I went to amazon to see if I remembered correctly about the book when I answered your post earlier. The 90% Reading Goal was published in 1998 and was written by Lynn Fielding, Nancy Kerr, Paul Rasier. The book I read was Delivering on the Promise of the 95% Reading and Math Goals published in 2004. The most fascinating part, and the part I took from the book, was a vehicle for early reading. I can't remember what they called it, but we call it SMART in our school (I think they did as well)--*S*tart *M*aking *A* *R*eader *T*oday. I think that has developed into a successful volunteer program in Oregon.
On Sat, Oct 18, 2008 at 5:58 AM, Tamara Westmoreland < [EMAIL PROTECTED]> wrote: > Hi Susan- I would love to know what the title of the book is- as I grew up > in Kennewick, Washington! > Thanks, > Tami > ________________________________________ > From: [EMAIL PROTECTED] [ > [EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] [ > [EMAIL PROTECTED] > Sent: Friday, October 17, 2008 9:19 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] overwhelmed gen. ed > > Thank you for all of these posts so far. > > I agree that communication with the classroom teacher is essential and that > was always a difficulty even with Reading Recovery. We invented/created > different forms yet never seemed to hit on the one that worked, and I admit > I wasn't consistent. > > We have PLC's (Professional Learning Communities) once a week, yet I am not > always in the building where I do interventions nor is that always the topic > of discussion. At this point, we need to spend more time on it. We are a > Flint, Michigan district and all but one of our buildings are Title 1. The > one that isn't is now "Targeted Assistance", but will become full Title1 > this year. Intervention and professional development are priorities! > > I also agree that the "Merry-go-Round" effect is kooky. We are making it a > priority to be in the classroom during Reading Workshop, and make our > pull-out time "in addition to" regular classroom reading instruction. This > in itself is extremely difficult as you well know...important teaching and > learning is always occurring and children cannot miss writing or math > either. > > We have just read an interesting book (of course it is at school and the > "correct" name is escaping me). It is about "Catch-up Growth" and documents > the Kennewick, Washington School District progress toward the goal of 90% of > 3rd graders reading at grade level. It was actually published by the > district. I am not making a hard sell for the book, although it has some > very interesting perspectives. One of the most interesting in the protected > 120 minutes for literacy in which everyone in the school participates! Even > the PE teacher is teaching reading. Their paraprofessionals are well > trained and indispensable. There are definitely approaches in the book that > I do not agree with, BUT it is thought-provoking and they did make their > goal. > > We are very familiar with the Linda Dorn model and have used her web site > extensively. Being a district formerly using Reading Recovery ): the small > group, strategy based approach is wonderful. All work is done in the > context of reading/writing...something I would have a hard time living > without. > > I guess one of the major things we are grappling with is being able to > address the needs of the teachers and children without purchasing a program. > Our research base would be Marie Clay, Linda Dorn, etc. Is this possible, > legal? > > A number of years ago our Title 1 facilitators created...Ok I will say it > (a program) that they call ELI (Early Literacy Intervention). It is based > completely on Reading Recovery and is used by our paraprofessionals. It is > somewhat scripted, yet allows for tutor adaptation depending on the needs of > the child. It is also strategy-based. Our Research and Assessment > Administrator does not like it! He claims it is not research-based. So we > have this dilemma. > > I have been rambling after the morning coffee. I love this LISTSERV and > learn so much. Thanks for listening and sharing so freely. Susan > > -- > Susan Nugent > > "We cannot discover new oceans unless we have the courage to lose sight of > the shore." - unknown > > ---- "Waingort Jimenez wrote: > > Hi Kare, > > There is such a document! I got it from the Choice Literacy Site. I > cannot remember the name of the document but if you do a search on the site > itself you may be able to find it. If I can track mine down in the next day > or two I'll send more information. The idea is that the communication > between classroom teacher and specialist that often happens in the hallway > on the way somewhere else take place on paper instead. > > Elisa > > > > Elisa Waingort > > Grade 2 Spanish Bilingual > > Dalhousie Elementary > > Calgary, Canada > > > > In > > a perfect world, someone would design a quick fill in the blanks type > > of memo that both teachers would fill out and send to the other at > > regular intervals. > > > > Kare > > > > > > > > _______________________________________________ > 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. > > > ______________________________________________________________________ > This email has been scanned by the MessageLabs Email Security System. > For more information please visit http://www.messagelabs.com/email > ______________________________________________________________________ > > This email (including attachments) is intended for the addressee(s) named > above. 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