Kay...see links at the bottom. I would unsubscribe your old address and
resubscribe with you new. Perhaps wait to unsubscribe to insure you new email
is working.
In a message dated 4/15/2011 3:44:29 P.M. Eastern Daylight Time,
kay.kuenzl-stener...@oshkosh.k12.wi.us writes:
I need to cha
There is a link at the bottom of every email from the list that tells you how
to unsubscribe
Sent from my iPhone
On Apr 3, 2011, at 10:38 PM, "Jean" wrote:
> Please take me off this mailing list. Thank you.
>
> Jeannie
>
>
>
> -Original Message-
> From: mosaic-bounces+jean705=veri
It may be on Teacher Tube and that may not be blocked at your school
Sent from my iPhone
On Mar 14, 2011, at 3:06 PM, "Glynda Terry"
wrote:
Our school filters also block YouTube. However, I think I "googled"
for it last year and found it a couple of different ways that got
around our fi
They have to be taught how to behave. First, make explicit what
benefits come to them from being on task... What it is they are
learning during this time... You need to create a sense of urgency. I
do this by talking about the power of good writing... The power to
make someone laugh or cry.
It is used for help in identifying students for learning
disabilities... And for gifted and talented programs
Sent from my iPhone
On Oct 7, 2010, at 11:18 AM, Jeana Wise
wrote:
Are there any other schools giving the OLSAT test? What are the
benefits and what does your school do with the
I think this is time for a couple of quick reminders to the listserv.
First of all, Keith does a great job with the list. The average member has
NO idea how much he does behind the scenes to keep things running. He adds
members, takes them off when they request, helps people when their schoo
Sports illustrated for kids costs nothing for title one classrooms?
Sent from my iPhone
On Aug 14, 2010, at 10:33 AM, Bobbi Berglund
wrote:
I have used Ranger Rick in third grade to expose students to more
reading of
informational text as well as build background knowledge. I applied
fo
In a message dated 7/13/2010 2:18:23 P.M. Eastern Daylight Time,
gail...@charter.net writes:
Maybe I was the only one that really enjoyed the SRA cards. I loved the
race against the clock (we had to time ourselves) and then even the quiz.
I
was able to see how much I remembered of what
I would say, after checking the What's Hot list,
My gut would tell me the following items are HOT:
1. Academic Vocabulary
2. RtI
3. Research based programs.
Jennifer
___
Mosaic mailing list
Mosaic@literacyworkshop.org
To unsubscribe or modify your me
Yes!
Sent from my iPhone
On Jun 17, 2010, at 9:02 AM, "Stein, Ellen H." wrote:
Will we be notified when it's available?
Ellen Stein
Reading Resource Teacher
Riverview Elementary School
410-887-1428
est...@bcps.org
-Original Message-
From: mosaic-bounces+estein=bcps@liter
Gena
It cannot be sent through the listserv. The only way we can share it is to
post it to the Tools page. Please send it off list to me OR to Keith Mack
so we can upload for you.
Jennifer (list moderator)
In a message dated 6/16/2010 1:08:14 P.M. Eastern Daylight Time,
gena.sch...@yahoo.co
Carrie
When I teach elementary summer school, I try to focus intensely on three
things...inferring, strategies for learning vocabulary, and a high volume of
reading high interest literature.
In my opinion, the ability to infer leads to so many other skills...like
predicting outcomes, analyzin
Sue
Main idea...always a struggle for my kids as are any kinds of big picture
questions. One thing I have found helpful is to help kids consider your
purpose for reading a particular text. What is most important in the text is
then what suits your purpose as a reader. I think that the idea th
In a message dated 1/31/2010 2:24:48 P.M. Eastern Standard Time,
jvma...@comcast.net writes:
Judy
P.S. All your questions are excellent. May I reply to more than one?
Judy...OF COURSE!
Jennifer
___
Mosaic mailing list
Mosaic@literacyworkshop
Hello all, from a snowy Maryland!
We had an unanticipated 7 inches of snow yesterday...and it is gorgeous
this morning...although the roads are quite dangerous, keeping me from church!
As I have a few quiet minutes to reflect on our listserv, we have been
quiet of late...and there has not be
There has been a lot of debate on this on the list before and I am sure you
will get a lot of responses to this. I tend to think of inferencing as the
thinking process and drawing conclusions as one possible result of
inferring.
Jennifer
In a message dated 11/19/2009 1:13:28 P.M. Easter
Hi Leslie
I think perhaps we need to begin to define what it means to teach reading
strategies--what exactly do we mean...what exactly do we do when we teach
reading strategies? I agree, and I think, so would Ellin that sometimes we
overdo our strategy instruction and make our focus of read
Judy
Good thoughts...I agree. The only exception, I guess, would be moralistic
tales like fables where the story is written specifically to teach a lesson.
Jennifer
In a message dated 11/8/2009 5:55:50 P.M. Eastern Standard Time,
jvma...@comcast.net writes:
And I'll muddy the waters furt
There was an article in Reading Teacher a while back that argued that a
skill was a strategy made automatic and unconscious. ...By that argument, if
you want kids to make connections as an automatic thing when they
read...then it is a skill. Otherwise if kids are consciously using it as a
Maura
Now I will muddy the waters a bit...our district says the author's purpose
is one of three things...she writes to inform, to entertain or to
persuade. Authors message and theme are used interchangeably.
Jennifer
In a message dated 11/8/2009 1:02:29 P.M. Eastern Standard Time,
mimos..
Deb,
I am sorry, I have never done peer conferencing but would love to hear
more. Anyone???
Jennifer
In a message dated 9/10/2009 7:39:20 P.M. Eastern Daylight Time,
debhold...@aol.com writes:
Ginger, Jennifer or anyone else out there:
Could you help me out with what guidelines you set up
I think what bothers me most about this, from the sound of it, is that we
are testing for a level only. What is most worthwhile about listening to
oral reading is to get a sense of what strategies the children are using. Are
they effectively using beginning, middle and ending sounds? Are th
If you want Leslie's grammar piece DO NOT hit reply and ask on the
listserv. Email Leslie directly. Lots of "me too" messages can cause certain
servers to start bouncing emails from Mosaic as spam and then members start
getting knocked off the listserv. Besides, it is part of our listserv
Jan
We use TPRI in K---Texas Primary Reading Inventory. It does not include
the things that bother me most about DIBELS...the one minute timings and
reading of nonsense words. We use it for K only but there are 1-2 grade
materials too.
Jennifer
In a message dated 8/27/2009 5:10:01 P.M. Ea
Shannon
I love the Mo Willems series of Pigeon books: Don't let the Pigeon Drive
the Bus, Pigeon finds a Hot Dog. They are very amusing and good for inferring
and predicting. I have used them K-5. Fifth graders love them as much as
the K kids.
Jennifer
In a message dated 8/22/2009 1:46:18 P
Lauren
Labeling the objects in a child's environment is a great thing to do.
Eventually, we want kids to just look at words and know them. When you read,
you
know all the words...you don't sound them all out. Knowing some words by
sight gives kids a boost so they don't have to labor throug
Nancy
I have a copy of the article and am reading it now. I am in the process of
contacting IRA and see if I can get temporary permission to post it on the
tools page. I am an IRA member so we will see.
Jennifer
In a message dated 8/16/2009 10:20:00 A.M. Eastern Daylight Time,
creeche...@ao
I think this would be a great discussion to have on the list. Anyone who is
taking graduate classes can probably get the article through their
university library. Unfortunately, I cannot post it on the tools page without
breaking copyright. Anyone have any other ideas?
Jennifer
In a message
Angela
I am going to suggest you go to the archives and look for info on
corrective reading and SRA. They have been discussed exhaustively on this list
in
the past.
I might also suggest that group members email Angela on her home account
if you have anything new to add to what we have al
I would ask
"What have you read lately?" If they are not readers themselves, they will
have a harder time being effective teachers of literacy. (It isn't
impossible...just harder, I think.)
Jennifer
In a message dated 8/13/2009 7:52:04 P.M. Eastern Daylight Time,
amy.lesem...@gmail.com wri
Okay everyone,
I am going to take an opportunity to remind folks about this listserv and
its purpose.
Please keep the posts related to reading comprehension or at least reading
in general as it relates to comprehension.
Please refrain from posts that:
1. Sell things...remember that if the
My computer is on a cart...the kids use it too so it isn't my computer and
I can roll it around the room, though if I want an internet connection, I
only have one option. I have no data projector so no worries about
controls...
Jennifer
In a message dated 8/9/2009 5:47:47 P.M. Eastern Daylig
I use the kidney shaped table AS my desk. More surface space for me to
spread out my piles...I guess it makes me feel a bit more organized because I
can see what is in each pile. :-) LOL
I work with my kids on the floor as well.
Jennifer
In a message dated 8/9/2009 1:56:10 P.M. Eastern Day
Amber
You monitor students through conferences with them. It is extremely
effective since you get one on one teaching time with them. How much experience
did you have with SSR in your elementary career? SSR is often considered one
of the best ways to get kids to love reading. You give them
Glynis
A great place to begin is yard sales! When you have your own classroom
...many of us use bonus points from Scholastic or other book clubs to get
classroom libraries.
Jennifer
In a message dated 8/5/2009 2:27:59 A.M. Eastern Daylight Time,
monpe...@comcast.net writes:
I am a student
Elisa
I am lucky...I have a principal who is a former reading specialist and
Instructional Facilitator who is also extremely knowledgeable in literacy.
While we have a reading series...it is a tool not the curriculum. If I can
justify what I am doing is best for kids, I have great flexibili
Elisa
A lot is folded into that word work time...including spelling,
handwriting, vocabulary instruction, etc. This framework is new to our
teachers and
what I am recommending to them that this time is NOT about decontextualized
drills..etc. I would expect that if we are spelling words w
Elisa
You wanted to know how I am going to start strategy instruction this year?
Well, first things first, I am going to do a little assessment. I am only
working in grades 2 and 4 this year but for a longer period of time. We have
a new Language Arts framework and the teachers will have 45
One thing to keep in mind...what you say and what you do matters. Watch
your language very carefully. Don't say things like "You have to get your
reading work done first before you go outside." Using the word work gives it a
negative connotation. Model your own enthusiasm for booksuse
Karen
I think we need to be clear first that there are many ways of grouping
children...by reading ability, by strategy need, by student interest to name a
few. I am flexible when I group and use all these types of grouping
depending on what I am teaching. So, when I start the year I like t
Anne Marie and Bev
I took care of it. You email Keith, our wonderful tech guy...
Jennifer
In a message dated 7/23/2009 5:36:58 P.M. Eastern Daylight Time,
russ...@stjohns.k12.fl.us writes:
"Mosaic: A Reading Comprehension Strategies Email Group"
writes:
>Would you please submit this to g
Hi everyone,
I just spent a few minutes catching up on the listserv email. (I am working on
my doctorate and have class Wednesday night and that precludes me reading
MOSAIC most Wednesday evenings so I was behind a bit.)
I just want to thank the membership for politely working through the phon
When they connect like that...I ask them a follow up question... in the
politest of tones... "So what?" or sometimes I just say "So" and wait
them out. Another question that works..."And what do you understand now with
that connection that you didn't understand before?" I want to keep t
YES! But you have to teach children what real reading is...and make sure
they are really reading.
Jennifer
In a message dated 6/30/2009 4:38:13 P.M. Eastern Daylight Time,
linz...@aol.com writes:
As teachers, do?you think that Silent Sustained Reading
improves?individual reading scores o
Joy
I would love for the discussion to begin again...I could use some help
moderating though. I am teaching summer school and am taking classes this
summer so I have a pretty full plate. I do think Ellins' book is something
everyone should read and discussion only enriches its messages.
Jen
In Ellin's post, she refers to the discussion on To Understand.
Here is the link to the archived discussion.
_http://www.mail-archive.com/underst...@literacyworkshop.org/_
(http://www.mail-archive.com/underst...@literacyworkshop.org/)
There were some amazing posts and some deep discussion thank
Jen
I am a 16 year teaching veteran. I refer to them all the time!
Jennifer
In a message dated 6/24/2009 9:25:37 P.M. Eastern Daylight Time,
gradeagr...@gmail.com writes:
Hi all! I am a student taking a literacy course and have taught 5th grade.
We have just finished Cunningham & Debbie Mill
Lisa
Thanks for the reminder...even the moderator needs that from time to time!
Let's see if we can move back into more discussions about comprehension.
Jennifer
I know this is a comprehension list, but it makes sense that you might post
this
here since there are so many highly qualified,
Sure. I don't like the emphasis on nonsense words which I think confuses kids
and makes them over-rely on the visual cue system over other cue systems. I
don't like that you cannot move on in the program unless the child masters the
skills... There is not an alternate lesson...you keep repeating
There are many reasons why you will get discrepancies between tests. Here are a
few:
1. Assessments given on different days are but a snapshot. Kids can be sick on
one day, or distracted.
2. Some kids comprehend better when they read aloud...others when they read to
themselves. For example,
Jane
Sure. It has been a while and I hope I remember accurately... those of you who
use DRA, pipe up if you see I mischaracterize the DRA. We thought the text was
more interesting and better quality in F and P. We liked the idea of
comprehension conversations scored with a rubric rather than fir
Sure, Lori.
My district trained me in Wilson. (It was the most painful three days I have
ever been through.) If I were to use the program and have a certifed trainer
observe me using it effectively I could become certified as a Wilson teacher.
Problem is, I am not a 'program girl' in the end
I guess planning is one way you could do a PLC...but I think you lose the
inquiry when you do it this way.
We let the teachers generate questions of interest related mainly to
students...we look at student data and research ways to improve learning.
There must be lots of ways to do PLC.
Jen
Lois
Our district assessment committee looked at all the available running
record kits last summer and decided that Fountas and Pinnell was the best of
the
group...more tools for less money...we also liked how there was fiction
and non-fiction in each level.
Jennifer
In a message dated 6/2
Hi
I think that the first question you have to get an answer for, Angela, is
what is the purpose for taking running records? Are you finding appropriate
reading levels for instruction? If your school is using it in a formative
way, then it doesn't really matter what leveling system is being
June
We have had successful implementation of PLCs in my school. They are formed
in grade levels with a member of the school's instructional leadership
team as facilitator. The facilitator begins each year by helping each team
establish ground rules. Then, on a half-size chart tablet the te
50-70 percent for me. I am lucky.
Jennifer
In a message dated 6/18/2009 9:00:47 P.M. Eastern Daylight Time,
zeal4learn...@gmail.com writes:
Hello everyone,
I have a side question for everyone. I know that at every school you can
find at least one more more teachers that say come the end of t
You must get "Baseball, Snakes and Summer Squash" by Donald Graves. Even
some of my 'toughest' boys loved the poems in it.
Jennifer
In a message dated 6/16/2009 11:43:02 P.M. Eastern Daylight Time,
nasn...@hotmail.com writes:
I will be a 4th grade teacher and I know I have to teach poetry o
Academic vocabulary.
Jennifer
In a message dated 6/16/2009 7:03:25 P.M. Eastern Daylight Time,
drmarinac...@aol.com writes:
Can anyone think of the most recent trends and key issues in reading
pedagogy
**An Excellent Credit Score is 750. See Yours in Just 2 Easy
Steps!
(ht
Lori
My heart goes out to you and your son. He is lucky he has such an advocate
in you. I work in an elementary school with children like your son every
day.
We as a profession need to work to help our colleagues understand that we
are teaching children, not a curriculum and that it is o
Sally
Can you email it to Keith and he can put it on the Tools page?
Jennifer
In a message dated 6/14/2009 1:08:07 A.M. Eastern Daylight Time,
sally.thom...@verizon.net writes:
I have Roger Farr's presentation and maybe we could post it if others want
it. I too used his presentation and I t
Elisa
I have it also. I would be up to a discussionbut I have too much going
on to lead it this year. Anyone else?
Jennifer
In a message dated 6/13/2009 11:43:44 P.M. Eastern Daylight Time,
elwaingor...@cbe.ab.ca writes:
This book is in my to read pile. Anyone up for reading and discus
Renee
I do agree with this...I think naming it is crucial...but I would also say
that we need to also connect back to the purpose of
reading...understanding. "So, Johnny, when you said that you thought __,
you were making a
connection. What do you think that you understand now that y
Renee
As I said this morning, I think our interpretation of posts and
understanding of strategy teaching depends heavily on our context. I work all
day
with struggling readers many of whom need a lot of explicit instruction...so
that's often the place I start...but it isn't all that I do.
I also agree. This is one of the big points I got from Ellin's book To
Understand. By asking kids what the strategy helped them to understand about
the book, we send the message that the strategies are a vehicle, not the end
point.
One other thing that crossed my mind is this thought: Wh
Renee
You bring up an interesting point and one I have been thinking about too.
My first thought was...it depends! Some kids may need explicit
instruction...others will remember and internalize the strategy better if they
discover
it for themselves. Before I read Mosaic or Reading with Mea
Sally
Please do! I SOOO wanted to go to that but couldn't swing the airfare this
year. Take good notes and share!
Jennifer
In a message dated 6/13/2009 9:38:26 A.M. Eastern Daylight Time,
sally.thom...@verizon.net writes:
I and several teachers from my school are going to an institute with
I think sometimes our teaching context influences how we interpret each
other's posts...and apparently I have misunderstood the direction this thread
was taking.
I am glad that the intent was not to dismiss strategy teaching.
I do, respectfully, disagree with the thought that we do not nee
Well...
I have been in the teaching business long enough to have taught both
ways...comprehension strategies and no comprehension strategies. I will say
this. I have richer talk and better conversations because of the strategies.
We
need to give kids the language to talk about books. I thi
Let me start by saying that I have always been a proponent of using
formative assessment and not wasting kids time if they already know content.
Let
me also say that I think we can kill the love of reading by over-teaching
process. ( See Kelly Gallagher's latest book Readicide)
But to be
To access the Tools page, go to readinglady.com. Look for the Mosaic link
and then you will find another link for the tools page. The Tools page has
rubrics, lesson ideas, parent info etc. It is worth exploring.
Jennifer
In a message dated 6/11/2009 2:33:37 P.M. Eastern Daylight Time,
diane
Let me clarify this. We can post a list of books on the tools page...but I
would like the email discussion to be more than just "here are the books I
use for inferring." The group will learn more if you give us some more
details when you post!
Jennifer
In a message dated 6/9/2009 10:32:36 P
Joy and Gwen
This works for me! I would rather we not just list books though. Let's talk
about how we use them...and how kids react!
Jennifer
In a message dated 6/9/2009 9:49:46 P.M. Eastern Daylight Time,
jwidm...@rocketmail.com writes:
Gwen,
Follow the discussion, and save the posts until
This sounds like a great idea, but there is no need to create a new website
for resources. This listserv already has one!
We can ask Keith, our tech person, to post our ideas/materials as we
discuss them.
Jennifer
List moderator
In a message dated 6/7/2009 7:38:22 P.M. Eastern Daylight Time,
Agreed! Pre-K kids (really all kids!) need lots of opportunities to hear
oral language, and use it! Work on giving kids lots of opportunities to talk
to each other, to listen to, learn and use new vocabulary and to be excited
about learning new things!
Jennifer
In a message dated 6/7/2009 6
The Cafe Book (By Gail Boushey and Joan Moser)---great for formative
assessment and reading conferences...
Jennifer
In a message dated 5/27/2009 12:23:28 P.M. Eastern Daylight Time,
laxmom...@gmail.com writes:
Hi!
I'm looking for some recommendations for new titles for summer reading for
te
Lori
Do you know who puts out her video series?
Jennifer
In a message dated 5/22/2009 7:20:25 A.M. Eastern Daylight Time,
ljack...@gwtc.net writes:
I use her video series and teachers react so positively to them. She
actually makes a couple of poor decisions, then reflects on them honestly
Alissa
I am not sure if this is what you are looking for, but I always teach
determining importance with purpose setting. What is important depends upon
your
purpose for reading.
Jennifer
In a message dated 5/21/2009 3:04:58 P.M. Eastern Daylight Time,
alissa.pea...@pisd.edu writes:
Howdy
Debbie Miller's newest: Teaching with Intention
Jennifer
In a message dated 5/3/2009 2:02:40 P.M. Eastern Daylight Time,
cp...@bellsouth.net writes:
What is the most inspiring, sensible, helpful book about teaching
reading and writing that you would recommend for summer reading?
Zoe
cp
Good question, Nancy. If you replaced me, you would get one new classroom
teacher. That would make one grade level go from 5 teachers to 6 teachers.
It would help our class sizes go from 25 to 20 in that grade. What about the
other grades?
What I feel I bring as reading specialist is my k
Ok...I have to jump in here. My title is Reading Specialist. I have
certification from my state as a reading specialist. Literacy coaches, at least
here in MD, are often reading specialists who take on a specialized role of
working with teachers. I know in other states, the title and quali
Y'all need to read Ellin Keene's book To Understand. She totally gets the
idea that we can't teach everything. She narrows the language arts
curriculum to what is essential... and I found it very refreshing to read
someone
telling me to teach LESS and to teach for depth! She will make you
Lauren
I am not sure what you mean by "standard assessment" but from reading your
post I think you would like Ellin Keene's book on assessing comprehension
strategies. The Barnes and Noble link is here:
_http://search.barnesandnoble.com/Assessing-Comprehension-Thinking-Strategie
s/Ellin-Keene
Shelly
Yes, it DOES work. BUT, you have to teach kids how to behave in those
thinking areas. It requires LOTS and lots of modeling and teachingbut once
you set up that environment, you won't believe what you get!
I would start small...say, set up your Book Talk Zone. Talk with the kids
Oh, thanks for reminding me about Tanny's book. I need to track it down. People
are ALWAYS borrowing it and not returning it!
I am also wondering about whether or not I should model the strategy and let
the KIDS come up with the model...
Hmmm...I wonder how I could get the kids to do that.
Jenni
Hi everyone,
Does anyone have any fresh ideas for teaching connections and schema? I do
like Debbie Miller's file folder lesson... I have found that concrete
models really seem to help my reading students get abstract concepts more
easily, but these kids had that file folder lesson in grade o
Hi Amanda
Welcome to the list...please post often! We are glad to have you!
I think "units of study" in this context is misleading. The book Mosaic of
Thought by Ellin Keene divides up her book into chapters, one for each of the
comprehension strategies...these strategies are based on profi
Folks
Here is my original post on text structure. As for organizers, I use the
visuals to introduce the text structure but then I let the kids create their
own
graphic organizers. It helps them remember it all better!
Jennifer
<>
Worried about
Lori
Sure.
For the dresser lessons, I used some of the Harcourt Brace Science and
Social studies series...they were organized mainly main idea and detail.
Capstone press had a book on each of the Seasons and they were also
organized like a dresser. Wright group had a biography on Rosa Parks
Gina
Go to the readinglady website and find the box for To Understand discussion.
Go to the archives and then search a Wow Moment and look for Peter's message
or try this link:
_http://www.mail-archive.com/underst...@literacyworkshop.org/msg00227.html_
(http://www.mail-archive.com/underst.
Lori
What a great idea! Maybe I can have the kids pick a structure and write their
own book...
Jennifer
-Original Message-
From: Ljackson
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Tue, 10 Mar 2009 9:52 pm
Subject: Re: [MOSAIC] Text structure and comprehension
Hi everyone,
I have been developing some ideas for teaching non-fiction text structures
that have really been helping my second graders internalize this abstract
concept.
Two of these I have mentioned before:
On the To Understand list, Peter posted a lesson on using a dresser analogy
to te
My instructional facilitator always says a good quality curriculum is the
floor...not the ceiling. Think about Ellin's What's Essential list. If everyone
works from that, every teacher our students have from K-12 will have a focus
that will benefit literacy development. That's the floor...wh
BUT, Renee, I think there are most definitely WRONG WAYS to teach. And some
teachers really do not know the right ways. It isn't usually their fault...but
we ALL know they are out there.
I am thinking that it is our responsibility as professionals to build up,
not only our own knowledge
Nancy
All day K is mandatory now in Maryland. What it did for us was give us the
time to teach comprehension strategies through read alouds each and every day.
I was sold on the value of it when I walked into an all day K classroom our
first year (about three years ago) and having a student
Jan
No...she isn't ELL. She was also tested for a possible language disability
by the speech pathologist and there was a 'weakness' but no disability as far
as receptive and expressive language.
Response starters are a good idea...and they help some, but sometimes she
will give a "when" ans
Elisa
Thank you. You are right.
I know you are reflecting the views of many since my mailbox is filling with
off-list pleas to bring the list back to a discussion of comprehension.
I know the discussion we've been having is important and I don't want to
"censor" anyone...but I would like
In a message dated 2/19/2009 9:30:07 P.M. Eastern Standard Time,
coo...@verizon.net writes:
<>
That's what I did and it works great!
Jennifer
**You can't always choose whom you love, but you can choose how
to find them. Start with AOL Personals.
(http://personals.aol.com/
I am just finishing up the second of two courses in my doctorate on
"disciplined inquiry". One of the things I have learned is how to evaluate
research
articles. I thank you, Amy, for posting the research links...and I look
forward to reading through your links when I get a few minutes. I
Elisa...
What's not to like??? It's Debbie Miller! :-)
Actually, one of the statements near the beginning of the book really got me
thinking. She wrote about how important it is for each of us to really think
about what is important for us in reading instruction...consider what it is
we be
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