Kay Kuenzl-Stenerson Literacy Coach Merrill Middle School > "Love of reading and writing is not taught, it is created. > Love of reading and writing is not required, it is inspired. > Love of reading and writing is not demanded, it is exemplified. > Love of reading and writing, is not exacted, it is quickened. > Love of reading and writing is not solicited, it is activated." > -Russell Stauffer, 1980
________________________________ From: Kuenzl-Stenerson Kay Sent: Fri 9/5/2008 11:32 AM To: [email protected] Subject: RE: Reference for shorter text A book you may be interested in for teaching shorter Test would be LESS IS MORE by Kimberly Hill Campbell. It is written toward Grades 6 - 12 but you may find some useful ideas for upper elementary also. You may find something in the resources to help you. I know there is research to support Graphic Novels in the appendix. Kay Kuenzl-Stenerson Literacy Coach Merrill Middle School "We live in a world in which we need to share responsibility. It's easy to say, 'It's not my child, not my community, not my world, not my problem.' Then there are those, who see the need and respond. I consider those people my heroes." ~ Fred Rogers ________________________________ From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Fri 9/5/2008 11:00 AM To: [email protected] Subject: Mosaic Digest, Vol 25, Issue 6 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. text length (STEWART, L) 2. Re: text length (Beverlee Paul) 3. Re: text length (William Roberts) 4. Re: text length (STEWART, L) 5. Re: Let's talk synthesis! (elisa kifer) 6. Re: Let's talk synthesis! (Beverlee Paul) 7. Re: Let's talk synthesis! (elisa kifer) 8. Re: Let's talk synthesis! (Beverlee Paul) 9. Re: Let's talk synthesis! (Beverlee Paul) 10. Re: text length (William Roberts) 11. Re: text length (William Roberts) 12. Re: HELP! I need help with leveling picture books for the strategies (Jennifer Olimpieri) 13. Re: RtI comment + New ? (Jennifer Olimpieri) 14. Re: text length (ljackson) 15. Re: text length (ljackson) 16. Re: text length (ljackson) 17. Re: Let's talk synthesis! (ljackson) 18. Re: RtI comment + New ? (ljackson) 19. Re: Let's talk synthesis! (elisa kifer) 20. Re: text length (STEWART, L) ---------------------------------------------------------------------- Message: 1 Date: Thu, 4 Sep 2008 16:10:18 -0400 From: "STEWART, L" <[EMAIL PROTECTED]> Subject: [MOSAIC] text length To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset="us-ascii" The latest "philosophy" for teaching reading in my school is that we may only use "short" pieces of text or very short novels in our classrooms for upper elementary students,(3rd and 4th graders) regardless of their reading level based on DRA 2 scores. Last year I held a before school reading "club" so that I could have the opportunity to read and appreciate, through discussion, lengthier and more meaningful text with my level 40 and above readers. Are any of you dealing with this latest "fad" in your districts? Do any of you have any research that would support the use of shorter or longer text with upper elementary readers? I have only found one reference that supported the use of longer text with upper elementary students to build stamina (Practice with Purpose Debbie Diller). If you are aware of any current research on this topic, please share. Thanks. Leslie ------------------------------ Message: 2 Date: Thu, 4 Sep 2008 14:35:21 -0600 From: "Beverlee Paul" <[EMAIL PROTECTED]> Subject: Re: [MOSAIC] text length To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset=ISO-8859-1 I don't have any research at hand, but I do know that there's some research showing that short texts are excellent for modeling, shared reading, even much of guided reading, but even with that information, the use of short texts shouldn't be generalized to ALL reading because if it is, readers will never practice the application independently of the skills taught (through short texts), especially the deep structure. On Thu, Sep 4, 2008 at 2:10 PM, STEWART, L <[EMAIL PROTECTED]>wrote: > The latest "philosophy" for teaching reading in my school is that we may > only use "short" pieces of text or very short novels in our classrooms for > upper elementary students,(3rd and 4th graders) regardless of their reading > level based on DRA 2 scores. Last year I held a before school reading > "club" so that I could have the opportunity to read and appreciate, through > discussion, lengthier and more meaningful text with my level 40 and above > readers. Are any of you dealing with this latest "fad" in your districts? > Do any of you have any research that would support the use of shorter or > longer text with upper elementary readers? I have only found one reference > that supported the use of longer text with upper elementary students to > build stamina (Practice with Purpose Debbie Diller). If you are aware of > any current research on this topic, please share. > Thanks. > Leslie > _______________________________________________ > 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.
