I have tried to end my subscription 2x without success -- Margaret LaRaia Senior Editorial Projects Manager Special Markets Pearson Prentice Hall 501 Boylston Street Boston, MA 02116 T 617 671 2485 F 617 671 2536
> From: <[EMAIL PROTECTED]> > Reply-To: <[email protected]> > Date: Mon, 07 May 2007 12:00:08 -0400 > To: <[email protected]> > Subject: Mosaic Digest, Vol 9, Issue 7 > > Send Mosaic mailing list submissions to > [email protected] > > To subscribe or unsubscribe via the World Wide Web, visit > http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org > > or, via email, send a message with subject or body 'help' to > [EMAIL PROTECTED] > > You can reach the person managing the list at > [EMAIL PROTECTED] > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Mosaic digest..." > > > Today's Topics: > > 1. Re: 2nd language learners (thomas) > 2. Re: 2nd language learners (Debbie Goodis) > 3. Re: 2nd language learners ([EMAIL PROTECTED]) > 4. High-low books for comprehension strategies (Carolyn Heaney) > 5. Re: High-low books for comprehension strategies ([EMAIL PROTECTED]) > 6. Re: 2nd language learners ([EMAIL PROTECTED]) > 7. Re: 2nd language learners ([EMAIL PROTECTED]) > 8. Re: errors using DRA2 (Kelly Andrews-Babcock) > 9. Re: 2nd language learners ([EMAIL PROTECTED]) > 10. Re: 2nd language learners-for Heather ([EMAIL PROTECTED]) > 11. Re: 2nd language learners (j browne) > 12. Working with ELL's (Kevin Kleinert) > 13. Re: 2nd language learners-for Heather (Heather Wall) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Sun, 06 May 2007 09:32:50 -0700 > From: thomas <[EMAIL PROTECTED]> > Subject: Re: [MOSAIC] 2nd language learners > To: "Mosaic: A Reading Comprehension Strategies Email Group" > <[email protected]> > Message-ID: <[EMAIL PROTECTED]> > Content-Type: text/plain; charset=US-ASCII > > Elaine Castro was a wonderful teacher who wrote an article ....if you can do > a search! > > > On 5/6/07 7:33 AM, "Heather Wall" <[EMAIL PROTECTED]> wrote: > >> I'm hoping some of you can help me with my search - I've recently accepted a >> job as instructional coach at a school that is 99% Hispanic, 88% of whom >> qualify for ESOL services. Free and reduced lunch qualifications is way up >> there too. I'm looking for some books/articles that share success stories in >> situations similar to this. I can find info on schools that work with lots of >> economically disadvantaged kids, but we're unique in that we have so many 2nd >> language learners with so few 1st language students to serve as models. We're >> going to be working a lot on balanced literacy next year, with a focus on >> writing workshop, and so I feel like we're heading in the right direction. >> But >> what I would love is to read about schools that have been through this and >> succeeded, the strategies they used with their students and with teachers in >> professional learning. Any ideas? Thanks in advance for your help. >> >> Heather Wall/ 3rd grade/ Georgia >> NBCT 2005 >> Literacy: Reading - Language Arts >> _______________________________________________ >> Mosaic mailing list >> [email protected] >> 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. >> > > > > > > ------------------------------ > > Message: 2 > Date: Sun, 6 May 2007 09:39:03 -0700 (PDT) > From: Debbie Goodis <[EMAIL PROTECTED]> > Subject: Re: [MOSAIC] 2nd language learners > To: "Mosaic: A Reading Comprehension Strategies Email Group" > <[email protected]> > Message-ID: <[EMAIL PROTECTED]> > Content-Type: text/plain; charset=iso-8859-1 > > You should definitely look into GLAD strategies. They were developed for these > students specifically. Google projectglad or Santa Ana Unified School > district, Fountain Valley School district: All in California, but GLAD is > nationwide. > Debbie > > thomas <[EMAIL PROTECTED]> wrote: Elaine Castro was a wonderful > teacher who wrote an article ....if you can do > a search! > > > On 5/6/07 7:33 AM, "Heather Wall" wrote: > >> I'm hoping some of you can help me with my search - I've recently accepted a >> job as instructional coach at a school that is 99% Hispanic, 88% of whom >> qualify for ESOL services. Free and reduced lunch qualifications is way up >> there too. I'm looking for some books/articles that share success stories in >> situations similar to this. I can find info on schools that work with lots of >> economically disadvantaged kids, but we're unique in that we have so many 2nd >> language learners with so few 1st language students to serve as models. We're >> going to be working a lot on balanced literacy next year, with a focus on >> writing workshop, and so I feel like we're heading in the right direction. >> But >> what I would love is to read about schools that have been through this and >> succeeded, the strategies they used with their students and with teachers in >> professional learning. Any ideas? Thanks in advance for your help. >> >> Heather Wall/ 3rd grade/ Georgia >> NBCT 2005 >> Literacy: Reading - Language Arts >> _______________________________________________ >> Mosaic mailing list >> [email protected] >> 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 > [email protected] > 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. > > > > > --------------------------------- > Finding fabulous fares is fun. > Let Yahoo! FareChase search your favorite travel sites to find flight and > hotel bargains. > > ------------------------------ > > Message: 3 > Date: Sun, 6 May 2007 12:56:56 -0400 > From: <[EMAIL PROTECTED]> > Subject: Re: [MOSAIC] 2nd language learners > To: "Mosaic: A Reading Comprehension Strategies Email Group" > <[email protected]> > Message-ID: > <[EMAIL PROTECTED]> > Content-Type: text/plain; charset=utf-8 > > > > ---- Heather Wall <[EMAIL PROTECTED]> wrote: > > ============= > I'm hoping some of you can help me with my search - I've recently accepted a > job as instructional coach at a school that is 99% Hispanic, 88% of whom > qualify for ESOL services. Free and reduced lunch qualifications is way up > there too. I'm looking for some books/articles that share success stories in > situations similar to this. I can find info on schools that work with lots of > economically disadvantaged kids, but we're unique in that we have so many 2nd > language learners with so few 1st language students to serve as models. We're > going to be working a lot on balanced literacy next year, with a focus on > writing workshop, and so I feel like we're heading in the right direction. But > what I would love is to read about schools that have been through this and > succeeded, the strategies they used with their students and with teachers in > professional learning. Any ideas? Thanks in advance for your help. > > Heather Wall/ 3rd grade/ Georgia > NBCT 2005 > Literacy: Reading - Language Arts > _______________________________________________ > Mosaic mailing list > [email protected] > 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. > > Heather, > You may have already heard of these but I thought I would email them anyway: > http://dibels.uroegon.edu/data/index.php?DIBELS (Dynamic Indicators of Basic > Early Language Skills) > www.earobics.com?EAROBICS > htp://www.kidwriting.homestad.com?Kid Writing by Isabel Cardonic and Eileen > Feldgus > I also have many more sites on my website: > http://polsellikindergarten.tripod.com? KinderSquirt > Just click on Literacy to follow links to websites I use frequently. Also, I > created "Planting A Literacy Garden". I found a way to developmentally > incorporate thinking strategies into my daily teaching writing routines while > practicing Kid Writing skills. > Good Luck, > -- > Michele Polselli NBCT '06 > PMS Literacy Coordinator & K Teacher > Portsmouth School Dept. > Portsmouth, RI 02871 > [EMAIL PROTECTED] > > > > ------------------------------ > > Message: 4 > Date: Sun, 6 May 2007 13:29:09 -0400 > From: "Carolyn Heaney" <[EMAIL PROTECTED]> > Subject: [MOSAIC] High-low books for comprehension strategies > To: <[email protected]> > Message-ID: <[EMAIL PROTECTED]> > Content-Type: text/plain; charset="iso-8859-1" > > Hello all, > > I have a question about using comprehension strategies in guided reading with > low readers in 3rd grade and above. Does anybody have any suggestions for any > high-low books that offer good opportunities to support these strategies? I > have all the lists from R. with Meaning, Strategies that Work, etc., but my > kids need books with low readability and high interest level for their age > category. Thanks for any and all suggestions > > Carolyn > > [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]> > > ------------------------------ > > Message: 5 > Date: Sun, 6 May 2007 13:34:32 EDT > From: [EMAIL PROTECTED] > Subject: Re: [MOSAIC] High-low books for comprehension strategies > To: [email protected] > Message-ID: <[EMAIL PROTECTED]> > Content-Type: text/plain; charset="US-ASCII" > > > Look at orbit guided reading books by Pacific company; also eyewitness books > by Pearson. > Maxine > > Hello all, > > I have a question about using comprehension strategies in guided reading > with low readers in 3rd grade and above. Does anybody have any suggestions > for > any high-low books that offer good opportunities to support these strategies? > I have all the lists from R. with Meaning, Strategies that Work, etc., but my > kids need books with low readability and high interest level for their age > category. Thanks for any and all suggestions > > > > > > > ************************************** See what's free at http://www.aol.com. > > > ------------------------------ > > Message: 6 > Date: Sun, 06 May 2007 18:21:23 +0000 > From: [EMAIL PROTECTED] > Subject: Re: [MOSAIC] 2nd language learners > To: "Mosaic: A Reading Comprehension Strategies Email Group" > <[email protected]>, "Mosaic: A Reading Comprehension > Strategies Email Group" <[email protected]> > Message-ID: > <[EMAIL PROTECTED] > net> > > > Heather, > You didn't indicate whether the school provided bilingual literacy. I agree > with Sally about supporting the first language while the kids are learning > English. When I was teaching in Los Angeles some years ago, Eastman School > developed a program, The Eastman Approach, which was very successful for > helping students continue learning in their first language while they were > acquiring English. Also, Stephen Krashen has just announced the publication > of a new book by Fay Shin and Krashen, "Summer Reading: Program and Evidence." > From Krashen: "Contains a full report of Fay Shin‚s highly successful summer > reading project in California (which I refer to as „Goosebumps Summer‰ in my > talks). Access to good reading, time to read, discussion of reading among the > children, browsing in the library resulted in good gains in vocabulary, > spectacular gains in reading comprehension ˆ 1.3 years in 5.5 > weeks on one test! Also contains a review of research on the positive impact > of pleasure reading over the summer. " > You might also check out Krashen's book, "The Power of Reading, Second > Edition: Insights from the Research." > > Michele/Oregon > -------------- Original message ---------------------- > From: thomas <[EMAIL PROTECTED]> >> In a way this is an ideal situation for supporting the children's first >> language and doing late exit into English. I have valued over the years all >> of the work done by Barbara Flores - work down in the area near the border >> of Mexico comes to mind. These was an awesome teacher there...think her >> name was Elain ??? And she published an article in a edited journal by >> Flores. There were articles back then - say the late 80s and early 90s >> before all the legislation aginst bilingual ed. I think the TAWL journal >> had some, Primary Voices and Language Arts. I would look back through >> indexes to see some of these inspiring stories. They are still totally >> applicable if you have the freedom! >> >> Check out anything by the Goodmans and the teachers they've worked with. I >> also think David and Yvonne Freeman have described such classrooms and >> associated pedagogy in their books. I'll look on my shelves when I get back >> to school. >> >> sally >> >> >> On 5/6/07 7:33 AM, "Heather Wall" <[EMAIL PROTECTED]> wrote: >> >>> I'm hoping some of you can help me with my search - I've recently accepted a >>> job as instructional coach at a school that is 99% Hispanic, 88% of whom >>> qualify for ESOL services. Free and reduced lunch qualifications is way up >>> there too. I'm looking for some books/articles that share success stories in >>> situations similar to this. I can find info on schools that work with lots >>> of >>> economically disadvantaged kids, but we're unique in that we have so many >>> 2nd >>> language learners with so few 1st language students to serve as models. >>> We're >>> going to be working a lot on balanced literacy next year, with a focus on >>> writing workshop, and so I feel like we're heading in the right direction. >>> But >>> what I would love is to read about schools that have been through this and >>> succeeded, the strategies they used with their students and with teachers in >>> professional learning. Any ideas? Thanks in advance for your help. >>> >>> Heather Wall/ 3rd grade/ Georgia >>> NBCT 2005 >>> Literacy: Reading - Language Arts >>> _______________________________________________ >>> Mosaic mailing list >>> [email protected] >>> 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 >> [email protected] >> 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. >> > > > > > ------------------------------ > > Message: 7 > Date: Sun, 6 May 2007 14:35:28 -0500 (CDT) > From: [EMAIL PROTECTED] > Subject: Re: [MOSAIC] 2nd language learners > To: "Mosaic: A Reading Comprehension Strategies Email Group" > <[email protected]> > Message-ID: > <[EMAIL PROTECTED]> > Content-Type: text/plain;charset=iso-8859-1 > > Are you familiar with the 90/90/90 schools? These are schools that are 90% > free and reduced lunch, 90% diversity, and I can't remember the other. > However, they beat the odds and do well on state mandated tests. There are > several key indicators that all schools that achieve have in common. If > you goggle, 90/90/90 schools, you should be able to see some of the > reports. > Now, they are looking at 100/100/100 schools that are seeing the same > achievements. > It usually involves: a focus, everyone working together--all the thins > that we know must be in place for achievement to occur. > Carol > LA Content Specialist, K-8 > La Grange, Il >> >> ---- Heather Wall <[EMAIL PROTECTED]> wrote: >> >> ============= >> I'm hoping some of you can help me with my search - I've recently accepted >> a job as instructional coach at a school that is 99% Hispanic, 88% of whom >> qualify for ESOL services. Free and reduced lunch qualifications is way up >> there too. I'm looking for some books/articles that share success stories >> in situations similar to this. I can find info on schools that work with >> lots of economically disadvantaged kids, but we're unique in that we have >> so many 2nd language learners with so few 1st language students to serve >> as models. We're going to be working a lot on balanced literacy next year, >> with a focus on writing workshop, and so I feel like we're heading in the >> right direction. But what I would love is to read about schools that have >> been through this and succeeded, the strategies they used with their >> students and with teachers in professional learning. Any ideas? Thanks in >> advance for your help. >> >> Heather Wall/ 3rd grade/ Georgia >> NBCT 2005 >> Literacy: Reading - Language Arts >> _______________________________________________ >> Mosaic mailing list >> [email protected] >> 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. >> >> Heather, >> You may have already heard of these but I thought I would email them >> anyway: >> http://dibels.uroegon.edu/data/index.php? DIBELS (Dynamic Indicators of >> Basic Early Language Skills) >> www.earobics.com? EAROBICS >> htp://www.kidwriting.homestad.com? Kid Writing by Isabel Cardonic and >> Eileen Feldgus >> I also have many more sites on my website: >> http://polsellikindergarten.tripod.com? KinderSquirt >> Just click on Literacy to follow links to websites I use frequently. Also, >> I created "Planting A Literacy Garden". I found a way to developmentally >> incorporate thinking strategies into my daily teaching writing routines >> while practicing Kid Writing skills. >> Good Luck, >> -- >> Michele Polselli NBCT '06 >> PMS Literacy Coordinator & K Teacher >> Portsmouth School Dept. >> Portsmouth, RI 02871 >> [EMAIL PROTECTED] >> >> _______________________________________________ >> Mosaic mailing list >> [email protected] >> 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. >> >> > > > > > > ------------------------------ > > Message: 8 > Date: Sun, 6 May 2007 15:59:51 -0400 > From: "Kelly Andrews-Babcock" <[EMAIL PROTECTED]> > Subject: Re: [MOSAIC] errors using DRA2 > To: "Mosaic: A Reading Comprehension Strategies Email Group" > <[email protected]> > Message-ID: > <[EMAIL PROTECTED]> > Content-Type: text/plain; charset="iso-8859-1" > > DRA 2 Questions > We also are using the DRA 2 and were made aware of several changes. In the > revised Teacher Guide/Blackline Master all changes were updated. Changes were > on the comprehension areas between instructional/intervention. That's huge at > the lower grades. > I was not aware of the errors you spoke of. What level text was that at? > We received all new TG/BM & CD's from Pearson. If you haven't contacted them > about the continuing errors - please do that and let me know the titles as > well. Thanks for your information! > Kelly AB > > > > -----Original Message----- > From: [EMAIL PROTECTED] on behalf of Mary Lou > Sent: Sat 5/5/2007 4:20 AM > To: 'Mosaic: A Reading Comprehension Strategies Email Group' > Subject: [MOSAIC] errors using DRA2 > > > > > > > > _______________________________________________ > Mosaic mailing list > [email protected] > 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. > > > > ------------------------------ > > Message: 9 > Date: Sun, 6 May 2007 16:17:08 EDT > From: [EMAIL PROTECTED] > Subject: Re: [MOSAIC] 2nd language learners > To: [email protected] > Message-ID: <[EMAIL PROTECTED]> > Content-Type: text/plain; charset="US-ASCII" > > I agree on GLAD strategies. It is a week of training, but well worth it. We > have trainers on staff in our district. > Marsha > > > > ************************************** See what's free at http://www.aol.com. > > > ------------------------------ > > Message: 10 > Date: Sun, 6 May 2007 17:17:01 EDT > From: [EMAIL PROTECTED] > Subject: Re: [MOSAIC] 2nd language learners-for Heather > To: [email protected] > Message-ID: <[EMAIL PROTECTED]> > Content-Type: text/plain; charset="US-ASCII" > > > In a message dated 5/6/07 4:34:43 AM, [EMAIL PROTECTED] writes: >> I'm looking for some books/articles that share success stories in >> situations similar to this. I can find info on schools that work with lots of >> economically disadvantaged kids, but we're unique in that we have so many 2nd >> language learners with so few 1st language students to serve as models. We're >> going >> to be working a lot on balanced literacy next year, with a focus on writing >> workshop, and so I feel like we're heading in the right direction. >> > > Heather, > I'm in a similar school as yours with a high population of L1 students with > NEP/LEP status and few native English speakers. We are also in comprehensive > school reform because our school has not met the state standards (frustrating > when our LEP students have to take the state assessment as NCLB mandates) and > because of this have adopted a design model that focuses on the workshop > approach to reading and writing. We found Reeves work on 90/90/90 schools > helpful. His study, conducted at school sites with 90% economically > disadvantaged, > over 90% ethnic minority, and over 90% achieving at high standards (students > MET reading standards), categorically analyzed trends and patterns in > instruction. Besides a strong focus on continuous improvement and student > achievement, > he found that these schools emphasize non-fiction genre study and non-fiction > writing. > I agree with you that your focus on writing will be beneficial because as the > teachers at my school found, non-fiction reading and writing increases our > students' vocabulary, academic language, schema and prior knowledge base. > Along with the MOT strategies that this list-serv supports, we find both > explicit > instruction in non-fiction and MOT comprehension strategies have been > extremely helpful. You can download a pdf at > http://www.makingstandardswork.com/Downloads/AinA%20Ch19.pdf and his email is > at [EMAIL PROTECTED] > > Kenji Hakuta's work out of Stanford Univ. has also been insightful. He > edited the comprehensive report Improving Schooling for Language-Minority > Children > and we found the entire document (497 pages worth!). helpful as they survey > all the empirical studies done on English language learners and on schools > that > serve them. Especially helpful were chapter 6 on program evaluation, > chapter 7 on school and classroom effectiveness, and chapter 8 preparation and > development of teachers serving ELLs. After their review of 33 schools, they > (like Reeves above) identify effective schools and classrooms that have > similar > attributes-- one of these attributes include explicit instruction in reading > and writing strategies. This document can be found at the National Academies > Press website at www.nap.edu/catalog/5286.html > > Finally, through Hakuta's work, we found a reference to Claude Goldenberg's > work out of UCLA helpful for the practical application of ICs or instructional > conversations that promote comprehension through oral discussion. His > article on this can be found in The Reading Teacher Vol. 46, No. 4. > Instructional > Conversations came out of Tharp & Gallimore's work and in Goldenberg's > article, he outlines a discussion-based lesson geared toward creating > opportunities > for ELL's conceptual and linguistic development. Along with the MOT > strategies, I use this IC discussion lesson template, especially when > determining > importance for the author's message/theme. You can email me off-line for the > the > Goldenber'gs pdf from the issue of The Reading Teacher that my librarian > located for me. > > Kathy > Gr. 2 > > > ************************************** > See what's free at > http://www.aol.com. > > > ------------------------------ > > Message: 11 > Date: Sun, 6 May 2007 17:29:02 -0400 > From: "j browne" <[EMAIL PROTECTED]> > Subject: Re: [MOSAIC] 2nd language learners > To: "Mosaic: A Reading Comprehension Strategies Email Group" > <[email protected]> > Message-ID: <[EMAIL PROTECTED]> > Content-Type: text/plain; charset="iso-8859-1" > > Heather, > > Check out www.colorincolorado.org > you may find some useful information at this site. > > Jean/NJ > > > > > ------------------------------ > > Message: 12 > Date: Sun, 6 May 2007 18:33:07 -0400 > From: "Kevin Kleinert" <[EMAIL PROTECTED]> > Subject: [MOSAIC] Working with ELL's > To: <[email protected]> > Message-ID: <[EMAIL PROTECTED]> > Content-Type: text/plain; charset="iso-8859-1" > > Dear Heather > I am an ESL teacher in a K - 6 school that is 50% ELL. I highly recommend > reading Juli Kendall and Outey Khuon's book titled "Making Sense - > Comprehension Strategies for Small Group's of ELL's" It is the "Strategies > That Work" for ELL's! They also have a writing book as well. You can find > them at Stenhouse. I believe you can read the first chapter on line on the > Middleweb website indicated below. I would highly recommend reading Julie's > website. Although sad to say Juli passed away, her Middleweb website is still > maintained! She did a tremendous amount of work in California with Hispanic > speaking students. I would buy her books and read her website. > I have several Spanish speakers. We use the Harcourt Trophies series. > Although I am not a fan of the series, it does contain a lot of literature > related to the Hispanic community. Your students will love to read about > their culture and heritage. Juli lists many good literature sources to use > for both reader's and writer's workshop. > http://www.middleweb.com/mw/workshop/R_W_Project.html > > As students move along the acquisition spectrum, you will come to find the > students will have common errors in their language development Obviously, > irregular verbs, tenses and endings will be difficult. Unlike some other > languages, Spanish to English is a little easier for most. Being a low -socio > economic community brings other challenges. You will need to build a lot of > background and expose them to experiences as much as you can. Many of my > students need a background in American history/culture and social studies in > general. Anytime you can develop their academic language will help them > across the content areas. Fiction can be difficult to read due to the many > idioms, figurative language, vocabulary and multiple meaning words. I tend to > read fiction to my beginners while modeling reading strategies and explaining > the language. I have them read non - fiction in guided reading. As they move > from beginners to intermediates, then I begin to introduce more fiction. > Although I know it is important to develop their reading and writing skills, > it is also important to develop their academic language and vocabulary. I > just started literature circles with my older intermediate to advanced > students. One group is reading the Henry Zipser "D" is for Salami. I find > some of the students understand the humor in the book and are truly enjoying > it, while others in that group do not comprehend some of it because they have > not fully assimilated culturally. Keep in mind it takes 6 - 9 years to become > truly fluent in a language and 10 - 16 years to assimilate to a culture. Many > of your younger students (grades k - 2) will learn to read and write in > English and not in Spanish. English will quickly become their primary > language (although they may not be fluent). Encourage your families to > continue development in their first language. The more solid a foundation a > child has in their first language and pre - literacy skills the more apt they > are to > develop a second language. > > Best wishes to you. I love my job because I love my students. I learn more > from them than they do from me. You will enjoy learning about their culture. > Feel free to email me off the listserv at any time! > > Donna Kleinert > Hatfield PA. > > ------------------------------ > > Message: 13 > Date: Sun, 6 May 2007 19:03:33 -0700 (PDT) > From: Heather Wall <[EMAIL PROTECTED]> > Subject: Re: [MOSAIC] 2nd language learners-for Heather > To: "Mosaic: A Reading Comprehension Strategies Email Group" > <[email protected]> > Message-ID: <[EMAIL PROTECTED]> > Content-Type: text/plain; charset=ascii > > Thank you to everyone who has had info/books/articles/researchers to recommend > - I have my reading cut out for me! The listserv came through for me, again, > as I desparately hoped you would! > > If you have more advice/readings, keep 'em coming! > > Heather Wall/ 3rd grade/ Georgia > NBCT 2005 > Literacy: Reading - Language Arts > > > > ----- Original Message ---- > From: "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> > To: [email protected] > Sent: Sunday, May 6, 2007 5:17:01 PM > Subject: Re: [MOSAIC] 2nd language learners-for Heather > > > In a message dated 5/6/07 4:34:43 AM, [EMAIL PROTECTED] writes: >> I'm looking for some books/articles that share success stories in >> situations similar to this. I can find info on schools that work with lots of >> economically disadvantaged kids, but we're unique in that we have so many 2nd >> language learners with so few 1st language students to serve as models. We're >> going >> to be working a lot on balanced literacy next year, with a focus on writing >> workshop, and so I feel like we're heading in the right direction. >> > > Heather, > I'm in a similar school as yours with a high population of L1 students with > NEP/LEP status and few native English speakers. We are also in comprehensive > school reform because our school has not met the state standards (frustrating > when our LEP students have to take the state assessment as NCLB mandates) and > because of this have adopted a design model that focuses on the workshop > approach to reading and writing. We found Reeves work on 90/90/90 schools > helpful. His study, conducted at school sites with 90% economically > disadvantaged, > over 90% ethnic minority, and over 90% achieving at high standards (students > MET reading standards), categorically analyzed trends and patterns in > instruction. Besides a strong focus on continuous improvement and student > achievement, > he found that these schools emphasize non-fiction genre study and non-fiction > writing. > I agree with you that your focus on writing will be beneficial because as the > teachers at my school found, non-fiction reading and writing increases our > students' vocabulary, academic language, schema and prior knowledge base. > Along with the MOT strategies that this list-serv supports, we find both > explicit > instruction in non-fiction and MOT comprehension strategies have been > extremely helpful. You can download a pdf at > http://www.makingstandardswork.com/Downloads/AinA%20Ch19.pdf and his email is > at [EMAIL PROTECTED] > > Kenji Hakuta's work out of Stanford Univ. has also been insightful. He > edited the comprehensive report Improving Schooling for Language-Minority > Children > and we found the entire document (497 pages worth!). helpful as they survey > all the empirical studies done on English language learners and on schools > that > serve them. Especially helpful were chapter 6 on program evaluation, > chapter 7 on school and classroom effectiveness, and chapter 8 preparation > and > development of teachers serving ELLs. After their review of 33 schools, > they > (like Reeves above) identify effective schools and classrooms that have > similar > attributes-- one of these attributes include explicit instruction in reading > and writing strategies. This document can be found at the National > Academies > Press website at www.nap.edu/catalog/5286.html > > Finally, through Hakuta's work, we found a reference to Claude Goldenberg's > work out of UCLA helpful for the practical application of ICs or > instructional > conversations that promote comprehension through oral discussion. His > article on this can be found in The Reading Teacher Vol. 46, No. 4. > Instructional > Conversations came out of Tharp & Gallimore's work and in Goldenberg's > article, he outlines a discussion-based lesson geared toward creating > opportunities > for ELL's conceptual and linguistic development. Along with the MOT > strategies, I use this IC discussion lesson template, especially when > determining > importance for the author's message/theme. You can email me off-line for > the > the > Goldenber'gs pdf from the issue of The Reading Teacher that my librarian > located for me. > > Kathy > Gr. 2 > > > ************************************** > See what's free at > http://www.aol.com. > _______________________________________________ > Mosaic mailing list > [email protected] > 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 > [email protected] > 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. > > End of Mosaic Digest, Vol 9, Issue 7 > ************************************ *********************************************************************** This email may contain confidential material. If you were not an intended recipient, please notify the sender and delete all copies. We may monitor email to and from our network. *********************************************************************** _______________________________________________ Mosaic mailing list [email protected] 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.
