Thank you May. Steve ---- Ty Dartez <[EMAIL PROTECTED]> wrote: > 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
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