Several years ago I ran across some research that said that 70 - 80% of
students learn to read well with a top-down (phonics) reading model, and
that 70 - 80% of student learn to read well with a bottom-up (holistic)
reading model. I have used this information to explain why I might try
a different approach when a child is not succeeding with one or the
other. Does anyone know the source of this information, or did I just
dream it up? It seems to follow very closely the same results that we
are getting with the DIBELS test.
Lisa
Tennessee
>>> <[EMAIL PROTECTED]> 05/29/07 12:00 PM >>>
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Today's Topics:
1. Re: End of Year Reflection (Laura Rieben)
2. Re: Re-replies to my fluency v. comprehension (Renee)
3. Re: End of Year Reflection (elaine garan)
4. Re: workshop model (Olga Reynolds)
5. DIBELS Results ([EMAIL PROTECTED])
6. Re: DIBELS Results ([EMAIL PROTECTED])
7. Re: DIBELS Results (elaine garan)
8. Re: DIBELS Results (Vien, Carol)
9. Re: NYC Middle School Reading (Robins Maureen (25Q194))
10. NYC Middle School Reading + Webb's Depth of Knowledge (Linda)
11. Elem Novel for Holidays ([EMAIL PROTECTED])
12. Re: Question for Tim about songs (Joy)
13. Re: End of Year Reflection/upper elem (Joy)
14. Re: Question for Tim about songs (Bill Roberts)
15. Re: End of Year Reflection (Joy)
16. Re: End of Year Reflection (elaine garan)
17. Re: End of Year Reflection (Patricia Kimathi)
18. Re: DIBELS Results ([EMAIL PROTECTED])
19. Re: rigor of curriculum with strategies (Patricia Kimathi)
20. Re: wAndering minds (Amy and Christine Rebera)
21. Re: DIBELS Results ([EMAIL PROTECTED])
22. Re: Elem Novel for Holidays ([EMAIL PROTECTED])
23. Re: Question for Tim about songs (Tim Rasinski)
24. Re: Question for Tim about songs (Tim Rasinski)
25. Re: wAndering minds (addendum to my last post) (Tim Rasinski)
26. Re: Re-replies to my fluency v. comprehension (Tim Rasinski)
----------------------------------------------------------------------
Message: 1
Date: Mon, 28 May 2007 12:11:44 -0400
From: "Laura Rieben" <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] End of Year Reflection
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Message-ID:
<[EMAIL PROTECTED]>
Content-Type: text/plain; charset=ISO-8859-1; format=flowed
This was my first year attempting to use the comprehension strategies
with
kindergarten, also. I loved using them with first and second graders
(unlike Ginger, I was coming from below, so to me, those second grade
responses were fabulous!!). One of the chalenges in kindergarten is the
decoding, concepts of print, sharing reading, etc. takes up most of the
first half of the year. I did a good job with some of the strategies
(prediction, schema/connections, questioning), a so-so job with some of
them
(visualization, determining importance, inference) and never made it to
synthesis. I was able to get the kids to use sticky notes to write
questions, we were able to decide if the question was answered in the
book,
and whether it was an interesting question that we would use inference
to
answer. These kids will go on next year to a team of first grade
teachers
who did a book study on Debbie Miller with me two years ago, so I know
my
kids are going to continue to grow in using the strategies. I am more
convinced than ever that this is the way to teach, even in the youngest
grades, to get kids more concerned about the meaning of the text and not
just the words they can decode, especially after reading some of Elaine
Garan's book.
------------------------------
Message: 2
Date: Mon, 28 May 2007 09:31:35 -0700
From: Renee <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] Re-replies to my fluency v. comprehension
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset=ISO-8859-1; format=flowed
Terry,
You say that your students work on Reader's Theater fifteen minutes a
day when they arrive. Could you tell us what other work they are doing
in reading? For example, are you working from a particular reading
program? If so, are you mandated to use it a certain way? What kinds of
things are you required to do, and what things do you do on your own?
What does a typical literacy block look like in your classroom?
Renee
On May 27, 2007, at 5:35 PM, [EMAIL PROTECTED] wrote:
>
> I have found this conversation so interesting. I was one of the lucky
> participants who saw Tim Rasinski last summer at the Georgia Reading
> and Writing Conference and I was convinced to try some strategies he
> had presented. Before that time I had used Reader's Theater to help
> with fluency, but after hearing him speak I knew I had to be
> consistent. This year it became consistent, and EVERY student made
> gains in their rate as measured by DIBELS. That is enough for me to
> know I will continue to use it as I did this year. On Monday, students
> came in and found a new script (plays, poems, speeches, etc) on their
> desk and put it into their binder. Their morning work was to practice
> with their group, about 15 minutes each day. On Friday they performed.
> Yes, they increased in rate....but they also improved in fluency. I
> LOVED to listen to them read, they began to see the importance of
> expression, to pay attention to punctuation, to think about the
> meaning and adjust accordingly.
>
> I was disheartened when we looked at DIBEL scores and was told that
> the instruction was not effective because students did not meet the
> benchmark. But I still disagree, it was effective. They did make gains
> in rate, every student, and more importantly made the gains I
> mentioned above. I do believe in this strategy and will use it again.
>
> Also, they loved to perform, they became more confident, and they
> understood?fluency's importance. Each time they performed they also
> made comments to the students, pointing out the things they did well,
> and they noticed the gains of specific students. I am saving all the
> sites listed here for next year. I also purchased some of the books
> from Benchmark with a grant I received. I see they have some new ones
> with speeches and other genres. I am hoping to order more.
>
> So glad to see Tim Rasinski post here, if you have not heard him
> speak, and have the opportunity, GO!
>
> Thanks,
>
> Terry/Fl/2,3 Loop"Learning isn't a means to an end; it is an end in
> itself."
~ Robert A. Heinlein
------------------------------
Message: 3
Date: Mon, 28 May 2007 12:00:24 -0700
From: elaine garan <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] End of Year Reflection
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; delsp=yes; charset=US-ASCII; format=flowed
I'd just like to add two thoughts here to the discussion. Absolutely,
it's essential to start comprehension in kindergarten. One of the most
powerful, research- proven method for doing so is through read alouds
with lots of discussion. Doing so gives children a sense of story
structure, that reading is about meaning, but there is also a wealth of
research that shows that just listening to stories build children's
vocabulary.
The second thought is that there is that skills can be taught in
context but they can STILL be taught directly. Direct instruction and
teaching skills through context are not mutually exclusive approaches,
or at least they don't have to be. In other words, by teaching skills
directly, after a text has been read or through a shared writing
experience, teachers enrich their instruction. They give kids the
benefit of acquiring skills naturally, incidentally through involvement
with the text (be it a book or a shared writing experience) but they
also provide the benefit of direct instruction (or instructing
directly).
I have a truckload of government research that supports the teaching
of phonics and other skills in context as well as the importance of
print rich environments, read alouds, shared reading and comprehension
strategies right from the beginning-- before kindergarten and of course
in kindergarten. Providing kids with lots of exposure to literature
does not mean that we aren't teaching skills and it doesn't have to
mean that we are not teaching skills directly. It means that we are
teaching skills in a way that will stick.
I too used sticky notes with k kids in fact, one of my big "aha's!"
came when I was working with kindergarten children. I think somehow out
there in the world of those who decide what we're supposed to do ( many
of whom never taught themselves!), there's this illusion that the more
we skill and drill young kids, the better they'll read. Actually, the
truth is that isolated skills instruction is a total and absolute
abstraction for young kids who as we all know, learn through
experience. The more we make skills instruction meaningful and
relevant, the more concrete it is. The more we detach it from how it is
used, the more abstract and therefore, the more difficult we make it.
I doubt we can name one single life skill that children learn in the
abstract. Not vocabulary, nothing. Yet for some reason when we get them
to school, it seems as if we forget that and detach skills from the
authentic experience that gives those skills vitality and relevance.
What's more, there are a many ways, not just one to teach the same
concepts including as I illustrate in my book, creating our own texts
with the kids.
On Monday, May 28, 2007, at 09:11 AM, Laura Rieben wrote:
> This was my first year attempting to use the comprehension strategies
> with
> kindergarten, also. I loved using them with first and second graders
> (unlike Ginger, I was coming from below, so to me, those second grade
> responses were fabulous!!). One of the chalenges in kindergarten is
> the
> decoding, concepts of print, sharing reading, etc. takes up most of
> the
> first half of the year. I did a good job with some of the strategies
> (prediction, schema/connections, questioning), a so-so job with some
> of them
> (visualization, determining importance, inference) and never made it
to
> synthesis. I was able to get the kids to use sticky notes to write
> questions, we were able to decide if the question was answered in the
> book,
> and whether it was an interesting question that we would use inference
> to
> answer. These kids will go on next year to a team of first grade
> teachers
> who did a book study on Debbie Miller with me two years ago, so I know
> my
> kids are going to continue to grow in using the strategies. I am more
> convinced than ever that this is the way to teach, even in the
youngest
> grades, to get kids more concerned about the meaning of the text and
> not
> just the words they can decode, especially after reading some of
Elaine
> Garan's book.
> _______________________________________________
> 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: 4
Date: Mon, 28 May 2007 11:43:37 -0700 (PDT)
From: Olga Reynolds <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] workshop model
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset=iso-8859-1
Shelley,
Is it possible for you to send me some classroom
models for yoyr reader's workshop. Our district will
be going to balanced literacy
next year and I would like some background on it!
Thanks,
olga
------------------------------
Message: 5
Date: Mon, 28 May 2007 19:31:36 +0000
From: [EMAIL PROTECTED]
Subject: [MOSAIC] DIBELS Results
To: [email protected]
Message-ID:
<[EMAIL PROTECTED]>
Content-Type: text/plain
I recently completed the DIBELS assessment on all our first grade
students - I'm a Reading Specialist. This year something really stood
out for me when I did the scoring. At first, I thought it was just a
fluke, but as I continued through the three classrooms, a pattern began
to emerge. I'm just wondering if anyone els
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