Norma and all,
It's very, very challenging. We have 3 Reading Specialists for our K-5
building. Each of us is responsible for instruction for a daily 90 minute
reading block. Our intervention time is in addition to this.
It feels like we never stop moving. We have dedicated "interventio
I work in a Title I school as a Title I Reading Teacher. We screen students
individually and plan their intervention based on their specific needs. Some
children are grouped for only comprehension, some for specific decoding
strategies, some for phonological issues (yes, even older kids) and
I am a reading teacher for K-1. My own guideline is when the child has shown
they can use the skill/strategy when they're reading connected text, then
they're got it. I work with the kids who are not picking this stuff up easily.
The whole deal to me is that they can read real stuff for mea
I am a Title I reading teacher in a small rural/suburban district. We try to
schedule intervention outside of the students' reading blocks so that the Title
I intervention is in addition to their regular, daily reading instruction.
When I first started in this job, the reading teachers were d
I am a K-1 Title I reading teacher. I use The Stieglitz Assessment of Phonemic
Awareness (part of the Stieglitz Reading Inventory) for pinpointing
phonological/phonemic issues. It helps me find where in the instructional
continuum individual students need instruction. My most successful
i
How old is the child and is the child having any trouble using letter sound
strategies as a decoding tool? My students and I have enjoyed and have had
great success with the lessons in Phonemic Awareness in Young Children (Marilyn
Adams). Occasionally I have a child in my intervention program
I am a K-1, Title I reading teacher. For my K-kids that have weak phonemic
awareness skills, I use Phonemic Awareness in Young Children (Marilyn
Adams). The kids and I enjoy the lessons and I have found it to always work.
Here are some other things I use and that my kids and I find engagin
I use Read Naturally for part of my fluency instruction. The materials don't
look that awesome in terms of format, etc. but they work well and my students
enjoy the stories. I use the Non-fiction set. I figure it won't hurt to
increase background knowledge for my students. It's not the mos
Dyslexia is a loose term that it seems not many agree on a definition for. I
have found some of the information from Sally Shaywitz very helpful as I have
learned more about struggling readers. Her book, Overcoming Dyslexia, is
awesome. She is, I think, a pediatric neurologist.
Cathy
title
Sometimes the most powerful change comes through building trust. I
entered a reading intervention position 6 years ago and have gradually shaped
it
to fit the needs of the struggling readers (as I see it). For me, I tried
not to be a "bull in a china shop" (which is difficult considering m
When I was doing writer's workshop, I found the level of engagement my
students had in the actual topics/purposes of their writing had a direct effect
on their level of engagement in the process. The more engaged they were,
the less I had to concern myself with managing their behavior. A bo
I am a K-1 Title I, reading teacher.? I love using National Geographic Windows
on Literacy.? They're leveled, non fiction readers with the awesome, National
Geographic quality photography for illustrations.? The are not "phonics driven"
but are mostly decodable using a variety of skills in addit
Beck (Isabelle, I think).
-Original Message-
From: drmarinac...@aol.com
To: mosaic@literacyworkshop.org
Sent: Wed, Jun 17, 2009 7:17 am
Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy
Academic vocabulary. Interesting Is there an author who I can read up on??
?
-Orig
My school has migrant farm families from Mexico.? This may sound like a
sweeping generalization, but in my experience, the decoding of these Spanish
speaking kids is usually awesome.? Is Spanish a highly decodable language?? I
have had first grade age kids come in from Mexico reading fluently in
Has anyone tested her reading comprehension in her native language?
Cathy
Title I Reading
-Original Message-
From: Emily Welch
To: mosaic@literacyworkshop.org
Sent: Wed, 27 May 2009 10:07 am
Subject: [MOSAIC] How to teach comprehension to fluent reader
I am a third grade teacher with
Differentiating with books on a similar theme can be very effective.? A
downside can be thaat the struggling readers, yet again, are not exposed to the
same level of vocabulary, syntax and the richness of a grade level or higher
knowledge base.? I have seen teachers send home the book on tape or
I was nervous when, in my district, we reached consensus about adopting HM
2005 but I have to echo that it really is ok. There are more resources than
our teachers can possibly use. I am a big proponent of a reading/writing
workshop approach and feel if I were a classroom teacher (was for
Last year in my district, we took the information from the study this software
was based on along with things we learned at a fluency workshop by Tim
Raskiniski and did a year long project in which, I, the Title I teacher, pushed
into each first grade once a week and taught songs to the childre
I agree. In my school, we are not required to use a particular "program"
and in order to keep away from being required to use a scripted program, we
compiled a bunch of varied stuff and can make our own materials or pick and
choose from commercial stuff that might fit a particular reader's
These are some of the materials I have had good results with in my Title I
Reading Intervention work"
Phonemic Awareness in Young Children (from Marilyn Adams, this is a regular
education curriculum but I use it for intervention and have never had it
not work, even with kids with diagnose
Terry,
Beautifully stated...even the more abstract, finite tasks have a purpose and
that purpose can be shared with even the youngest students.
Cathy
Title I Reading
In a message dated 6/23/2008 11:23:38 P.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
I have been thinking a
Debbie,
Maybe someone already suggested this, but, I find Marilyn Adam's, Phonemic
Awareness in Young Children to be indispensable. The early sections are aimed
at younger children but the lessons with blending, segmenting, substitution
and deletion could be used with any age group. I've
My school started initial RTI steps in the 2006-2007 school year. This year
we added more. Our Instructional Support Team oversees implementation.
Tier I is implemented by classroom teachers with TA help, Tier II is usually
Title I (for reading), Tier III can be Title I, as well, but when
I have mixed feelings about using nonsense words in instruction and/or in
assessment. My school uses DIBELS but not as a battering ram. It's a
screen/progress monitoring piece. I am uncomfortable with the possible
connections
between researchers, government advisors and publishers of edu
Not all books with nonsense words such as those are meant to teach phonics.
I'm thinking of the book Jamberry. What is a "jamberry"? It's fun to play
with the silliness of language and it also shows kids how language can be
played with and manipulated to make new meanings. Doing this also ma
I've just started the book Many Families, Many Literacies and am finding it
fascinating, I may be a little behind my colleagues since I think this book
has been out for awhile. Has anyone else read this and been able to use it to
engage better with families?
Cathy
Title I Reading
In a m
Melissa and all:
Hope I'm not ranting here but this week, in particular, I have been
frustrated by the weak vocabulary and background experience of my K-1, Title I
readers. Not frustrated with the children but frustrated by the economic
divisions
that seem to parallel their success in read
Visualizing and Verbalizing is by Lindamood-Bell and is published by Gander
Publishing.? It is for people who have difficulty with concept imagery.? I have
had good results with this with both students who have only comprehension
difficulties as well as with students who struggle with many aspec
Barb,
I am a K-1, Title I reading teacher in upstate NY.? We use a variety of
interventions depending on the needs of the student.? We, as a school, decided
to not buy into a scripted intervention program because we felt a financial
investment like that would make us feel as if we had to use it
My Title I partner and I find IRIs in general (we use the QRI and The
Stieglitz) to be very beneficial in planning instruction. We do a miscue
analysis
based on the passage reading and can get an indication of which comprehension
and retell areas to delve into deeper.
Cathy R.
Title I Re
I like the Stieglitz very much because the passages start at a very low level
and there are many to use at each level.? It also contains a phonemic awareness
assessment that I find to be very helpful diagnostically and for progress
monitoring my Title I students.
Cathy R.
Title I Reading
---
I am just starting to work with the Lindamood Bell program, Visualizing and
Verbalizing.? I am using it for kids in my Title I program who have
comprehension difficulties to such a degree that several of them also receive
other services (S&L).? The gist of it is that people who have trouble crea
The National Geographic Non-fiction, leveled books have been very useful for
me in Title I. Each time I have a little budget money, I try to order ones
that correspond with the science and social studies units the classroom
teachers have to teach. Then I use the leveled books as part of Tit
Here is another non-researched based opinion:) Now that we have to schedule
intervention outside of the "90 minute ELA Block", my Title I, reading
groups take place at all times during the day. I sometimes see kindergartners
and/or first graders 30 minutes before dismissal after a full day
In NYS, I believe, eventual RTI (response to intervention) involvement is
not optional. It is part of the state push to lower special education
classification numbers. The idea is that we make sure we have given a child
the best
possible intervention before we make assumptions about learni
A couple of years ago, my principal forwarded me an email from them to see
if I thought it was a good idea. Correct me if I'm wrong, but once I
calculated the shipping and handling charges, the book were not that "free".
The
books did not appear to be very good quality in terms of content
Check out any books by Tim Rasinski. No More Round Robin is excellent and a
quick and inexpensive read.
Cathy
Title I Reading
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Christina,
I would take a closer look and try to find out everything that child does
know about reading to see if there are any gaps in the pieces that we put
together to actually read. Do you have a child that you are concerned about
in
particular?
Cathy
Title I Reading
Rosie,
Sounds like a plan, in the meantime, document, document, document. Any way
in which you adapt your instruction or the curriculum can be considered a "Tier
1 or 2" intervention. Make sure to track the intervention, how often you
did it and for how long and in what group size. Have a
The issues that this girl struggles with sound like issues the Speech and
Language Pathologist in our school works with. Does this girl receive any
services? Our Occupational Therapist also works with children with memory
problems. When I face issues like these, I usually consult with othe
Kathleen,
Dyslexia seems to be a term with as many definitions as people who use it.
In some school districts, the word is almost tabu. Letter reversals can be
developmental and are not always a predictor of reading problems, especially
depending on the age of the reader.
I recommend
Keep us posted when you do, I'd like to see the article. Thanks!
Cathy
K-1 Title I Reading
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Mosaic@lite
Marti,
Thanks! I have been to the site and I'm looking forward to working with the
Visualizing and Verbalizing materials.
Cathy
K-1 Title I Reading
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Katie,
I received some in service training from a local group that used techniques
involved in helping kids make mental pictures (mental imagery) of their
thoughts and then helped them to verbalize these pictures. This was started
using
pictures and objects before even using it in text.
I'm trying to recall the title about the girl who is teaching her
grandmother to read, is it The Wednesday Surprise?
Cathy
K-1 Title I Reading
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Joy and all:
I actually prefer the Stieglitz Reading Inventory because it contains a
phonemic awareness section with subsections for PA skills developmentally
(rhyme,
blend, locate, segment). I got my copy used from Amazon.com for around
$20.00. The Stieglitz also has lower level passage
Hi from a listserv lurker:)
I am a Title I Reading teacher and have been learning how to document
interventions in an instructional/child study team acceptable manner and have
also
been working hard to avoid getting stuck in a scripted intervention program.
The documentation needs to incl
Oops, I forgot to include the whole title to the American Folksong Book:
In and Out the Window, American Folksongs for Children with illustrations
from artwork at the Metropolitan Museum of Art
Cathy
Title I Reading
Schodack Central School District
Castleton, NY 12033
***
If you are looking for songs in English, I highly recommend American
Folksongs for Children with illustrations taken from artwork at the
Metropolitan
Museum of Art in NYC. It has many, many quintessential American folk songs
which are rich in vocabulary and the illustrations familiarize th
Keep these ideas for parent involvement coming. I am a Title I Reading Teacher
in a district with parents who are pretty stressed economically and school
isn't #1 on their list due to so many other responsibilties and stressors. I
would like to do more and more to get the families engaged in t
I have had great success with having students (grades 1, 2 & 3) work
collaboratively to write their own readers' theater scripts. It's a great
comprehension exercise and one works to establish what are essential elements,
etc.
The first couple of times we do it in small group with heavy g
Linda and all:
I am in a district that also uses DIBELS. DIBELS pros and cons aside, I
have seen a similar drop in the PSF with stronger, first grade readers. My
feeling is that when they have become fluent decoders, they really couldn't be
bothered with phonemic segmentation. It has
This is a great thread...my two cents worth is-as this child reaches into
quantity of content area reading, words per minute will matter more and more.
Also, unfortunately most of our students will end up having to read and try
to understand very poorly written textbooks. Most of the ones I
Will you send that song book list to me, as well?
I use In and Out the Window (traditional folksongs matched with Metropolitan
Museum of Art paintings) a bunch with my students.
Cathy
Title I Reading Teacher
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My district adopted Houghton Mifflin after a lengthy and very collaborative
process last year. As a Title I reading teacher, I am very pleased with this
series and recommend it. There are many avenues for rich comprehension
instruction and for the reading/writing connection. The series also e
I can't recommend highly enough Cris tovani's book, I Can Read It But I don't
Get It. I teach Title I reading at an elementary school but I also adjunct
in a literacy program at a local college. I use it for my graduate students,
many of whom teach high school, and they have all found it very
My school has us progress monitor fluency using grade level pieces. I think
that's kind of hard on the kids who aren't reading at grade level. In terms
of guiding instruction, I find it more useful to look at fluency if the child
is reading something that is instructional or independent for th
I am a K-1 Title I reading teacher upstate NY. The best source for "authentic"
fluency practice ideas that I've found is in the book No More round Robin. The
activities that Rasinski suggests can be integrated smoothly into whatever text
you are using with your students. They also help the chi
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