On 5/7/07 2:29 PM, "Keith Mack" <[EMAIL PROTECTED]> wrote: > Done.
Keith > Mack [EMAIL PROTECTED] http://www.literacyworkshop.org -----Origina > l Message----- From: LaRaia, Margaret [mailto:[EMAIL PROTECTED] > Sent: Monday, May 07, 2007 9:14 AM To: [email protected] Subject: > Re: [MOSAIC] Mosaic Digest, Vol 9, Issue 7 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: > <050620071821.8583.463E1CA30004A531000021872200751090CB0B9D01000 > [EMAIL PROTECTED] t. > 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 Shins 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 ? 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. S > earch 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. S > earch 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.
