Carol,
Thanks for all your helpful suggestions. We do have Accelerated Reader
at our school, and most of the kids made their goal for the previous
nine weeks. I definitely do not have a lot of environmental print in
the room---fire marshal has strict rules and I am required to have some
posters from Houghton MIfflin up, as well question stem posters
mandated by the county. We are currently reading The Lightning Thief
as a class, the students are really enjoying it!
Rosie
-----Original Message-----
From: C McLoughlin <[email protected]>
To: [email protected]
Sent: Sat, Jan 30, 2010 4:45 pm
Subject: [MOSAIC] Fw: Re: help with remediation of reading objectives
Sounds like a challenge! I would suggest planning for the following
for
remediation and for general instructional purposes:
1 - pull small groups of students at a time - defnitely no more than 6,
4 is
better
2- develop a number of small teaching points to focus on within each of
your
major objectives. Then teach the necessary strategies using texts at
the
students' instructional level - likely lower than grade level
3 - have students practice the learned strategy independently or with a
partner
or small group (when they are ready) using an independent level text -
lower
level than guided reading text
4 - give students lots of opportunities to build and use vocab from
classroom
read alouds (e.g. grade-level texts they did not have to struggle thru
themselves). Incentives for using words is helpful - tally chart,
certificates
for "wordsmiths", etc.
5- use charts and graphs for multiple reasons throughout the day to
accustom children to seeing and interpreting them ... lunch orders,
favorite
subject, summary of predictions, etc as well as subject-related
contexts.
6 - make sure there is a lot of environmental print in the room, with
image
scaffolds if possible. e.g. charts and graphs, story vocab with
pictures and
definitions; step-by-step think-aloud summaries of strategy
use/character
analysis, etc (first written by teacher, later by students) on chart
paper;
story maps of current and recent stories read, etc.
7 - refer to environmental print in teaching, and use it with student
independent work as well (read around the room, find words that ...,
explain a
chart/graph to a friend then have friend write explanation, etc)
8 - incentivize reading both within and outside of class, and make sure
students
are choosing "just-right" books for this purpose. Might want to set
goals for
each student, so that a non-reader who reads 2 (non-chapter) books a
week will
still get a prize, an avid reader would have to read 5 chapters of a
grade-level
text to get a prize, and so on. More reading - with appropriate texts -
will
only help.
Hope you find some of that helpful. Good luck!
Carol McLoughlin
Reading Specialist/ESL Teacher
Long Island, NY
--- On Sat, 1/30/10, EDWARD JACKSON <[email protected]> wrote:
From: EDWARD JACKSON <[email protected]>
Subject: Re: [MOSAIC] help with remediation of reading objectives
To: [email protected]
Date: Saturday, January 30, 2010, 1:09 PM
First thoughts--objective #2 seems broadly written to address multiple
genres
but all the points to follow revolved around fiction. That doesn't seem
to be
taking you where you what to go.
Lori Jackson M.Ed.Reading Specialist
Broken Bow, NE
EMAILING FOR THE GREATER GOOD
Join me
To: [email protected]
Date: Sat, 30 Jan 2010 10:02:35 -0500
From: [email protected]
Subject: [MOSAIC] help with remediation of reading objectives
This may not be the best place to ask, but I thought I would try...
I teach fourth grade, this is my first year there, after moving up
from
3rd. I am also grade level chair and have just myself and two brand
new teachers on my grade level.
I have been asked to participate in an intervention block for my
grade
level.test scores aren't where we would like them to be and we need
to
make AYP this year or we will have more sanctions.
Here are the objectives that my students are low on...Any
advice/resources on how to reteach these would be greatly appreciated.
1. Identify key words and discover their meanings and relationship
through a variety of strategies. (I take this to be context clues,
although the language of the objective is not clear, in my opinion).
2. Respond to fiction, nonfiction, poetry, and drama using
interpretive, critical and evaluative processes by:
a. Analyzing the impact of authors' word choice and context
b. Examining the reasons for characters' action
c. Identifying and examining characters' motives
d Considering a situation or problem from different
characters'
point of view
e. Analyzing differences among genres
f. Making inferences and drawing conclusions about
characters,
events, and themes
3. Analyze characters, events, and plots within and between
selections
and cite supporting evidence.
4. Analyze and integrate information from one or more sources to
expand understanding of text including graphs, charts and/or maps.
I would greatly appreciate any help that could be provided. The
powers
that be want the teachers to plan for this remediation themselves.
However...I am trying to understand how that is wise, since they
planned the first time and the students didn't master the skill.
Rosie
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[email protected]
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To unsubscribe or modify your membership please go to
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