Hello all! Ive been doing some research on reading in the 1950s - 60s and I
cant find the names of any of the new phonics programs from those decades.
Does anyone know of any from that period? Thanks, Heather L
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William Strong's Write for Insight is one of my favorites as are the Tovani
books.
Heather Waymouth
EMAILING FOR THE GREATER GOOD
Join me
> Date: Wed, 24 Feb 2010 12:42:17 -0600
> From: kpra...@starkvilleacademy.org
> To: mosaic@literacyworkshop.org
> Subject: [MOS
Check out readingrockets.org
Heather Waymouth
EMAILING FOR THE GREATER GOOD
Join me
> From: casey1...@aol.com
> Date: Wed, 24 Feb 2010 16:31:49 -0500
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] reading websites
>
> _http://internet4clas
I don't know if it's available online, but Walter Dean Myer's "The Treasure of
Lemon Brown" is one of my absolute favorites. "Mexico Next Right" and "The
Fable of Bidpai" are two others I use in
long sound -
not just throwing an "e" after everything!
Heather Waymouth
EMAILING FOR THE GREATER GOOD
Join me
> Date: Thu, 4 Feb 2010 19:10:18 -0500
> From: t3te...@gmail.com
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Spelling
>
> I use a spellin
ndry. Does anyone know where I can find it or another similar passage?
THANKS!
Heather Waymouth
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; to kids it might just seem funny or silly. But there are a lot of life
> lessons to be found if you open your mind and your heart. The text is
> very
> accessible and engaging, and it really makes "deep thinking" invitational
> for kids!!
>
> On Mon, Nov 9, 200
Hi there,
Starting in December we will start breaking up into reading clubs in my
school. We'll meet for 50 minutes, 4 days a week. The groups are
differentiated, and I have the highest group of first graders--reading
anywhere from end of 1st grade level to 4th grade+ level.
I decided that I want
I love Van DeWalle-- can't wait to look up his beliefs on math
manipulatives. Thanks for posting this tidbit.
On Mon, Nov 9, 2009 at 3:21 PM, jan sanders wrote:
>
> I think we teach the strategies so that readers have a "toolbox" of things
> to use when they get stuck, or are no longer understan
I'm so glad you asked this question. I have turned away from teaching
reading strategies. I think what reading strategies, as we think of them
right now, really are are study strategies. The important thing to me is
that students love reading and value talking about books. We talk about the
books
I agree completely with what he is saying.
On Sun, Oct 4, 2009 at 5:16 PM, Andrea Jenkins
wrote:
> Just wanting to get your opinions about this article that refutes explicit
> instruction of reading strategies. FYI: I found this article as a direct
> link on the IRA website.
>
>
> http://voices.w
I got rid of mine and I'm so glad. I still have my own space, but it kind
of doubles as student space. I wish I could just show you a picture b/c
that'd be much easier. What I did is I have a horse shoe table where I sit
for guided reading. That's kind of my desk now. Behind the horeshoe table
(i
Just wanted to let everyone know in case you're interested... I am selling
my Primary Comprehension Toolkit on eBay. Here's the link:
http://cgi.ebay.com/ws/eBayISAPI.dll?ViewItem&item=190327021500&ssPageName=ADME:L:LCA:US:1123
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Mos
sw.edu.au> wrote:
> >
> > > Which book are you referring to? On Solid Ground? or her comprehension
> > > videos? Has anyone seen her comprehension videos? Are they good?
> > >
> > > ____
> > > From: mosaic-bounces+twestmoreland=redlands.nsw.edu.
yard sales (usually around $.25 each) book. You can also search eBay for
book lots. ie- "childrens book lot" or "easy reader book lot". It's
intereting, I was just reading in On Solid Ground that a good classroom
library has 1,500 books. I can't BELIEVE how many! I don't think I'd even
have room
d? or her comprehension
> videos? Has anyone seen her comprehension videos? Are they good?
>
>
> From: mosaic-bounces+twestmoreland=redlands.nsw.edu.au@
> literacyworkshop.org [mosaic-bounces+twestmoreland=redlands.nsw.edu.au@
> literacyworks
I think the first and most important is that "reading is thinking". Model
reading a little and then stopping to ponder what you just read. Invite
students to share what they were thinking.
On Mon, Aug 3, 2009 at 9:24 PM, Jill Stewart wrote:
> My name is Jill S I am a student at Wayne State Unive
If so, what do you do with the reading logs and/or strategy sheets at the
end of the week? She discussing every minute detail in her book, except
that, I think! Thanks!
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I just received this book at a conference I went to. Can't wait to read it!
On Mon, Jul 27, 2009 at 2:08 PM, W.Robertson wrote:
> I just finished reading The Outliers this morning and I loved it. I think I
> drove my husband nuts because I kept on reading parts to him that I found
> fascinating-
Rhonda, I haven't read the book and I teach 1st graders, but I just wanted
to say that you might also enjoy Readicide and Atwell's The Reading Zone.
On Thu, Jul 30, 2009 at 6:20 PM, Rhonda Brinkman <
rhonda.brink...@sendit.nodak.edu> wrote:
> I bought and read "The Book Whisperer" in practically
I missed the original message, so I'll have to go back and look for it, but
I am fascinated b/c I just read Overcoming Dyslexia by Shaywitz and I was
just at a conference where a speaker referenced Torgeson quite a bit.
On Sat, Aug 1, 2009 at 10:50 PM, Carrie Cahill <
ccah...@msd143.s-cook.k12.il.
I just read On Solid Ground and am in total awe. Even more so than when I
read Daily 5 or the Cafe book. I am SO interested in learning what Sharon
says about Comprehension, but I can't afford to spend $800 on the DVDs. I
checked for conferences around my area and there are none. Has anyone been
Definitely go in before school starts and help her set up the room. This
will give you time to chit chat and build a relationship AND see what goes
in to setting up a classroom before schools starts.
On Thu, Jul 23, 2009 at 12:59 PM, EDWARD JACKSON wrote:
>
> I have worked with many student teac
oops, The_Daily_Five
On Wed, Jul 22, 2009 at 7:35 AM, Heather Green wrote:
> The yahoo group is called The_Daily_5
>
>
> On Tue, Jul 21, 2009 at 7:59 PM, wrote:
>
>> I would like to find the conversation going on about the new CAFE book.
>> Can
>> you tell me
The yahoo group is called The_Daily_5
On Tue, Jul 21, 2009 at 7:59 PM, wrote:
> I would like to find the conversation going on about the new CAFE book. Can
> you tell me how to find the site?
> Cheryle
> New Mexico
> **What's for dinner tonight? Find quick and easy dinner ideas
> f
I think it has to be more than just SSR. SSR has to be the basis of your
classroom. It has to created this undercurrent of a love of books and good
stories. So just as important as silent reading time, I think is sharing
time. I know I have read a lot of good books because people have
recommende
l simply be more meaningful and memorable. It is also true
> that strategies are effective tools for students when they are learning to
> read and write in a new genre. Are our children reading a wide enough
> variety of genres? As someone pointed out in a post today, sometimes we
>
oo many amazing books out
there for our students not to be enthralled in.
On Wed, Jul 1, 2009 at 8:11 PM, Heather Green wrote:
> I think it has to be more than just SSR. SSR has to be the basis of your
> classroom. It has to created this undercurrent of a love of books and good
> storie
What did you think of it?
On Tue, Jun 30, 2009 at 7:02 PM, Stephanie Perry wrote:
> Hello all!
> I have finished my copy of Readicide and am willing to sell it for $10 plus
> $3 shipping ($13 total). I accept paypal only. If interested, send me an
> email off the list at zeal4learn...@gmail.com.
read
on the site you provided and watch the video. Thank you!
Heather
On Sun, Jun 28, 2009 at 10:46 AM, wrote:
> After hearing Ellin speak in Illinois in 2008 and attending an explanation
> of the Schoolwide Enrichment Model, we decided to ask teachers in grade 3- 5
> to volunteer to mo
t with me. Again, I appreciate your
response very much.
Heather
On Sat, Jun 27, 2009 at 2:18 PM, Ellin Keene wrote:
> Colleagues:
>
> I've picked up some of your posts related to whether or not to teach
> comprehension strategies explicitly and, more recently, your discussi
Thanks for posting that link. I am listening now. I am not sure how I feel
about what she is saying. First of all, she asks that we do reading on our
own and deeply reflect on metacognitive strategies we use as we read. As I
think of what I do when I read, it is mainly three things-- go back and
ere's the thing: I just can't imagine being caught up in a really good
book, and then constantly being interrupted by someone asking me to reflect
on the connections I've made, the questions I've had. All that thinking
about my thinking would surely ruin the book for me.
On Sa
s teaching just the strategies enough to help them
> understand.
>
> --- On Fri, 6/26/09, Heather Green wrote:
>
>
>
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ok
> initiates is one of those that requires an enormous conversation within
> onself before, during, and after many, many conversations with others. Deep
> stuff. Deep questions. Unknown answers.
> Sent from my BlackBerry Smartphone provided by Alltel
>
> -Original Message
for lower elementary grades? I wish there were a book written with a
similar theme, but geared toward 1-2. There are plenty of teachers at our
school, include me last year, who taught "comprehension strategies". I am
contemplating now-- is it enough to just let kids read? To talk about book
think now,
how I can get my 1st graders engaged in some good book discussion, something
that doesn't seem forced and too guided. What grade do you teach?
Heather
On Fri, Jun 12, 2009 at 9:55 PM, Stewart, L wrote:
> "What if your main focus was that reading IS thinking?" Do you
to talk about in the "new" short texts we have purchased.
> After the read aloud and mini-lesson, I say let them sink their teeth into
> a great book short or not!
>
> Heather, where and what grade do you teach?
> Leslie
> ___
in hand. http://www.responsiveclassroom.org
>
>
>
> - Original Message
> From: Heather Green
> To: Mosaic: A Reading Comprehension Strategies Email Group <
> mosaic@literacyworkshop.org>
> Sent: Friday, June 12, 2009 6:00:49 PM
> Subject: Re: [MOSAIC] Do
I just ordered Readacide and The Reading Zone from Amazon today. I can't
wait to get my hands on them!
On Fri, Jun 12, 2009 at 1:54 PM, Stewart, L wrote:
> "Do you think it would be enough to teach just ONE strategy which would be
> Readers think while they read."
>
> Join the club. I think we a
What if your main focus was that reading IS thinking? Once a strategy
came up naturally maybe we could label it, but not until it came up in
natural coversatuon. Like if you said "what did this page make you
think about?" and someone said "the time I found a shell and tried to
hear the ocea
nd the world in general
to build background knowledge. I REALLY wish I could remember what this
type of school was called so I could lead you in the right direction. Maybe
other people know. I'll keep looking.
Heather
On Fri, Jun 12, 2009 at 10:00 AM, Melinda Jurus wrote:
> This is
An earlier post really got me thinking about this. Do we REALLY need to
teach explicit strategies? The quote someone posted earlier from a book--
something like-- we use these strategies when reading materials high above
our reading levels like highly technical reading-- got to me. That these
ar
The Reading Zone sounds like a very intruiging book! Do libraries generally
have books like this? I hate to buy another book, but I really want to read
this one!!
On Thu, Jun 11, 2009 at 9:49 PM, Stewart, L wrote:
> Kim,
> Glad you butted in. You said what I am thinking much more eloquently. I
Dave,
Could you suggest a textmapping lesson with a book like Little Bear or Frog
and Toad? Thanks,
Heather
On Fri, Jun 5, 2009 at 6:56 PM, Dave Middlebrook <
davemiddlebr...@verizon.net> wrote:
> Hi Diane,
>
> I'll start with a simple idea: Try scrolling a short novel that
me an
example of how you might use this during a guided reading lesson in 1st
grade using a fiction book? Say, maybe Little Bear or Frog and Toad? It
seems so cool, but I feel like I'm missing something. Thanks,
Heather
On Thu, Jun 4, 2009 at 6:49 AM, Dave Middlebrook <
davemiddlebr...@veriz
ave Middlebrook
> The Textmapping Project
> A resource for teachers improving reading comprehension skills instruction.
> www.textmapping.org | Please share this site with your colleagues!
> USA: (609) 771-1781
> dmiddlebr...@textmapping.org
>
> - Original Message - From: &qu
etc. You should
put up a youtube video of texmapping in action!
Heather
On Wed, Jun 3, 2009 at 4:38 PM, Montana Vasquez
wrote:
> Thanks! I've never seen those used in the classrooms in the I've seen.
> This sounds great.
>
> On Wed, Jun 3, 2009 at 4:28 PM, Dave Middlebrook
Is there a way we can print out or read the chapter you're talking about?
Where do I find it? Thanks!
On Wed, Mar 4, 2009 at 1:00 AM, Beverlee Paul wrote:
> I've often been accused of using too many words. Well, for once, I'm
> speechless! What an incredible evening I've had. I received the e
I don't know anything about Reading Mastery. What is it?
Also, our school is looking into using DIBELS next year. Should I be scared?
(Don't know anything about it either)
On Sat, Feb 14, 2009 at 3:02 PM, wrote:
> I know exactly how you feel. We were in the same position three years
> ago.
> W
hanks!
Heather Waymouth
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Search the MOSAIC archives at http://snipur
I am also in MI. 1st grade. We do not do dibels, and I really don't even
know what they are. Our class sizes are 23 for 1st, 24 for 2nd grade. Wow,
didn't realize it differed so much even within the same state.
On Sat, Jan 17, 2009 at 10:29 PM, wrote:
>
>
> Richard Allington spoke at the Intern
PERFECT!! Thanks!
On Tue, Dec 16, 2008 at 3:52 PM, Carol Lau wrote:
> There's a book called Knee to Knee, Eye to Eye: Circling in on
> Comprehension
> by Ardith Davis Cole which was discussed by this group a couple of years
> ago. Check the archives. It presents explicit instruction in how to t
I have read a lot about reading workshop. But I have one question that
keeps coming up. What mini-lessons do I teach to get my 1st graders to talk
deeply about text? I want them to really listen to each other and respond to
what each other is saying. I want them to lead the discussions and I wil
Are there certain key questions or words I can have them use until they
internalize them and can talk on their own? For example, if someone shares a
thought, I could prompt "who wants to respond to what xxx just said?" or
"does anyone have a response, question, or connection to what xxx just
said?
Could someone tell me if his book that I see on Amazon would be appropriate
to help me with my 1st grade readers workshop? Or are they geared more
towards upper grades? Thanks.
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But then there must be other parts of the day where they are reading at
their level, right?
On Sun, Nov 30, 2008 at 8:40 AM, ljackson <[EMAIL PROTECTED]> wrote:
> Through read aloud and also through illustrations.
>
> Lori
>
>
> On 11/28/08 7:11 AM, "Heather Gre
ckBerry Smartphone provided by Alltel
>
> -Original Message-
> From: "Heather Green" <[EMAIL PROTECTED]>
>
> Date: Fri, 28 Nov 2008 09:11:24
> To:
> Subject: [MOSAIC] how do you...?
>
>
> How do have kids practice comprehension strategies when the book
How do have kids practice comprehension strategies when the books they are
reading at their level are not conducive to that? For example, some of my
first graders are reading levels C or D still. Thanks!
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riting is not demanded, it is exemplified.
> Love of reading and writing, is not exacted, it is quickened.
> Love of reading and writing is not solicited, it is activated."
> -Russell Stauffer, 1980
>
>
> -Original Message-
> From: Heather Green <[EMAIL PROTECTE
ove of reading and writing is not required, it is inspired.
> Love of reading and writing is not demanded, it is exemplified.
> Love of reading and writing, is not exacted, it is quickened.
> Love of reading and writing is not solicited, it is activated."
> -Russell Stauffer, 1980
&
Monday, after break, I plan to start Reading Workshop with my 1st graders.
Up to this point we have been using Daily 5, so they have the routines of
Read to Self, Read with Someone, Listening, Word Work and Writing down
beautifully. However, now I think I will limit their choices to Read to
Self a
I got it!! Thank you so much!! You guys are all so helpful. I found the
right place! :)
On Mon, Nov 24, 2008 at 10:29 PM, <[EMAIL PROTECTED]> wrote:
> Heather,
>
> It is confusing at first...but hang in.
> Use high interest Read Alouds to model your thinking.
> During
I have to admit, I just broke down and bought the Primary Comprehension
Toolkit. It was a lot of money, but worth it for me to have some peace of
mind. I was seriously about to have a break down trying to figure out how
to put everything all together!
On Sun, Nov 23, 2008 at 2:57 PM, Tamara West
I submitted an e-mail yesterday but it never came through. I was bummed!
On Sun, Nov 23, 2008 at 9:22 AM, <[EMAIL PROTECTED]> wrote:
> Well, I guess I am! This came through. Jane :-)
> **One site has it all. Your email accounts, your social
> networks,
> and the things you love. Try
Hi Everyone,
I am brand new to this group. My name is Heather and I teach 1st grade in
Michigan. I ended up here because I am determined to make a difference in
my kids' lives by getting them to love reading through deep conversation
about books. I just don't know how to accomplish
our every other day dilemma, I've got nothing. I'm in a similar
situation. If you figure out a great way to structure the class, please share
it!
Heather - NY> From: [EMAIL PROTECTED]> Date: Wed, 24 Sep 2008 19:23:08 -0400>
To: mosaic@literacyworkshop.org; [EMAIL PROTECTED]
sal, and in fact are wanting to look "outside the box" on this and
try to buy more leveled readers as support for teachers if possible. But we
nknow that new teachers need support to help them organize their day. Any
insights you can offer would be greatly appreciated!
Heather Wall/ Instruct
Hi! I was directed here from the Daily 5 board. Little intro-- My name is
Heather and I teach 1st grade in Michigan. We were discussing Power Teaching
on the Daily 5 board. I said that I didn't care for certain aspects of it
(specifically the teacher playing martyr) but I loved the id
Debbie - Have you looked at any of Benita Blachman's work? She's done a lot
with Phonemic awareness as well as phonics instruction. Her book Rode to the
Code has been out for a bit now and focuses on Phonemic Awareness and maybe
some early phonics. I believe it's designed for Kidergarten, so
It seems to work well to set a ratio (say 5 "just right" books, for
every one "challenge")- this keeps the door open to high interest
books, but also keeps comprehension and fluency on track. Knowing
that a high interest book is just a title or two away is great
motivator, nudging kids to
ite address for these
books? It sounds like a great resource.
From: [EMAIL PROTECTED] on behalf of Freida Hammett
Sent: Sat 4/19/2008 7:52 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Kindergarten Packets
Heather, One source you might check out are the
&q
s.com I'm not sure about the sight
words. What do you think? Should a pre-K student be studying sight words?
We're a rural, high ESL population in general, with pockets of middle class
families. Any ideas you have that can help, or if you've done something like
this b
incredible resource that needs to be on a shelf close enough to be grabbed
whenever you plan.
Heather Rockensock
MS Literacy Coach
Holmen, WI
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Our school works with Carl Anderson. He's the BEST, especially for
conferring. He also instills confidence in those who are new to
writing workshop.
Heather
On Apr 5, 2008, at 2:08 PM, Mary Kendall wrote:
> My school division is grades 1-4. We are interested in finding a good
&
You can find the site by searching "TC reading writing project home",
but you need a password to access the assessments. I believe you /
your school or district have to be a "TC school", to get the
password. Not sure if you can purchase them?
On Mar 18, 2008, at 9:08 AM, Jill Wadkins wrot
there using it? How? Thanks
for all the great ideas!
Heather
_
Need to know the score, the latest news, or you need your Hotmail®-get your
"fix".
http://www.msnmobilefix.com/De
ontent that kids are exposed to and
ultimately comprehend!
Thanks - Heather
_
Climb to the top of the charts! Play the word scramble challenge with star
power.
http://club.live.com/star_shuffle.aspx?icid=starshuffl
migration, and thus has
nothing to do with tracks, but it's still really good. He's also written The
Woods Scientist and Black Bear which might actually help you (I own copies if
you want to borrow them.)
Heather> Date: Mon, 11 Feb 2008 21:03:37 -0500> From:
ld use palms if they had them? Thanks!
Heather
_
Connect and share in new ways with Windows Live.
http://www.windowslive.com/share.html?ocid=TXT_TAGHM_Wave2_sharelife_012008
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ne), Out of the Dust
(previously mentioned in a post), Walk Two Moons, and Chinese Cinderella: The
True Story of an Unwanted Daughter.
Heather (Syracuse University Grad Student)> Date: Sat, 9 Feb 2008 18:36:32
-0500> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org;
mosaic@literacyw
mething along those lines, but I'd use Guts because it
specifically relates to the Brian stories.
And Lori - good thinking with the Survivor Man idea!! I absolutely love that
show, but never would have thought of using it in school!
Heather > Date: Thu, 31 Jan 2008 04:46:03 -0700>
See Steph Harvey's Comprehension Toolkit.
On Jan 30, 2008, at 8:34 PM, [EMAIL PROTECTED] wrote:
> This year I have three classes of eighth graders who are struggling
> readers.
> I will be working with them on the strategy of visualization .
> Anyone have
> any ideas for working with this st
Would you mind posting your list on alternative perspectives once
you've compiled it? I'd love a copy- very useful resource for many
of us.
thanks,
Heather
On Jan 8, 2008, at 9:36 PM, [EMAIL PROTECTED] wrote:
>
>
>
>
> I know I will spell this wrong but Arm
Though I've not personally used this program, I have seen it demonstrated and
it seems to be fairly good: "My Reading Coach" by Mindplay Educational
Software. Try Googling it. Has anyone else used this program? What do you
think?
Heather
[EMAIL PROTECTED] wrote:
C
level 20 in their small group guided reading instruction.
All this to say, I see what you're talking about, and I think 2nd language
learners have different issues concerning fluency...
Heather Wall/ Instructional Coach/ Georgia
NBCT 2005
Literacy: Reading - Language Arts
- Origin
I'm sorry I'm so far behind on my emails, but I wrote up something on the Tools
page http://www.u46teachers.org/mosaic/tools/tools.htm called "Inservice Write
Up by Heather" about when I did a 6 hour inservice on the comp. strategies with
a faculty. I used the gradual rel
know
the story. Just wanted to give you a sense of the conversation, as
it was a powerful one. Also, love this book. (I'm teaching fifth
graders in NYC).
Heather
On Oct 13, 2007, at 8:03 PM, [EMAIL PROTECTED] wrote:
> _http://www.elemedu.ccs.k12.nc.us/Default.htm_
> (http://www
h" by Arthur Hyde:
http://www.amazon.com/Comprehending-Math-Adapting-Strategies-Mathematics/dp/032500949X/ref=pd_bbs_sr_1/104-5646745-8815947?ie=UTF8&s=books&qid=1190937351&sr=8-1
Anyway, hope this helps!
Heather Wall/ Instructional Coach/ Georgia
NBCT 2005
Literacy: Readin
orced some metacognitive thinking on their part by
having to pre-think how to explain their words and rule. We had some
interesting discussions about whether some words they'd collected the night
before really fit the rules or not.
Heather Wall/ 3rd grade/ Georgia
NBCT 2005
Literacy: Reading
t on a chair and watch. But disruption is
> disruption, in my opinion.
>
> Renee . who is probably sounding crotchety but really isn't. :-)
>
>
> On Aug 24, 2007, at 7:17 AM, Heather Blau wrote:
>
>> Chris, it might be helpful to wonder why a parent might want to t
Chris, it might be helpful to wonder why a parent might want to take
some time in your classroom before handing off their child to an
adult they don't yet know. Parents are very busy people. If they're
lingering, there's a reason. It's a shame that parents and teachers
make the serious
Colleen Cruz.
For math check out Math in the City's new curriculum on First Hand:
www.contextsforlearning.com (the math strings are great to supplement
whatever math curriculum you're using.
I'd love to hear what you're finding, as I'm in the same boat! Hope
this i
icular. It fits in very well with
Vygotsky's Zone of Proximal Development.
If you're interested in this sort of thing I highly recommend his book...
Heather Wall/ 3rd grade/ Georgia
NBCT 2005
Literacy: Reading - Language Arts
> Absolutely true for me as well. I love work. I ha
you'll see the results in the standardized tests at the end.
Heather Wall/ 3rd grade/ Georgia
NBCT 2005
Literacy: Reading - Language Arts
- Original Message
From: ljackson <[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Wednesday, Augus
Check out this virtual tour site!
http://www.fullscreen360.com/
Heather Wall/ 3rd grade/ Georgia
NBCT 2005
Literacy: Reading - Language Arts
- Original Message
From: Freida Hammett <[EMAIL PROTECTED]>
To: mosaic@literacyworkshop.org
Sent: Monday, July 30, 2007 5:38:02 PM
S
That's it exactly! I had so much fun playing iwth that site - thank you so
much! I'm going looking for other sites now...
Heather Wall/ 3rd grade/ Georgia
NBCT 2005
Literacy: Reading - Language Arts
- Original Message
From: Freida Hammett <[EMAIL PROTECTED
canned the area. But now I can't
find that site (can't remember the address). I work in a school with many
low-income 2nd language learners and would love to have this as a resource, if
anyone knows of good websites.
Heather Wall/ 3rd grade/ Georgia
NBCT 2005
Literacy: Reading - Langua
Study: Teacher-Led
Professional Development in Literacy INstruction" Language Arts 82 (5): 388-395.
I haven't checked it out yet, but plan to.
Heather Wall/ 3rd grade/ Georgia
NBCT 2005
Literacy: Reading - Language Arts
- Original Message
From: Bonita DeAmicis <[EMA
Bonita,
HOw did you learn about Japanese Lesson Study? Is there a website? book?
conference?
Heather Wall/ 3rd grade/ Georgia
NBCT 2005
Literacy: Reading - Language Arts
- Original Message
From: Bonita DeAmicis <[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Stra
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