Young adult literature. Elisa
On 06/11/10 4:08 PM, "Cindy MacDonald" <[email protected]> wrote: > What is YA lit please??? > Sent from my Verizon Wireless BlackBerry > > -----Original Message----- > From: Linda Janney <[email protected]> > Sender: [email protected] > Date: Sat, 06 Nov 2010 15:12:50 > To: <[email protected]> > Reply-To: "Mosaic: A Reading Comprehension Strategies Email Group" > <[email protected]> > Cc: <[email protected]> > Subject: Re: [MOSAIC] Mosaic Digest, Vol 51, Issue 1 > > I want to address both issues: content area reading and stamina. As a high > school reading teacher (Florida mandates that underperforming students must > take semesters of reading classes in lieu of electives.), my experience has > taught me that students need a period of time during the day to read > self-selected text to help build stamina. This is a practice we were fortunate > to incorporate in our classes. However, it must be monitored or they will sit > their and pretend to read. We spent hours teaching them how to pick out great > books. We read and familiarized ourselves with YA lit. We could recommend > books that teenagers literally 'eat' up! We built our kids' stamina to being > able to sit for an hour engrossed in a book. I am not making this up. Oh, yes, > we built large classroom libraries filled with YA lit. > > > Now you are wondering when we had to to instruct and just what does a reading > teacher do in high school. > > > We had a smart administrator. Our blocks of time were 110 minutes long. That > leaves a great deal of time for instruction and practice and monitoring. We > worked on teaching our kids to think about what they were reading, not just to > read the words. We taught them to mark up text, like all college students do. > Cris Tovani has written several books that inspired our instructional > practice. > > > One of our best HS reading teachers was originally a middle school social > studies teacher who used many of these practices in his MS classroom. > > > I admire the fact that you want to help your kids understand what they are > reading. Trust me it can be done. I did it for five years. I miss my > teenagers! But now I have a chance to make a difference when they are young. > > > > > Linda Janney > John Muir Elementary School > Second Grade > > > "Nobody can change you unless you want the change to happen." > Patrick Ndovie > > > > > > > > > > -----Original Message----- > From: [email protected] > To: [email protected] > Sent: Thu, Nov 4, 2010 9:00 am > Subject: Mosaic Digest, Vol 51, Issue 1 > > > 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. High School request for ideas (ginger/rob) > 2. Re: High School request for ideas (Dana Berg) > 3. Re: High School request for ideas (Sally Thomas) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Wed, 3 Nov 2010 21:16:00 -0500 > From: "ginger/rob" <[email protected]> > To: "1 mosaic list" <[email protected]> > Subject: [MOSAIC] High School request for ideas > Message-ID: <afc3a32f30d145719a7798189522a...@kitchencomputer> > Content-Type: text/plain; charset="iso-8859-1" > > I received this email and I believe she intended it for the Mosaic group so > I am forwarding it on: > ++++++++++++++++++++++++++++++ > My name is C. Wright. I am trying to incorporate reading into my 11th grade > content area because our students score low on the reading and social > studies part of the exam. I know part of the problem is that may students > do not know how to read. Some do not comprehend. So I am trying to teach > students how to be successful readers on the test as well as acquire a life > skill. I noticed that if the passages are long many students do not any > attempt to read. My greatest problem is trying to find strategies that work > during a reading assignment. The before and after is okay, but during the > reading my strategies fade. > Carolyn Wright > [email protected] > > > > > ------------------------------ > > Message: 2 > Date: Thu, 04 Nov 2010 05:12:54 -0600 > From: "Dana Berg" <[email protected]> > To: "Mosaic: A Reading Comprehension Strategies Email Group" > <[email protected]> > Subject: Re: [MOSAIC] High School request for ideas > Message-ID: <[email protected]> > Content-Type: text/plain;charset=iso-8859-1;format="flowed" > > > > > On Wed, 3 Nov 2010 21:16:00 -0500 > "ginger/rob" <[email protected]> wrote: >> I received this email and I believe she intended it for the Mosaic group so >> I am forwarding it on: >> ++++++++++++++++++++++++++++++ >> My name is C. Wright. I am trying to incorporate reading into my 11th grade >> content area because our students score low on the reading and social >> studies part of the exam. I know part of the problem is that may students >> do not know how to read. Some do not comprehend. So I am trying to teach >> students how to be successful readers on the test as well as acquire a life >> skill. I noticed that if the passages are long many students do not any >> attempt to read. My greatest problem is trying to find strategies that work >> during a reading assignment. The before and after is okay, but during the >> reading my strategies fade. >> Carolyn Wright >> [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. >> > > A resource you might want to purchase is a book called,"Taking the > Test"..Authored by Connrad, Allen, Zimmer...they are Colorado teachers, staff > developers with PEBC...it highlights teh CSAP state test but migh offer > valuable strategies. DB > > > > ------------------------------ > > Message: 3 > Date: Thu, 04 Nov 2010 04:14:42 -0700 > From: Sally Thomas <[email protected]> > To: mosaic listserve <[email protected]> > Subject: Re: [MOSAIC] High School request for ideas > Message-ID: <c8f7e3b2.2d52%[email protected]> > Content-Type: text/plain; charset=US-ASCII > > I think many readers don't develop reading stamina. The effort tires them > quickly, and it's especially hard when they are not motivated. I would not > lower the quality of the readings but make them shorter. Pick out key > passages for them to problem solve with as readers and then you fill in the > gaps with your input. OR jig saw and let students teach each other their > shorter parts. As an English teacher for example, I would pick 5 or 6 key > scenes (either because of theme, plot, whatever) and students would read > those in the original with great care and lots of discussion, often reading > as readers theater etc. But I would fill in the rest. They did not have > the stamina to wrestle with the whole play in Elizabethan English. > > How wonderful that you are seeing your role in supporting students reading > in the content areas!!! Takes a village as the saying goes. Thank you. > Sally > > > On 11/3/10 7:16 PM, "ginger/rob" <[email protected]> wrote: > >> I received this email and I believe she intended it for the Mosaic group so >> I am forwarding it on: >> ++++++++++++++++++++++++++++++ >> My name is C. Wright. I am trying to incorporate reading into my 11th grade >> content area because our students score low on the reading and social >> studies part of the exam. I know part of the problem is that may students >> do not know how to read. Some do not comprehend. So I am trying to teach >> students how to be successful readers on the test as well as acquire a life >> skill. I noticed that if the passages are long many students do not any >> attempt to read. My greatest problem is trying to find strategies that work >> during a reading assignment. The before and after is okay, but during the >> reading my strategies fade. >> Carolyn Wright >> [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. >> > > > > > > ------------------------------ > > _______________________________________________ > 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 51, Issue 1 > ************************************* > > > > _______________________________________________ > 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. > _______________________________________________ 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.
