fall further behind. If we want them to close the gap and catch up to their peers they should be reading even more than that. (He was talking about RtI so maybe his new book on RtI would have more information about that.) Natasha -- Message: 24 Date: Tue, 10 Nov 2009 04:11:07 + From: wr...@att.net Subject: [MOSAIC] RtI To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Message-ID: 111020090411.16339.4af8e7db0005a9de3fd322218683269b0a02d29b9b0ebf0a9b079...@att.net This group really helped answer questions from me about universal screeners for RtI. Now I'm wondering about when my middle school starts RtI. I think that will happen next fall. I have read that students who are two, three, or four years behind in their reading level by middle school need an additional 90 hours of reading time??? instruction??? every day. Can anyone point me to something authoritative that asserts this? It seems as if we're going to go to half measures, and students who need additional help with get maybe 45 minutes a couple of times a week. I fear that RtI will not be successful at my school because we will not put the time into additional support for students. Thanks for any information you can give me. Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] philosophical wonderings
Will you be willing to share the blueprint for this? I would like to try something similar at my school it sounds great. I really like the idea of looking at a comprehension strategy and then teaching children how to write this strategy in the classroom. It is what I have always done, but not across the grade level. PatK On Nov 11, 2009, at 3:26 AM, kim lum wrote: In our buiding we are to post the focus strategy for each content lesson. I remember to do this some of the time. It has provided a push for thoughtfulness around our basal. For each theme of the HM Trophies, our grade level has identified a comp focus. This has led to us teaching the strategy such as compare/contrast for the first theme using the stories in the text. We also used this comp focus in writing and it flowed from learning how first/second grade were the same/diff to Frog/Toad to pumpkins in our garden/apples. Then kids were partnered from a neighboring room and learned to interview and then write compare/contrast paragraphs about one another. The second theme is being used to focus on sequence/story maps. This seems to be working for a strategy focus using the grade level text and moving from reading to writing. Anyone thoughts? Anyone else doing something similar to add to this? Thanks, Kim second grade and yes Beverlee, I too would enjoy working with you. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org . Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] theme vs. author's message
I appreciate the discussion here. I'm rethinking things and still absorbing the comments and ideas. I'm tempted to bring back everything to the staff and have them mull through it and come to a conclusion themselves. Thanks again. Kelly AB On 11/10/09 3:39 PM, Domina.Natasha domina.nata...@north-haven.k12.ct.us wrote: I feel pretty uncertain about it--especially after reading other people's posts, but how I've thought about those terms in the past are: yes to the first part of what you said--that themes tend to be short phrases I think of author's message as our interpretations of that word/phrase, but our interpretation of what seems to be a central focus of the book, that we think most people would agree on that interpretation. Hmm. I'm rethinking that idea the longer I sit here. Maybe I would agree with you. I'm going to have to let those ideas percolate in my brain for a while. Thanks! Natasha -- Message: 19 Date: Mon, 9 Nov 2009 21:23:06 EST From: kuko...@aol.com Subject: Re: [MOSAIC] Theme vs. author's message To: mosaic@literacyworkshop.org Message-ID: c27.6f49fc9f.382a2...@aol.com Content-Type: text/plain; charset=US-ASCII So are you saying themes are like one or two word phrases and author's messages are our interpretations of that word or those phrase as it relates to the reader personally? In a message dated 11/9/2009 9:32:46 A.M. Eastern Standard Time, domina.nata...@north-haven.k12.ct.us writes: Not going on any research, just my own opinion-- I think of theme as more of one word summing up a big idea: friendship, loss, tolerance. I think of the author's message as more of a sentence that tells what we think the author thinks about those big ideas: We should be friends with all kinds of people, Talking about our loss helps us heal. Maybe (I'm thinking as I write here), themes tell what big ideas are explored and author's message tells the conclusion we've drawn from exploring those big ideas? Natasha ___ ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] philosophical wonderings
Many times I've planned a nice charter school staffed entirely by this group!! To quote Susan Boyle: I dreamed a dream... On Tue, Nov 10, 2009 at 7:03 PM, Stewart, L lstew...@branford.k12.ct.uswrote: and Beverlee Paul, I would like to work for someone just like you. Imagine the possibilities! Leslie R. Stewart Grade 3 Teacher lstew...@branford.k12.ct.us 203-481-5386, 203-483-0749 FAX From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org[mosaic-bounces+lstewart= branford.k12.ct...@literacyworkshop.org] On Behalf Of Beverlee Paul [ beverleep...@gmail.com] Sent: Tuesday, November 10, 2009 7:13 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] philosophical wonderings A very wise college prof I had says, Anything that can be used, can be abused. I feel the same about cooperative learning a la those extremists or extremists with math manipulatives, etc. My favorite example is from a teacher in Colorado, who had a zap right as she heard herself say, Boys and girls, shush up! No talking!! It's time for oral language!!! I'm glad she could laugh at herself and share because I think about that statement a lot. If you have to break apart a group functioning beautifully and assign cooperative roles, think again. If you have to keep dumping out those unifix cubes onto the table of a child who's trying to explain to his near neighbor how you can mentally do that in at least 2 different ways, and let's see if there's even another, think again. If you take a group of book lovers who have come to you starving for literature to feed their passion and who thoughtfully and collaboratively discuss at a higher level, don't get out the role sheets, for heaven's sake. Think again. I agree with my old college prof. And we in education could do with a little benign neglect in our teaching methods and a good pair of eyes and ears to observe with. Sometimes our kids slip past us. On Tue, Nov 10, 2009 at 10:41 AM, Stewart, L lstew...@branford.k12.ct.us wrote: In my experience, strategy instruction works. For all kids, not just strugglers. I do not believe it is only for struggling readers. I would like to see the list discuss what aspects of strategy instruction, as it is currently being implemented, turns kids off from the love of reading so that we can all learn what to avoid. I never meant to imply that only struggling readers need strategy instruction. Certainly all of my students need experience determining theme and author's craft, etc. But I think if I hear one more child say I can make a text-to-self connection and then make the most minimal connection to the text they are reading I may go crazy! I hear mind-numbing conversations and weeks of instruction on one strategy in multiple classrooms across multiple grade levels. I certainly think children should find ways in which they relate to text but that will come with more exposure to text and a lot more CONVERSATIONS with peers as well as teachers. Strong readers don't think about the strategies in isolation. Our school is advocating a model where the child reads with me in a small guided group for maybe 20 minutes once or twice per week and then reads their independent reading book, attempting to utilize the same strategy we discussed in guided and then writes about it in a letter to me. Sorry Fountas and Pinell...I just don't think that is what authentic reading is about. I don't follow the plan. I do pull guided groups, but afterwards my kids go back and read a book with a small group of their peers and talk about it and they may or may not discuss the strategy they practiced with me. Writing about reading flows naturally after conversations about reading. The teachers on this site all love reading and teaching reading. What about those teachers who don't? I think the model can be deadly and it is difficult to implement by even the most experienced teacher. I know that I am not supposed to have read the books my children are reading, but how can I comment and model if I don't know the text? So, I have five reading groups and they are all in different texts. I don't get a lot of sleep, but so far I don't think I've lost any future readers of America to the reading war and I am proud of that. Leslie R. Stewart (203)481-5386 X310 FAX (203)483-0749 lstew...@branford.k12.ct.us Be who you are and say what you feel because those who mind don't matter and those who matter don't mind. ~ Dr. Seuss ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- There is
Re: [MOSAIC] philosophical wonderings
I've waited a long time to respond to this post because I've been mulling. My first instinct was to lash out with the wisdom of strategy instruction, but I decided to hold my tongue and consider. But thinking hasn't changed my mind. I still believe strategy instruction is a brilliant way to teach reading. When you say reading strategies are aimed at struggling readers, I cringe. I firmly believe that I am teaching ALL readers to deepen and appreciate their reading through strategy instruction and I am giving them the gift of a common language for discussion. Here's a story. I moved from 3rd grade to 5th grade this year. A few weeks ago our Lit Coach came for a surprise visit to observe reading. She later told me she was shocked at first to see that we were studying Schema and Connections in 5th grade; she thought they would be well past that. Then she took in the lesson, the depth of their understanding and discussion, and she was amazed by their engagement and insight. When you say that you think reading strategies are intuited and internalized, you may be correct. However, how far superior to learn strategies as youths and build as we delve! Like you, I am an avid reader. But I know I am a better reader now that I consider strategies. Sure, I could connect text, but I did not do everything Keene suggests in key ideas. For example, how wonderful to help your kids to this key idea BEFORE they magically intuit and internalize: Proficient readers adapt their schema as they read, converse with others--they delete inaccurate information (naive conceptions), add to existing schema, and connect chunks of knowledge to other related knowledge, opinions, and ideas. I broke this down into several lessons, but you should know that it is a key idea I come back to all year. This is, of course, just my opinion. But I wholeheartedly believe that strategy instruction is the best gift I can give my readers. Judy P.S. I agree with you about math manipulatives; they need a great deal of consideration and research. At 12:41 PM -0500 11/8/09, Stewart, L wrote: I love teaching, but lately I have been questioning the way I teach, particularly reading. I am an avid reader. Reading is an integral part of my adult life. I was never taught any reading strategies. I have children in my classroom who love to read and read way above grade level. I feel that they, like me, have already internalized the strategies and yes they can be strengthened but probably that will happen naturally as well. The more they read, the stronger they will become. It seems that we are prescribing medication whether the child is ill or not. It's like using manipulatives in math. Our new math program requires the use of manipulatives all the time. It used to be that you used maniuplatives when you differentiated for the child who was having difficulty with a concept. It seems like we are heading back to a one-size-fits-all mentality which scares me. I sometimes think the reading strategies were meant for educators so that we could become better teachers of reading, particularly for our struggling readers, and I think we have taken it too far and use it in all cases. When I look at the current guided reading models it is so prescribed: everyone is in a quick guided group with the teacher drilling a skill or they are reading independently. I am having a difficult time seeing the joy in that model. Where do the rich conversations that connect children to each other and to literature take place in this current model? Was the model intended for accomplished readers? Leslie R. Stewart Grade 3 Teacher lstew...@branford.k12.ct.usmailto: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 to apprehend in the flow of language the sudden flash of poetry. ~ Gaston Bachelard ~ http://thinkexist.com/birthday/september_24/ ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Advanced Reading class
I was thinking that if I had an advanced reading class (and I did years ago, more years than I want to remember) that I would want the kids to fly...I wouldn't want to get in their way. I would give students a large choice of books, probably centered around a theme so that there would be similarities for discussion. I would also have students put reflections and assignments in a reading notebook. With an advanced class students might lead the way. Ask them what they would like to accomplish. Short mini-lessons could review strategies, but in the review I would ask students to share their experiences with the strategies. Recently, I heard Dr. Gay Ivey speak about her recent research. She discovered that when students are truely engaged in reading they will do strategies automatically (and that was with struggling readers). I would also spend some time with expository text and textbook formats that they may encounter and not yet be familiar with. Personally, I don't think we should be tracking students this way and don't believe it is necessary if we use a workshop model for instruction. Are you familiar with Aimee Buckner's books on notebooks? There is a wealth of information on lessons and how to use notebooks in her books. You might want to check those out. Another thought I had for a variation would be to have book clubs. Following the same format that an adult book club would follow. Kay -- Message: 24 Date: Wed, 11 Nov 2009 06:10:45 -0500 From: kim lum kimm...@gmail.com Subject: Re: [MOSAIC] opinion on advanced reading classes To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Message-ID: ebbcfe37090310r7881ab53n68671fc3ee952...@mail.gmail.com Content-Type: text/plain; charset=ISO-8859-1 This list is exactly what I was thinking to respond. How about meshing the concepts from grade level social studies or science as topics for some of the reading/research/higher level work? On 11/10/09, shut...@fuse.net shut...@fuse.net wrote: To help with the notion of an advanced reading class you may want to consider: 1. Use questions that employ Bloom's top 3 levels, analysis, synthesis and evaluation 2. Use projects that allow students to use one or more of their multiple intelligences 3. Use DeBono's six hats thinking framework to analyze various literature selections 4. Have students create multi-media presentations for the class regarding various literature selections 5. Have students engage in a debate regarding characters - protagonist vs. antagonist 6. Use Kohlberg's levels of moral development and relate to various characters in the literature selection Hope this helps. reading readingwritingliter...@gmail.com wrote: The school where I teach performs very well on state standardized tests. In reading I believe the scores are well above 90%. This is my first year teaching 7th grade and the first year of a newly developed advanced literature class which I am teaching. I'm struggling with how to make the class advanced. And now we are supposed to present to the board.Theoretically, I don't like the concept of the class. I don't think my philosphy of teaching meshes well with leveled reading classes. I wanted to hear others opinions. Does your middle school have advanced classes? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] philosophical wonderings
I am going to play Devil's Advocate on the manipulatives front: What about the child who can rattle off multiplication tables, or who has memorized the steps for borrowing and carrying (in quotation marks on purpose), but who has absolutely no clue what it means to multiply, or why he/she is crossing out those numbers and writing in a smaller number/putting a one next to a number? When I taught third grade, oh these many years ago, and adding and subtracting with regrouping was actually part of the third grade standards (not first grade), I spent the first six weeks of school with base ten blocks, doing activities with trading and regrouping. Just a thought Renee On Nov 10, 2009, at 7:00 PM, thomas wrote: I so agree!!! This describes what happens perfectly. sally On 11/10/09 4:13 PM, Beverlee Paul beverleep...@gmail.com wrote: A very wise college prof I had says, Anything that can be used, can be abused. I feel the same about cooperative learning a la those extremists or extremists with math manipulatives, etc. My favorite example is from a teacher in Colorado, who had a zap right as she heard herself say, Boys and girls, shush up! No talking!! It's time for oral language!!! I'm glad she could laugh at herself and share because I think about that statement a lot. If you have to break apart a group functioning beautifully and assign cooperative roles, think again. If you have to keep dumping out those unifix cubes onto the table of a child who's trying to explain to his near neighbor how you can mentally do that in at least 2 different ways, and let's see if there's even another, think again. If you take a group of book lovers who have come to you starving for literature to feed their passion and who thoughtfully and collaboratively discuss at a higher level, don't get out the role sheets, for heaven's sake. Think again. I agree with my old college prof. And we in education could do with a little benign neglect in our teaching methods and a good pair of eyes and ears to observe with. Sometimes our kids slip past us. On Tue, Nov 10, 2009 at 10:41 AM, Stewart, L lstew...@branford.k12.ct.uswrote: In my experience, strategy instruction works. For all kids, not just strugglers. I do not believe it is only for struggling readers. I would like to see the list discuss what aspects of strategy instruction, as it is currently being implemented, turns kids off from the love of reading so that we can all learn what to avoid. I never meant to imply that only struggling readers need strategy instruction. Certainly all of my students need experience determining theme and author's craft, etc. But I think if I hear one more child say I can make a text-to-self connection and then make the most minimal connection to the text they are reading I may go crazy! I hear mind-numbing conversations and weeks of instruction on one strategy in multiple classrooms across multiple grade levels. I certainly think children should find ways in which they relate to text but that will come with more exposure to text and a lot more CONVERSATIONS with peers as well as teachers. Strong readers don't think about the strategies in isolation. Our school is advocating a model where the child reads with me in a small guided group for maybe 20 minutes once or twice per week and then reads their independent reading book, attempting to utilize the same strategy we discussed in guided and then writes about it in a letter to me. Sorry Fountas and Pinell...I just don't think that is what authentic reading is about. I don't follow the plan. I do pull guided groups, but afterwards my kids go back and read a book with a small group of their peers and talk about it and they may or may not discuss the strategy they practiced with me. Writing about reading flows naturally after conversations about reading. The teachers on this site all love reading and teaching reading. What about those teachers who don't? I think the model can be deadly and it is difficult to implement by even the most experienced teacher. I know that I am not supposed to have read the books my children are reading, but how can I comment and model if I don't know the text? So, I have five reading groups and they are all in different texts. I don't get a lot of sleep, but so far I don't think I've lost any future readers of America to the reading war and I am proud of that. Leslie R. Stewart (203)481-5386 X310 FAX (203)483-0749 lstew...@branford.k12.ct.us Be who you are and say what you feel because those who mind don't matter and those who matter don't mind. ~ Dr. Seuss ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at
Re: [MOSAIC] Advanced Reading class
The school where I teach performs very well on state standardized tests. In reading I believe the scores are well above 90%. I'd be interested in knowing how reading is taught in your school. I know scores aren't everything, but those are impressive scores. I don't think we have advanced reading classes, only advanced math classes. I don't imagine I would have an issue with an advanced literature class. In fact, I have organized such a group for before school so that I could address those students and watch them grow! It was so much fun. I ran it like an adult reading group (parents even sent in snack). I believe they would participate in multi-ability classrooms for the remainder of their course work. Leslie R. Stewart Grade 3 Teacher lstew...@branford.k12.ct.us 203-481-5386, 203-483-0749 FAX Leslie R. Stewart (203)481-5386 X310 FAX (203)483-0749 lstew...@branford.k12.ct.us Be who you are and say what you feel because those who mind don't matter and those who matter don't mind. ~ Dr. Seuss -Original Message- From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org [mailto:mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of Kuenzl-Stenerson Kay Sent: Wednesday, November 11, 2009 9:10 AM To: mosaic@literacyworkshop.org; mosaic@literacyworkshop.org Subject: [MOSAIC] Advanced Reading class I was thinking that if I had an advanced reading class (and I did years ago, more years than I want to remember) that I would want the kids to fly...I wouldn't want to get in their way. I would give students a large choice of books, probably centered around a theme so that there would be similarities for discussion. I would also have students put reflections and assignments in a reading notebook. With an advanced class students might lead the way. Ask them what they would like to accomplish. Short mini-lessons could review strategies, but in the review I would ask students to share their experiences with the strategies. Recently, I heard Dr. Gay Ivey speak about her recent research. She discovered that when students are truely engaged in reading they will do strategies automatically (and that was with struggling readers). I would also spend some time with expository text and textbook formats that they may encounter and not yet be familiar with. Personally, I don't think we should be tracking students this way and don't believe it is necessary if we use a workshop model for instruction. Are you familiar with Aimee Buckner's books on notebooks? There is a wealth of information on lessons and how to use notebooks in her books. You might want to check those out. Another thought I had for a variation would be to have book clubs. Following the same format that an adult book club would follow. Kay -- Message: 24 Date: Wed, 11 Nov 2009 06:10:45 -0500 From: kim lum kimm...@gmail.com Subject: Re: [MOSAIC] opinion on advanced reading classes To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Message-ID: ebbcfe37090310r7881ab53n68671fc3ee952...@mail.gmail.com Content-Type: text/plain; charset=ISO-8859-1 This list is exactly what I was thinking to respond. How about meshing the concepts from grade level social studies or science as topics for some of the reading/research/higher level work? On 11/10/09, shut...@fuse.net shut...@fuse.net wrote: To help with the notion of an advanced reading class you may want to consider: 1. Use questions that employ Bloom's top 3 levels, analysis, synthesis and evaluation 2. Use projects that allow students to use one or more of their multiple intelligences 3. Use DeBono's six hats thinking framework to analyze various literature selections 4. Have students create multi-media presentations for the class regarding various literature selections 5. Have students engage in a debate regarding characters - protagonist vs. antagonist 6. Use Kohlberg's levels of moral development and relate to various characters in the literature selection Hope this helps. reading readingwritingliter...@gmail.com wrote: The school where I teach performs very well on state standardized tests. In reading I believe the scores are well above 90%. This is my first year teaching 7th grade and the first year of a newly developed advanced literature class which I am teaching. I'm struggling with how to make the class advanced. And now we are supposed to present to the board.Theoretically, I don't like the concept of the class. I don't think my philosphy of teaching meshes well with leveled reading classes. I wanted to hear others opinions. Does your middle school have advanced classes? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership
Re: [MOSAIC] opinion on advanced reading classes
No, but the high school does. They move at a faster pace and often use more difficult texts that challenge the students. My son was in such a class and he liked it because they had very rich discussions and he felt he wasn't waiting for others -he liked the pace. I have never taught leveled reading classes -only leveled groups. I liked that the higher students had rich discussion points that were tossed into the whole group and gave everyone something to think about. A lot of I never thought of it like that from the low students. It helped their thinking process grow. Jan On 11/10/09 12:47 PM, reading readingwritingliter...@gmail.com wrote: The school where I teach performs very well on state standardized tests. In reading I believe the scores are well above 90%. This is my first year teaching 7th grade and the first year of a newly developed advanced literature class which I am teaching. I'm struggling with how to make the class advanced. And now we are supposed to present to the board.Theoretically, I don't like the concept of the class. I don't think my philosphy of teaching meshes well with leveled reading classes. I wanted to hear others opinions. Does your middle school have advanced classes? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] HELP!
We also had to have fidelity to Houghton Mifflin, but we were allowed to use the materials any way that we chose. I would use the stories but not necessarily the strategies/skills that they put with them. I would align them with out pacing map for our district. It was a lot of supplementing on my part as far as activities, but the outcome was much better than just following along in their book. --- On Tue, 11/10/09, rr1...@aol.com rr1...@aol.com wrote: From: rr1...@aol.com rr1...@aol.com Subject: [MOSAIC] HELP! To: mosaic@literacyworkshop.org Date: Tuesday, November 10, 2009, 6:52 PM I currently teach fourth grade, after having taught third for many years. I am really struggling with reading this year. I am very tied in respect to how I may teach reading. I am required to have a 30 minute whole group reading session, with 60 minutes of station time. During stations I am pulling small groups of students, while students work independently on their station activities. Test scores are of course, the be all, end all in my school and district. How can I teach the necessary skills and strategies within this framework. BTW, we are using Houghton Mifflin and are supposed to be teaching with fidelty. I have already ignored that particulary demand! Rosie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] opinion on advanced reading classes
And I would say ALL students should be doing this. Jan On 11/10/09 4:48 PM, shut...@fuse.net shut...@fuse.net wrote: To help with the notion of an advanced reading class you may want to consider: 1. Use questions that employ Bloom's top 3 levels, analysis, synthesis and evaluation 2. Use projects that allow students to use one or more of their multiple intelligences 3. Use DeBono's six hats thinking framework to analyze various literature selections 4. Have students create multi-media presentations for the class regarding various literature selections 5. Have students engage in a debate regarding characters - protagonist vs. antagonist 6. Use Kohlberg's levels of moral development and relate to various characters in the literature selection Hope this helps. reading readingwritingliter...@gmail.com wrote: The school where I teach performs very well on state standardized tests. In reading I believe the scores are well above 90%. This is my first year teaching 7th grade and the first year of a newly developed advanced literature class which I am teaching. I'm struggling with how to make the class advanced. And now we are supposed to present to the board.Theoretically, I don't like the concept of the class. I don't think my philosphy of teaching meshes well with leveled reading classes. I wanted to hear others opinions. Does your middle school have advanced classes? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] teaching comprehension skills
Can you tell me the title of the little flipbook and where to purchase it? Thanks! -Original Message- From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Wed, Nov 11, 2009 2:48 am Subject: Re: [MOSAIC] teaching comprehension skills Janet Allen has this little flipbook thing that is filled with strategies for working with older readers (grades 4-8, I believe, if not 4-12). I have found them to be quite sound when modified for younger children. I love the gist strategy she describes in this booklet. I am betting you would find it helpful and it is just the sort of thing to support without overwhelming. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me To: mosaic@literacyworkshop.org Date: Tue, 10 Nov 2009 21:46:13 -0500 From: rr1...@aol.com Subject: [MOSAIC] teaching comprehension skills I have been reading this list serv for years and now need some assistance. I teach fourth grade and my students are not doing well on their benchmark scores (this is NC). I need some explicit lessons on teaching skills such as main idea, questioning, summarizing, sequencing, etc. I have two new coworkers and they are really struggling with teaching reading. Quick and dirty lessons would be the best, I don't think they are inclined to read an entire book! Thanks for your help! Rosie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. = ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] opinion on advanced reading classes
Yes, Jan, I agree. I have found that struggling readers aren't always struggling thinkers and that they add enormously to group discussion. I like, and have always used, leveled groups with 3rd and below, but now in 5th I'm finding the majority of my instruction is whole group or individual (conferences). I'm still trying to figure out if I need guided groups. Opinions welcome. Judy - Original Message - From: Jan Sanders jgou...@hotmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wednesday, November 11, 2009 8:28:45 AM GMT -08:00 US/Canada Pacific Subject: Re: [MOSAIC] opinion on advanced reading classes No, but the high school does. They move at a faster pace and often use more difficult texts that challenge the students. My son was in such a class and he liked it because they had very rich discussions and he felt he wasn't waiting for others -he liked the pace. I have never taught leveled reading classes -only leveled groups. I liked that the higher students had rich discussion points that were tossed into the whole group and gave everyone something to think about. A lot of I never thought of it like that from the low students. It helped their thinking process grow. Jan On 11/10/09 12:47 PM, reading readingwritingliter...@gmail.com wrote: The school where I teach performs very well on state standardized tests. In reading I believe the scores are well above 90%. This is my first year teaching 7th grade and the first year of a newly developed advanced literature class which I am teaching. I'm struggling with how to make the class advanced. And now we are supposed to present to the board.Theoretically, I don't like the concept of the class. I don't think my philosphy of teaching meshes well with leveled reading classes. I wanted to hear others opinions. Does your middle school have advanced classes? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] HELP!
Rosie, How did you teach 3rd grade? I would up the ante in what you did in 3rd. I love the book Test Talk. Take a look at it. It is all about embedding test taking strategies in what we already do. I think it is a good fit for people hanging on to reading workshop (like us). Sue -Original Message- From: rr1...@aol.com To: mosaic@literacyworkshop.org Sent: Tue, Nov 10, 2009 9:52 pm Subject: [MOSAIC] HELP! I currently teach fourth grade, after having taught third for many years. I am really struggling with reading this year. I am very tied in respect to how I may teach reading. I am required to have a 30 minute whole group reading session, with 60 minutes of station time. During stations I am pulling small groups of students, while students work independently on their station activities. Test scores are of course, the be all, end all in my school and district. How can I teach the necessary skills and strategies within this framework. BTW, we are using Houghton Mifflin and are supposed to be teaching with fidelty. I have already ignored that particulary demand! Rosie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] philosophical wonderings
I think we are extremely fortunate that Ellin remains open to new learning and committed to our new learning as well. When I read To Understand, I thought she was writing to tell us that comprehension strategy instruction is necessary, but not sufficient. And that it's probably not wise to consider Zimmerman and her original thoughts as the best there is. The best is yet to come. Add to that the fact that we as educators have to construct our own understanding of strategy instruction and what you have is a subject that is endlessly fascinating and never complete. On Wed, Nov 11, 2009 at 9:46 AM, jvma...@comcast.net wrote: I've waited a long time to respond to this post because I've been mulling. My first instinct was to lash out with the wisdom of strategy instruction, but I decided to hold my tongue and consider. But thinking hasn't changed my mind. I still believe strategy instruction is a brilliant way to teach reading. When you say reading strategies are aimed at struggling readers, I cringe. I firmly believe that I am teaching ALL readers to deepen and appreciate their reading through strategy instruction and I am giving them the gift of a common language for discussion. Here's a story. I moved from 3rd grade to 5th grade this year. A few weeks ago our Lit Coach came for a surprise visit to observe reading. She later told me she was shocked at first to see that we were studying Schema and Connections in 5th grade; she thought they would be well past that. Then she took in the lesson, the depth of their understanding and discussion, and she was amazed by their engagement and insight. When you say that you think reading strategies are intuited and internalized, you may be correct. However, how far superior to learn strategies as youths and build as we delve! Like you, I am an avid reader. But I know I am a better reader now that I consider strategies. Sure, I could connect text, but I did not do everything Keene suggests in key ideas. For example, how wonderful to help your kids to this key idea BEFORE they magically intuit and internalize: Proficient readers adapt their schema as they read, converse with others--they delete inaccurate information (naive conceptions), add to existing schema, and connect chunks of knowledge to other related knowledge, opinions, and ideas. I broke this down into several lessons, but you should know that it is a key idea I come back to all year. This is, of course, just my opinion. But I wholeheartedly believe that strategy instruction is the best gift I can give my readers. Judy P.S. I agree with you about math manipulatives; they need a great deal of consideration and research. At 12:41 PM -0500 11/8/09, Stewart, L wrote: I love teaching, but lately I have been questioning the way I teach, particularly reading. I am an avid reader. Reading is an integral part of my adult life. I was never taught any reading strategies. I have children in my classroom who love to read and read way above grade level. I feel that they, like me, have already internalized the strategies and yes they can be strengthened but probably that will happen naturally as well. The more they read, the stronger they will become. It seems that we are prescribing medication whether the child is ill or not. It's like using manipulatives in math. Our new math program requires the use of manipulatives all the time. It used to be that you used maniuplatives when you differentiated for the child who was having difficulty with a concept. It seems like we are heading back to a one-size-fits-all mentality which scares me. I sometimes think the reading strategies were meant for educators so that we could become better teachers of reading, particularly for our struggling readers, and I think we have taken it too far and use it in all cases. When I look at the current guided reading models it is so prescribed: everyone is in a quick guided group with the teacher drilling a skill or they are reading independently. I am having a difficult time seeing the joy in that model. Where do the rich conversations that connect children to each other and to literature take place in this current model? Was the model intended for accomplished readers? Leslie R. Stewart Grade 3 Teacher lstew...@branford.k12.ct.usmailto: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 to apprehend in the flow of language the sudden flash of poetry. ~ Gaston Bachelard ~ http://thinkexist.com/birthday/september_24/ ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing
Re: [MOSAIC] opinion on advanced reading classes
Thank you! This list is helpful. But i wonder why I couldn't do this with the regular reading classes? Yes, the kids in my advanced class are very bright and inquisitive but it's not as if the kids in the regular reading class can't handle this kind of thinking. I wish they could be a part of it. On Tue, Nov 10, 2009 at 6:48 PM, shut...@fuse.net wrote: To help with the notion of an advanced reading class you may want to consider: 1. Use questions that employ Bloom's top 3 levels, analysis, synthesis and evaluation 2. Use projects that allow students to use one or more of their multiple intelligences 3. Use DeBono's six hats thinking framework to analyze various literature selections 4. Have students create multi-media presentations for the class regarding various literature selections 5. Have students engage in a debate regarding characters - protagonist vs. antagonist 6. Use Kohlberg's levels of moral development and relate to various characters in the literature selection Hope this helps. reading readingwritingliter...@gmail.com wrote: The school where I teach performs very well on state standardized tests. In reading I believe the scores are well above 90%. This is my first year teaching 7th grade and the first year of a newly developed advanced literature class which I am teaching. I'm struggling with how to make the class advanced. And now we are supposed to present to the board.Theoretically, I don't like the concept of the class. I don't think my philosphy of teaching meshes well with leveled reading classes. I wanted to hear others opinions. Does your middle school have advanced classes? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] RTI
Did he say what that 2 hours of reading should be? Pure reading? I envision some to take it as lots of phonics and skills lessons. Jan On 11/10/09 12:27 PM, Domina.Natasha domina.nata...@north-haven.k12.ct.us wrote: I just heard Richard Allington speak on Saturday and he said that 2 hours of reading per day will mean that a struggling reader doesn't fall further behind. If we want them to close the gap and catch up to their peers they should be reading even more than that. (He was talking about RtI so maybe his new book on RtI would have more information about that.) Natasha -- Message: 24 Date: Tue, 10 Nov 2009 04:11:07 + From: wr...@att.net Subject: [MOSAIC] RtI To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Message-ID: 111020090411.16339.4AF8E7DB0005A9DE3FD322218683269B0A02D29B9B0EBF0A9B079D 9...@att.net This group really helped answer questions from me about universal screeners for RtI. Now I'm wondering about when my middle school starts RtI. I think that will happen next fall. I have read that students who are two, three, or four years behind in their reading level by middle school need an additional 90 hours of reading time??? instruction??? every day. Can anyone point me to something authoritative that asserts this? It seems as if we're going to go to half measures, and students who need additional help with get maybe 45 minutes a couple of times a week. I fear that RtI will not be successful at my school because we will not put the time into additional support for students. Thanks for any information you can give me. Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] philosophical wonderings
I just want to clear this up: I did not mean to say strategy instruction should just be for struggling readers: I sometimes think the reading strategies were meant for educators so that we could become better teachers of reading, particularly for our struggling readers, and I think we have taken it too far and use it in all cases. I meant that as a teacher the strategies gave me, the educator, a tool kit to help instruct all readers, but they are truly helpful for those children who struggle to read and understand. The strategies give students access to the thinking that strong readers engage in when they approach text. I guess I am questioning how prescribed readers workshop is becoming (shared lesson, guided groups, independent reading), so much so, that there is a movement in high performing districts to return to basals. If we are following a prescribed program I guess then why not a basal? I imagine it would make life a lot easier for the teacher, but wasn't there a reason why we left basals behind? I have enjoyed great results in my classroom year after year with children of all levels and I have turned some, not all, children into passionate book lovers. That should count for something. I have always taught with small, individualized and flexible groups. I agree with whomever said not all workshops and presenters are the end all of education. There is no one right way, so why do we keep searching for one? I understand the importance of giving children the language to talk and think deeply about text, but you also have to give them the time and freedom to express those feelings with others (and not in a letter to me). I guess it depends on what studying schema and connections means. It sounds like your kids are strengthening their schema and connections through a rich literate environment and discussion. I think I taught the strategies without giving them their proper names until I read Mosaic, but now I see good teaching being equated to a daily diet of strategy instruction without the rich group discussion. I think good teaching empowers children to engage in rich dialogue about what they are reading. And good teaching also allows them the time to do so. I think a passion for reading is the greatest gift I try to give all my students. Leslie R. Stewart Grade 3 Teacher lstew...@branford.k12.ct.us 203-481-5386, 203-483-0749 FAX From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org [mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of Beverlee Paul [beverleep...@gmail.com] Sent: Wednesday, November 11, 2009 3:16 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] philosophical wonderings I think we are extremely fortunate that Ellin remains open to new learning and committed to our new learning as well. When I read To Understand, I thought she was writing to tell us that comprehension strategy instruction is necessary, but not sufficient. And that it's probably not wise to consider Zimmerman and her original thoughts as the best there is. The best is yet to come. Add to that the fact that we as educators have to construct our own understanding of strategy instruction and what you have is a subject that is endlessly fascinating and never complete. Here's a story. I moved from 3rd grade to 5th grade this year. A few weeks ago our Lit Coach came for a surprise visit to observe reading. She later told me she was shocked at first to see that we were studying Schema and Connections in 5th grade; she thought they would be well past that. Then she took in the lesson, the depth of their understanding and discussion, and she was amazed by their engagement and insight. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] thought-provoking reading for 1st graders
There are books out there called Pair-it Books. They are a set of 2 books; 1 fiction, 1 non-fiction, on the same topic. Mondo Press used to publish them. With the buying out of publishers, I don't know if this is true anymore. Anyway, they come in different reading levels, and when our school purchased them (about 10 years ago?) there were about 12-16 sets (3-4 sets per reading level). Jan On 11/10/09 3:51 PM, Beverlee Paul beverleep...@gmail.com wrote: Another technique for provoking thought in first graders is paired texts or text sets. In paired texts, they would commonly read a fiction and a nonfiction text about the same topic, such as a fictional tale about bears and an informational book with lots of nonfiction text features and content about bears. That gives a wider range of difficulty for the ones needing more challenge, but the really important thing it does is cause comparison/contrast, analysis, synthesis, and evaluation. The two texts greatly increase higher level thinking. The same is true of text sets, but even more so. And with text sets you can provide a nice range and quantity of texts which allows more choice for the children. Because each child's comprehension is vital to the discussion, they all do a great job of reading, note-taking, reporting, sharing information, and coming to new thinking as a group. It's also a nice way to mix poetry, nonfiction, fiction, song, and whatever other text you can scrounge up. Some people are pretty tentative about asking first graders to tackle text sets, but give it a try...they'll pull through with some amazing discussions. On Tue, Nov 10, 2009 at 1:21 PM, Stewart, L lstew...@branford.k12.ct.uswrote: And Patricia Maclachlan Leslie R. Stewart (203)481-5386 X310 FAX (203)483-0749 lstew...@branford.k12.ct.us Be who you are and say what you feel because those who mind don't matter and those who matter don't mind. ~ Dr. Seuss -Original Message- From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org[mailto: mosaic-bounces+lstewart mosaic-bounces%2Blstewart=branford.k12.ct.us@ literacyworkshop.org] On Behalf Of EDWARD JACKSON Sent: Tuesday, November 10, 2009 8:27 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] thought-provoking reading for 1st graders Don't forget Eve Bunting Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me From: hutch1...@juno.com Date: Tue, 10 Nov 2009 02:11:21 + To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] thought-provoking reading for 1st graders Cynthia Rylant is also a great author for picture books with depth. norma -- Original Message -- From: Melissa Kile tchkg...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: Re: [MOSAIC] thought-provoking reading for 1st graders Date: Mon, 9 Nov 2009 20:23:09 -0500 Lots of Eve Bunting's books are thought-provoking. Patricia Polacco's are longer, but they might work. Melissa/VA/2nd On Mon, Nov 9, 2009 at 7:26 PM, Heather Green heath...@gmail.com wrote: Hi there, Starting in December we will start breaking up into reading clubs in my school. We'll meet for 50 minutes, 4 days a week. The groups are differentiated, and I have the highest group of first graders--reading anywhere from end of 1st grade level to 4th grade+ level. I decided that I wanted to stay away from chapter books this year because in 1st grade the focus doesn't need to be on reading chapter books. I want my kids to be reading good quality literature that makes them think. We don't have many books available. I'm willing to buy some with my own money if I will use them again and again. So I need your help. I am looking for books that meet this criteria: 1) not a chapter book 2) something written at about the 2nd grade level or so (I'm thinking using this in small groups for the kids to read themselves) 3) something thought-provoking that would spark good conversation 4) not t preachy and still of interest to 1st graders Any ideas?!? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org . Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. One Up the Competition Earn your MBA from Post University. Free textbooks for new students!
Re: [MOSAIC] philosophical wonderings
I've taught 8 or 9 classes in using manipulatives when teaching math, and it would amaze you the number of teachers who were finally able to put their own math anxiety to rest. The first thing they realize is that it might not have been their fault that they didn't grasp mathematics, or even computation. When they see and use the manipulatives that are available today, including manipulatives for algebra, they say if only someone could have shown me that it's all supposed to make sense! I'm sure there are many other adults (although probably not many elementary teachers who tend to be verbally proficient more often than mathematically proficient) who would say, Well, why didn't anyone tell me that geography textbooks (...) were supposed to make sense! Brilliant thinkers such as Ellin Keene and Marilyn Burns and Bill Martin and many, many others have teased out common strategies which will help us learn; it's up to us to use them in a sensible way. We don't get to leave our brains at the door. Right, Renee? On Wed, Nov 11, 2009 at 8:31 AM, Renee phoenix...@sbcglobal.net wrote: I am going to play Devil's Advocate on the manipulatives front: What about the child who can rattle off multiplication tables, or who has memorized the steps for borrowing and carrying (in quotation marks on purpose), but who has absolutely no clue what it means to multiply, or why he/she is crossing out those numbers and writing in a smaller number/putting a one next to a number? When I taught third grade, oh these many years ago, and adding and subtracting with regrouping was actually part of the third grade standards (not first grade), I spent the first six weeks of school with base ten blocks, doing activities with trading and regrouping. Just a thought Renee On Nov 10, 2009, at 7:00 PM, thomas wrote: I so agree!!! This describes what happens perfectly. sally On 11/10/09 4:13 PM, Beverlee Paul beverleep...@gmail.com wrote: A very wise college prof I had says, Anything that can be used, can be abused. I feel the same about cooperative learning a la those extremists or extremists with math manipulatives, etc. My favorite example is from a teacher in Colorado, who had a zap right as she heard herself say, Boys and girls, shush up! No talking!! It's time for oral language!!! I'm glad she could laugh at herself and share because I think about that statement a lot. If you have to break apart a group functioning beautifully and assign cooperative roles, think again. If you have to keep dumping out those unifix cubes onto the table of a child who's trying to explain to his near neighbor how you can mentally do that in at least 2 different ways, and let's see if there's even another, think again. If you take a group of book lovers who have come to you starving for literature to feed their passion and who thoughtfully and collaboratively discuss at a higher level, don't get out the role sheets, for heaven's sake. Think again. I agree with my old college prof. And we in education could do with a little benign neglect in our teaching methods and a good pair of eyes and ears to observe with. Sometimes our kids slip past us. On Tue, Nov 10, 2009 at 10:41 AM, Stewart, L lstew...@branford.k12.ct.uswrote: In my experience, strategy instruction works. For all kids, not just strugglers. I do not believe it is only for struggling readers. I would like to see the list discuss what aspects of strategy instruction, as it is currently being implemented, turns kids off from the love of reading so that we can all learn what to avoid. I never meant to imply that only struggling readers need strategy instruction. Certainly all of my students need experience determining theme and author's craft, etc. But I think if I hear one more child say I can make a text-to-self connection and then make the most minimal connection to the text they are reading I may go crazy! I hear mind-numbing conversations and weeks of instruction on one strategy in multiple classrooms across multiple grade levels. I certainly think children should find ways in which they relate to text but that will come with more exposure to text and a lot more CONVERSATIONS with peers as well as teachers. Strong readers don't think about the strategies in isolation. Our school is advocating a model where the child reads with me in a small guided group for maybe 20 minutes once or twice per week and then reads their independent reading book, attempting to utilize the same strategy we discussed in guided and then writes about it in a letter to me. Sorry Fountas and Pinell...I just don't think that is what authentic reading is about. I don't follow the plan. I do pull guided groups, but afterwards my kids go back and read a book with a small group of their peers and talk about it and they may or may not discuss the strategy they practiced with me. Writing about reading flows
Re: [MOSAIC] philosophical wonderings
I deeply agree, Renee but...I have seen teachers, in a well-intentioned zealous fervor, force the use of manipulatives past the point of need. Again, an example of misuse of the useful. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me From: phoenix...@sbcglobal.net Date: Wed, 11 Nov 2009 07:31:29 -0800 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] philosophical wonderings I am going to play Devil's Advocate on the manipulatives front: What about the child who can rattle off multiplication tables, or who has memorized the steps for borrowing and carrying (in quotation marks on purpose), but who has absolutely no clue what it means to multiply, or why he/she is crossing out those numbers and writing in a smaller number/putting a one next to a number? When I taught third grade, oh these many years ago, and adding and subtracting with regrouping was actually part of the third grade standards (not first grade), I spent the first six weeks of school with base ten blocks, doing activities with trading and regrouping. Just a thought Renee On Nov 10, 2009, at 7:00 PM, thomas wrote: I so agree!!! This describes what happens perfectly. sally On 11/10/09 4:13 PM, Beverlee Paul beverleep...@gmail.com wrote: A very wise college prof I had says, Anything that can be used, can be abused. I feel the same about cooperative learning a la those extremists or extremists with math manipulatives, etc. My favorite example is from a teacher in Colorado, who had a zap right as she heard herself say, Boys and girls, shush up! No talking!! It's time for oral language!!! I'm glad she could laugh at herself and share because I think about that statement a lot. If you have to break apart a group functioning beautifully and assign cooperative roles, think again. If you have to keep dumping out those unifix cubes onto the table of a child who's trying to explain to his near neighbor how you can mentally do that in at least 2 different ways, and let's see if there's even another, think again. If you take a group of book lovers who have come to you starving for literature to feed their passion and who thoughtfully and collaboratively discuss at a higher level, don't get out the role sheets, for heaven's sake. Think again. I agree with my old college prof. And we in education could do with a little benign neglect in our teaching methods and a good pair of eyes and ears to observe with. Sometimes our kids slip past us. On Tue, Nov 10, 2009 at 10:41 AM, Stewart, L lstew...@branford.k12.ct.uswrote: In my experience, strategy instruction works. For all kids, not just strugglers. I do not believe it is only for struggling readers. I would like to see the list discuss what aspects of strategy instruction, as it is currently being implemented, turns kids off from the love of reading so that we can all learn what to avoid. I never meant to imply that only struggling readers need strategy instruction. Certainly all of my students need experience determining theme and author's craft, etc. But I think if I hear one more child say I can make a text-to-self connection and then make the most minimal connection to the text they are reading I may go crazy! I hear mind-numbing conversations and weeks of instruction on one strategy in multiple classrooms across multiple grade levels. I certainly think children should find ways in which they relate to text but that will come with more exposure to text and a lot more CONVERSATIONS with peers as well as teachers. Strong readers don't think about the strategies in isolation. Our school is advocating a model where the child reads with me in a small guided group for maybe 20 minutes once or twice per week and then reads their independent reading book, attempting to utilize the same strategy we discussed in guided and then writes about it in a letter to me. Sorry Fountas and Pinell...I just don't think that is what authentic reading is about. I don't follow the plan. I do pull guided groups, but afterwards my kids go back and read a book with a small group of their peers and talk about it and they may or may not discuss the strategy they practiced with me. Writing about reading flows naturally after conversations about reading. The teachers on this site all love reading and teaching reading. What about those teachers who don't? I think the model can be deadly and it is difficult to implement by even the most experienced teacher. I know that I am not supposed to have read the books my children are reading, but how can I comment and model if I don't know the text? So, I have five reading groups and they are all in different texts. I don't get a lot of sleep, but so far I don't think I've lost any future readers
Re: [MOSAIC] RTI
Would you mind giving me the name of that book. Pat From: mosaic-bounces+phassan=bridgeportedu@literacyworkshop.org on behalf of Kelly Andrews-Babcock Sent: Wed 11/11/2009 8:45 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] RTI His book does just that. Great research information in his book. On 11/10/09 3:27 PM, Domina.Natasha domina.nata...@north-haven.k12.ct.us wrote: I just heard Richard Allington speak on Saturday and he said that 2 hours of reading per day will mean that a struggling reader doesn't fall further behind. If we want them to close the gap and catch up to their peers they should be reading even more than that. (He was talking about RtI so maybe his new book on RtI would have more information about that.) Natasha -- Message: 24 Date: Tue, 10 Nov 2009 04:11:07 + From: wr...@att.net Subject: [MOSAIC] RtI To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Message-ID: 111020090411.16339.4af8e7db0005a9de3fd322218683269b0a02d29b9b0ebf0a9b079...@att.net This group really helped answer questions from me about universal screeners for RtI. Now I'm wondering about when my middle school starts RtI. I think that will happen next fall. I have read that students who are two, three, or four years behind in their reading level by middle school need an additional 90 hours of reading time??? instruction??? every day. Can anyone point me to something authoritative that asserts this? It seems as if we're going to go to half measures, and students who need additional help with get maybe 45 minutes a couple of times a week. I fear that RtI will not be successful at my school because we will not put the time into additional support for students. Thanks for any information you can give me. Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] teaching comprehension skills
Tools for Teaching Content Literacyhttp://www.amazon.com/Tools-Teaching-Content-Literacy-Janet/dp/1571103805/ref=sr_1_4?ie=UTF8s=booksqid=1257952459sr=8-4 Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me From: hutch1...@juno.com Date: Wed, 11 Nov 2009 12:31:00 + To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] teaching comprehension skills Lori, What's the name of the book? Thanks! norma “Death is not the greatest loss in life. The greatest loss is what dies inside us while we live.” -- Original Message -- From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] teaching comprehension skills Date: Wed, 11 Nov 2009 07:48:28 + Janet Allen has this little flipbook thing that is filled with strategies for working with older readers (grades 4-8, I believe, if not 4-12). I have found them to be quite sound when modified for younger children. I love the gist strategy she describes in this booklet. I am betting you would find it helpful and it is just the sort of thing to support without overwhelming. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me To: mosaic@literacyworkshop.org Date: Tue, 10 Nov 2009 21:46:13 -0500 From: rr1...@aol.com Subject: [MOSAIC] teaching comprehension skills I have been reading this list serv for years and now need some assistance. I teach fourth grade and my students are not doing well on their benchmark scores (this is NC). I need some explicit lessons on teaching skills such as main idea, questioning, summarizing, sequencing, etc. I have two new coworkers and they are really struggling with teaching reading. Quick and dirty lessons would be the best, I don't think they are inclined to read an entire book! Thanks for your help! Rosie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Doctorate Degrees Online Boost your career with an online doctoral degree. Enroll today! http://thirdpartyoffers.juno.com/TGL2131/c?cp=qneI2Y8ogp9aq-yiFXMrLwAAJz1RZyvLSDbNg1QwuFrBBUaOAAQFAM3M3D4AAAMlAAAyOQA= ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] RTI
He said a minimum of 2 hours of reading text at their level - that they can read and understand independently. Mini-lessons, conferences would need to be done as well - but he's talking about reading - not instruction. On 11/11/09 11:22 AM, Jan Sanders jgou...@hotmail.com wrote: Did he say what that 2 hours of reading should be? Pure reading? I envision some to take it as lots of phonics and skills lessons. Jan On 11/10/09 12:27 PM, Domina.Natasha domina.nata...@north-haven.k12.ct.us wrote: I just heard Richard Allington speak on Saturday and he said that 2 hours of reading per day will mean that a struggling reader doesn't fall further behind. If we want them to close the gap and catch up to their peers they should be reading even more than that. (He was talking about RtI so maybe his new book on RtI would have more information about that.) Natasha -- Message: 24 Date: Tue, 10 Nov 2009 04:11:07 + From: wr...@att.net Subject: [MOSAIC] RtI To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Message-ID: 111020090411.16339.4AF8E7DB0005A9DE3FD322218683269B0A02D29B9B0EBF0A9B079D 9...@att.net This group really helped answer questions from me about universal screeners for RtI. Now I'm wondering about when my middle school starts RtI. I think that will happen next fall. I have read that students who are two, three, or four years behind in their reading level by middle school need an additional 90 hours of reading time??? instruction??? every day. Can anyone point me to something authoritative that asserts this? It seems as if we're going to go to half measures, and students who need additional help with get maybe 45 minutes a couple of times a week. I fear that RtI will not be successful at my school because we will not put the time into additional support for students. Thanks for any information you can give me. Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] philosophical wonderings
Oh yes yes yes Beverlee! sally On 11/11/09 12:10 PM, Beverlee Paul beverleep...@gmail.com wrote: So I think the discussion about math manipulatives is grounded in educational psychology and viewpoints about learning, which is exactly what all the posters on this threat are wondering about as they've mulled over direct teaching and application of comprehension strategies. I've always said education is all about balance, and it's the most difficult balancing act there is. That's why we somehow have to lift the silly burden on our teachers or anyone with intellect, curiosity, and integrity will bail out. Preparing a living, breathing lesson/conversation about strategy use is vital; making 24 worksheets a day is not!! ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Reminder on Replies (PLEASE consider others)
We seem to have hit a bit of a hot spot on messages. Right now we have over 12,000 messages waiting to be sent. While this is a good thing in one way, it creates a serious issue in other ways. Firstly, many of you are just replying blindly. This means you hit reply, type your one sentence/paragraph and then hit send. What happens is our server gets your one sentence message and then has to spend resources posting the additional 5-10 paragraphs of quoted material. This is a huge burden as a 10k message can easily become a 30k message. Additionally we are seeing 2+ digests being sent each day. If there are 50 pages in the digest, then maybe there are 2-3 pages of new content. The rest is quotes from previous messages. PLEASE, Please, please...trim your messages. If all you have to add is an Amen or I agree, then resist the urge to send this to the ENTIRE list. Send the I agree message to the individual and *not* to the 2500 members of this list. Your help in this matter would be much appreciated. Keith Mack Web Administrator for Mosaic List km...@literacyworkshop.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] philosophical wonderings
And, again, with the math manipulative issue. My favorite thing to remember there is Hands-On, MINDS-On. The problem has come when children manipulate in a rote fashion without engagement and continued learning. In my experience, that happens most if the end result is some worksheet, which may or may not be appropriate. It happens less if manipulatives are used for instruction, not practice. But...the real issue here was what someone stated back a few posts--if an intelligent, thoughtful, observing, reflecting-teacher is teaching, it's not a bit hard to tell who who is moving objects around with a glazed look in their eyes, and who is constructing their own understanding from the concrete to the symbolic to the abstract. Manipulatives are entirely appropriate when a child(ren) are building their knowledge base. When manipulatives are no longer necessary is when that knowledge base has proceeded to the symbolic and possibly the abstract. I think we all get impatient with textbook companies suggesting silly things in order to sell books (like using manipulatives for everyone all the time), but, to be fair, I'm sure that they are once again trying to be all things to all people to sell the books, but really count on a living, breathing human to decide what should be done and what doesn't make sense. Also, I know that it's really hard for teachers to find the time to read ALL the guide, but sometimes we can really get off-base if we don't get the whole picture. If there's a little boxed place named mathematical understandings or a little boxed place named why we __, it is usually wise to read it. It might make all the difference. So why am I writing all this on the Mosaic listserve? Because constructivism and strategy development and application are the same, no matter what the content. Back in The Day, math programs asked children to memorize, but never understand, formulas and gimmicky tricks and then wondered why they couldn't apply anything or retain the instruction that they'd given. If children consistently use math manipulatives, and then sometimes graphic organizers (self-designed often) along with their brainpower, they often learn how to problem-solve: guess and check, draw a diagram, work backwards, look for a pattern A lot like determining importance, inferring, monitoring understanding A lot like hypothesizing, questioning, analyzing data, replicating experiments What do all of these have in common? Of course...strategies!! What are strategies (in any content)? *Strategies are what we do when we don't know what to do. *If children continue to use manipulatives or copying formulas and inserting data, then there is no gradual release to independence and the children don't know what to do when they don't know what to do. So I think the discussion about math manipulatives is grounded in educational psychology and viewpoints about learning, which is exactly what all the posters on this threat are wondering about as they've mulled over direct teaching and application of comprehension strategies. I've always said education is all about balance, and it's the most difficult balancing act there is. That's why we somehow have to lift the silly burden on our teachers or anyone with intellect, curiosity, and integrity will bail out. Preparing a living, breathing lesson/conversation about strategy use is vital; making 24 worksheets a day is not!! All this reminds me that I still have Arthur Hyde's book, Comprehending Math-Adapting Reading Strategies to Teach Mathematics, K-6 waiting forlornly on my shelf until I have time to read it! And I'm so looking forward to doing so...sometime. On Wed, Nov 11, 2009 at 9:46 AM, jvma...@comcast.net wrote: I've waited a long time to respond to this post because I've been mulling. My first instinct was to lash out with the wisdom of strategy instruction, but I decided to hold my tongue and consider. But thinking hasn't changed my mind. I still believe strategy instruction is a brilliant way to teach reading. When you say reading strategies are aimed at struggling readers, I cringe. I firmly believe that I am teaching ALL readers to deepen and appreciate their reading through strategy instruction and I am giving them the gift of a common language for discussion. Here's a story. I moved from 3rd grade to 5th grade this year. A few weeks ago our Lit Coach came for a surprise visit to observe reading. She later told me she was shocked at first to see that we were studying Schema and Connections in 5th grade; she thought they would be well past that. Then she took in the lesson, the depth of their understanding and discussion, and she was amazed by their engagement and insight. When you say that you think reading strategies are intuited and internalized, you may be correct. However, how far superior to learn strategies as youths and build as we delve! Like you, I am an avid reader. But I know I am a better
Re: [MOSAIC] philosophical wonderings
Bev: Many times I've planned a nice charter school staffed entirely by this group!! To quote Susan Boyle: I dreamed a dream... Judy: We used to dream that dream 30 years ago when I taught in Los Angeles. In some ways I do wish we'd opened our own school with talented teachers, but I also like working from within the established system. I just learned an enormous amount about teaching in a non-school setting. We took all of our fifth-graders to environmental camp for a week. It was hard work for the teachers, lots of fun for the kids, and beautiful views of the San Francisco bay for everyone. I learned so much about my kids as learners and human beings. We've only been back in class for 2 days and already we're a stronger group with a huge common experience we can build on for the rest of the year. To quote Margaret Mead, Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] teaching comprehension skills
Not sure if this is it but this one is a flip book and it's only $10! Tools for Teaching Content Literacy (Spiral-bound) ~ Janet Allen Janet Allen (Author) › Visit Amazon's Janet Allen Page Leslie R. Stewart Grade 3 Teacher lstew...@branford.k12.ct.us 203-481-5386, 203-483-0749 FAX From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org [mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of rr1...@aol.com [rr1...@aol.com] Sent: Wednesday, November 11, 2009 6:24 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] teaching comprehension skills Can you tell me the title of the little flipbook and where to purchase it? Thanks! -Original Message- From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Wed, Nov 11, 2009 2:48 am Subject: Re: [MOSAIC] teaching comprehension skills Janet Allen has this little flipbook thing that is filled with strategies for working with older readers (grades 4-8, I believe, if not 4-12). I have found them to be quite sound when modified for younger children. I love the gist strategy she describes in this booklet. I am betting you would find it helpful and it is just the sort of thing to support without overwhelming. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me To: mosaic@literacyworkshop.org Date: Tue, 10 Nov 2009 21:46:13 -0500 From: rr1...@aol.com Subject: [MOSAIC] teaching comprehension skills I have been reading this list serv for years and now need some assistance. I teach fourth grade and my students are not doing well on their benchmark scores (this is NC). I need some explicit lessons on teaching skills such as main idea, questioning, summarizing, sequencing, etc. I have two new coworkers and they are really struggling with teaching reading. Quick and dirty lessons would be the best, I don't think they are inclined to read an entire book! Thanks for your help! Rosie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. = ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] RtI
Original Message - From: wr...@att.net To: Mosaic: A Reading Comprehension Strategies EmailGroup mosaic@literacyworkshop.org Sent: Monday, November 09, 2009 9:11 PM Subject: [MOSAIC] RtI I have read that students who are two, three, or four years behind in their reading level by middle school need an additional 90 hours of reading time??? instruction??? every day. Can anyone point me to something authoritative that asserts this? It seems as if we're going to go to half measures, and students who need additional help with get maybe 45 minutes a couple of times a week. Jan, The book that some of us in my school district read is Annual Growth, Catch-Up Growth by Lynn Fielding, Nancy Kerr, and Paul Rosier (2007). It is the story of how the Kennewick, Washington school district met their district goal of getting 90% of their students to grade level by the end of third grade. The book outlines a mathematical model for figuring how much instructional time is needed to get a child that is reading three years below grade level to reading at grade level. The book is a pretty interesting read, although many people on this list serve will disagree with its premise. The district also has a program that services the city's preschool population that helps better prepare those children for kindergarten. The district gives the NWEA MAP test and focuses on reading, math, and writing. That is their priority. As you read their story, compare their cut score for proficiency to your district's cut score. You can also Google Kennewick, Washington School district and find out more information. That will help you a lot with your research. I also have some power point presentations from the district that I can email you privately if you would like. Thanks, Barb ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Advanced Reading class
And once again we get to see that which materials we use matters less than what we do with those materials. Never content, are we? On 11/10/09, shut...@fuse.net shut...@fuse.net wrote: To help with the notion of an advanced reading class you may want to consider: 1. Use questions that employ Bloom's top 3 levels, analysis, synthesis and evaluation 2. Use projects that allow students to use one or more of their multiple intelligences 3. Use DeBono's six hats thinking framework to analyze various literature selections 4. Have students create multi-media presentations for the class regarding various literature selections 5. Have students engage in a debate regarding characters - protagonist vs. antagonist 6. Use Kohlberg's levels of moral development and relate to various characters in the literature selection Hope this helps. reading readingwritingliter...@gmail.com wrote: The school where I teach performs very well on state standardized tests. In reading I believe the scores are well above 90%. This is my first year teaching 7th grade and the first year of a newly developed advanced literature class which I am teaching. I'm struggling with how to make the class advanced. And now we are supposed to present to the board.Theoretically, I don't like the concept of the class. I don't think my philosphy of teaching meshes well with leveled reading classes. I wanted to hear others opinions. Does your middle school have advanced classes? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- There is nothing so unequal as equal treatment of unequals.Chief Justice Oliver Wendell Holmes ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Richard Allington
He said during reading time kids need to be reading. Not doing worksheets, not doing assignments--reading. (In books at their level that kids find interesting and engaging) He did say that teachers should be meeting with small groups or one-on-one with students. I know when I was at the Reading and Writing Project's summer institute this year one of my instructors (Kathleen Tolan) talked about the importance of making sure our small group lessons don't take away from kids' reading time. She suggested that after we've done our teaching, when we have kids practice what we've taught in the small group, we have all the other kids in the group reading while we're checking up on each individual. I feel like I'm not describing this well. Hopefully you can all read between the lines (infer) and make sense even if I'm having a hard time articulating my thoughts tonight. Anyway, I think Allington would probably be of that mind. Definitely meet with small groups, but make sure that we don't spend a lot of time in the group having kids just listen to us, or just watch other kids read. I'd guess he'd say to talk briefly and get the kids back into reading. Natasha -- Message: 14 Date: Wed, 11 Nov 2009 08:22:09 -0800 From: Jan Sanders jgou...@hotmail.com Subject: Re: [MOSAIC] RTI To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Message-ID: blu0-smtp92fd0de12a26c5f2a2d202a4...@phx.gbl Content-Type: text/plain; charset=US-ASCII Did he say what that 2 hours of reading should be? Pure reading? I envision some to take it as lots of phonics and skills lessons. Jan On 11/10/09 12:27 PM, Domina.Natasha domina.nata...@north-haven.k12.ct.us wrote: I just heard Richard Allington speak on Saturday and he said that 2 hours of reading per day will mean that a struggling reader doesn't fall further behind. If we want them to close the gap and catch up to their peers they should be reading even more than that. (He was talking about RtI so maybe his new book on RtI would have more information about that.) Natasha -- ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] rti sos for kdgn, asap:)
My kindergarten ELLs love to learn with the videos from http://www.watchknow.org/ If you click on the Language Arts section and then choose Learning to Read you will find videos to support phonemic awareness, vocabulary development, and basic reading concepts. One subcategory features videos using simple speech with text on screen. Kare On Wed, Nov 11, 2009 at 9:50 AM, kelley dean kinderd...@gmail.com wrote: Really, I am struggling for fresh, explicit lessons for helping my ELL's and my struggling learners. If you can help, I would appreciate it. kjd ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] RtI
Of course they give the MAP: the president of their school board, Lynn Fielding, was the CEO of the company that developed the Levels tests. They do have some good ideas such as START programs--Start Making a Reader Today. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Ron Borchert borch...@vcn.com Date: Wed, 11 Nov 2009 19:23:03 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] RtI Original Message - From: wr...@att.net To: Mosaic: A Reading Comprehension Strategies EmailGroup mosaic@literacyworkshop.org Sent: Monday, November 09, 2009 9:11 PM Subject: [MOSAIC] RtI I have read that students who are two, three, or four years behind in their reading level by middle school need an additional 90 hours of reading time??? instruction??? every day. Can anyone point me to something authoritative that asserts this? It seems as if we're going to go to half measures, and students who need additional help with get maybe 45 minutes a couple of times a week. Jan, The book that some of us in my school district read is Annual Growth, Catch-Up Growth by Lynn Fielding, Nancy Kerr, and Paul Rosier (2007). It is the story of how the Kennewick, Washington school district met their district goal of getting 90% of their students to grade level by the end of third grade. The book outlines a mathematical model for figuring how much instructional time is needed to get a child that is reading three years below grade level to reading at grade level. The book is a pretty interesting read, although many people on this list serve will disagree with its premise. The district also has a program that services the city's preschool population that helps better prepare those children for kindergarten. The district gives the NWEA MAP test and focuses on reading, math, and writing. That is their priority. As you read their story, compare their cut score for proficiency to your district's cut score. You can also Google Kennewick, Washington School district and find out more information. That will help you a lot with your research. I also have some power point presentations from the district that I can email you privately if you would like. Thanks, Barb ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
