Hi Steve, I'm going to go ahead and field this one for Heather, by saying that if you go to the following address:
http://www.readinglady.com/mosaic/tools/tools.htm you can page all the way down to the bottom under "Photographs" and go to "36 Anchor charts by Heather and Ginger." I am guessing that Heather's probably look similar to these, and yes, Heather this does sound like a great teaching tool:) Heather, if you do have some photographs, it would be great to see them....I know that I personally was never forward-thinking enough to take photographs (of course, I don't have a digital camera either!) May Dartez Title L.A. 6-8 Georgia On Aug 8, 2007, at 8:53 PM, <[EMAIL PROTECTED]> wrote: > Heather, > > Those posters sound like a great teaching tool. If you have examples > of those posters in electronic form, would you be able to send those > to the list? Thanks. Steve > > ---- Heather Poland <[EMAIL PROTECTED]> wrote: >> Ahh, my specialty :) I've taught intervention classes and am now a >> literacy >> coach for the intervention classes at my school. >> >> One thing many of these students need is success. They have had YEARS >> of >> failure and do not feel good about it. They will tell you they do not >> like >> reading, but if you find the right book for them, they do! >> >> I always had a read aloud - sometimes they had a copy of the book, >> sometimes >> they didn't. I also think teaching *strategies* (like you would do in >> workshop) is the way to go. When I taught my intervention class I >> used a lot >> of ideas from Cris Tovani's I Read It, But I Don't Get It. One of the >> most >> important lessons I did was about listening to the voice on your head >> from >> that book. Many of these students don't realize that you talk back to >> the >> book and there is that voice in your head. >> >> Also, another important area to work on is teaching them how to >> access texts >> in *every* content area. This is what the program I work with now >> focuses >> on, and we have seen great success! The students go to their content >> area >> classes and feel like experts because they know how to navigate the >> text. >> >> It's super important to teach them about text structure - if they >> know how a >> particular genre is set up, they will know what to expect from that >> type of >> text when they get to it. For example, the articles in Scholastic (a >> GREAT >> resource) are set up: Anecdote, general info about topic, back to >> anecdote. >> When they kids know this and are taken through it and you discuss why >> the >> anecdote is there, they really start to understand. Often, when you >> give >> them these articles without going over the text structure, they get >> caught >> up in the anecdotes and think that is the point of the article, when >> it's >> not. >> Textbooks have a different structure, as do other genres. In the >> intervention classes at my school, we keep charts up about the >> different >> text structures, text features, and different processes we go through >> to >> understand the text. >> >> On 9/8/07, Janet Smith <[EMAIL PROTECTED]> wrote: >>> >>> Pat, I have had at least one Reading Intervention class for the past >>> two >>> years, and this year I will be having two. The first year I really >>> floundered.....tried to make it "fun" and do some novels, etc. That >>> did >>> not >>> work at all. So last year I tried to make a routine that would make >>> the >>> kids >>> feel safe, but not punished. I did a vocabulary activity (including a >>> SHORT >>> worksheet , modeling state questions) on Monday, some short text from >>> magazines on Tuesday, some extended response questions on Wednesday, >>> and >>> some personal responses to articles (including compare/contrast, >>> questioning >>> visualizing, connecting) on Thursday. If everyone was there every >>> day, and >>> tried to complete the work, on Friday I gave them a day to play >>> chess, >>> scrabble, or do jigsaw puzzles. These activities are excellent for >>> concentration and problem solving. I had a very successful year with >>> the >>> kids, and all but one passed the Ohio State Reading Achievement >>> Test. When >>> I >>> use short text, I often use magazines from Scholastic. Hope this >>> helps. >>> Janet...Ohio 8th Grade Reading >>> >>> >>> -------Original Message------- >>> >>> From: [EMAIL PROTECTED] >>> Date: 8/8/2007 4:23:50 PM >>> To: [email protected] >>> Subject: [LIT] Struggling MIddle School Readers >>> >>> I just received my schedule for the next school year. I will have >>> three >>> 8th >>> grade AIS (academic intervention services) classes. These students >>> are the >>> lowest regular ed readers on the grade level. Class size will be kept >>> small. >>> These >>> kids will be missing some of the more fun classes (technology, art >>> etc) to >>> take this reading course. I would love to hear how other middle >>> school >>> teachers >>> would work with this group. >>> >>> Pat - NY >>> >>> >>> ************************************** >>> Get a sneak peek of the >>> all-new AOL at http://discover.aol.com/memed/aolcom30tour >>> _______________________________________________ >>> The Literacy Workshop ListServ http://www.literacyworkshop.org >>> >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. >>> >>> Search the LIT archives at http://snipurl.com/LITArchive >>> _______________________________________________ >>> The Literacy Workshop ListServ http://www.literacyworkshop.org >>> >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. >>> >>> Search the LIT archives at http://snipurl.com/LITArchive >>> >> >> >> >> -- >> - Heather >> >> "The world of books is the most remarkable creation of >> man. Nothing else that he builds ever lasts. Monuments >> fall; nations perish; civilizations grow old and die out; >> new races build others. But in the world of books are >> volumes that have seen this happen again and again and yet >> live on. Still young, still as fresh as the day they were >> written, still telling men's hearts of the hearts of men >> centuries dead." --Clarence Day >> >> "While the rhetoric is highly effective, remarkably little >> good evidence exists that there's any educational substance >> behind the accountability and testing movement." >> —Peter Sacks, Standardized Minds >> >> "When our children fail competency tests the schools lose >> funding. When our missiles fail tests, we increase >> funding. " >> —Dennis Kucinich, Democratic Presidential Candidate >> _______________________________________________ >> The Literacy Workshop ListServ http://www.literacyworkshop.org >> >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. >> >> Search the LIT archives at http://snipurl.com/LITArchive > > _______________________________________________ > The Literacy Workshop ListServ http://www.literacyworkshop.org > > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. > > Search the LIT archives at http://snipurl.com/LITArchive _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
