Jeff,
Where online can I find out about the expository profundity scale? Does it
still contain the physical, mental, moral, psychological and philosophical
planes? Can you explain the differences between the two? I am feeling
really
ignorant here, and don't want to ask dumb questions.
Ruby
++++++++++++++
Date: Sat, 18 Oct 2003 19:57:08 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] Profundity
Jeff - Can you please refer us to the theoretical models for
profundity, the evidence -based research behind it, and the
researchers names that are associated with this? What refereed
journals are reporting the results? J Gasser
++++++++++++++
Date: Sat, 18 Oct 2003 21:20:09 -0500
From: Jim & Jan Pettry <jdpettry@erinet.com>
Subject: [mosaic] 1st graders and sustained reading
Hi everyone,
I am loving the discussion about 1st graders and sustained reading! I
am a Title I teacher working in the classroom with 3 first grade
teachers. Our reading block time goes so fast every day and the kids
read, read, read or do some writing and love it! While I am in each
classroom, the teachers are doing guided reading. We do 20 minute
groups, with the Title kids having guided reading with me and with the
classroom teacher. The rest of the time, the kids are reading from
independent reading baggies with books at their independent level that
they haven't had in guided reading, or from their reading "briefcase"(a
plastic envelope that goes home each night containing books from guided
reading lessons). In one of the classrooms, the kids listen to books on
tape at the listening center. In two of the classrooms the kids are
writing a journal entry, usually with some kind of prompt for now, then
later more self-directed. Each class has at least 4 guided reading
groups--one has 5. The kids read by themselves and with a buddy. In the
past they've also had a poetry folder to read from--we just haven't done
those yet. The kids love their reading baggies, and we try to go
through them once a week to see if there are any books they need help
with. (Sometimes it just takes a tiny bit of prompting to help them see
they can pick up that book and read it.) We try to have a volunteer
read with the kids during that time, too. For some of our kids this is
the only adult besides a teacher who reads with them.
Where do we get the books? From our literacy library of leveled books.
We started it 7 years ago by pooling all of the single copies of Story
Box books, etc., and have built it up over the years from PTO donations,
money built into our building budget, and OhioReads grant money. We now
have over 900 sets of books and will add to that. We are really working
on getting more and more nonfiction, because the kids really love it. I
don't really worry about lost books, because somehow most of them turn
up--sometimes a year or two later, but amazingly, they find their way
back! We also build replacement copies into the building budget when we
can. Our PTO gave each classroom teacher $300 for books last year. We
got a little money from an early literacy initiative our district
launched last year. It all adds up. We try to get the books back to
the literacy library as soon as we can, so others can use them. Our
local college has given us a work study student, and she files them for
us. It does take time, but it is so neat to see how excited they are
when they see new books available for independent reading. Right now we
are choosing the titles, but our goal is for them to choose the books.
Thanks so much to everyone for sharing. I learn so much from this listserv.
Jan/Title I/1st/OH
+++++++++++++
Date: Sat, 18 Oct 2003 21:33:35 -0400
From: "Jeff Beal" <jbeal@sccisd.org>
Subject: Re: [mosaic] Profundity
The theoretical models appear in a 1970 publication by the International
Reading Association. The three authors were Ilene Sargent, Helen Huis
and Oliver Andressen. It also appears in a research paper prepared by
Oliver Andressen in 1968 it can be found through ERIC. The research base
would be the same as MOT, Pearson, et al. The same comprehension
strategies and the gradual release of responsibility work to help
children use the profundity scale to get to a deeper meaning of text.
Profundity is a systematic approach used to get to theme, the what of
reading, and to how knowing the theme incites you to action, the so what
of reading. I hope that helps.
+++++++++++
Date: Sat, 18 Oct 2003 21:41:38 -0400
From: "Jeff Beal" <jbeal@sccisd.org>
Subject: Re: [mosaic] Profundity
Ruby,
I will send the work that we have completed with Profundity to the
teachers tool web page as soon as I can. The difference between the
narrative and the expository is the end result. Narrative Profundity is
based on charater actions, therefore, it can only be used with reading
selections that have characters that do things. Narrative Profundity
will get you to theme or lessons learned. Expository Profundity is
based on ideas or concepts. Expository Profundity will get you to
principles or theories. The Expository Profundity planes are: literal,
summary, concept, schema, universal and transformational. Look for
information on the tools web page by the end of this week.
Jeff
+++++++++++++
Date: Sat, 18 Oct 2003 21:45:03 -0400
From: "Jeff Beal" <jbeal@sccisd.org>
Subject: RE: [mosaic] Profundity
We are at the very end of writing a book with the tentative title of,
Hooked on Deeper Meaning: Using the Narrative Profundity Scale. Look
for it to be published by Mauphin House. Hopefully it will be out by
the spring of next year.
Jeff
+++++++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: RE: [mosaic] Kathy, non fiction response to literature
Date: Sat, 18 Oct 2003 20:53:49 -0500
The Nonfiction Matters video, "Think Nonfiction" is available from
Stenhouse at:
http://www.stenhouse.com/storefront/scripts/product/ProductView.asp?prod
ID=0371
You will note that it is only $95.00. I have ordered one and will let
you know how it is. I think Ginger owes one. You might ask her.
~Karla
++++++++++++++++
Date: Sat, 18 Oct 2003 22:02:13 -0400
From: "KAREN VOLK" <volkk@bcschools.net>
Subject: Re: [mosaic] Profundity on Expository Text
For expository text, it is not the same model. The planes have
different names and different questions. It is very difficult to
explain without the graphic organizers that go with it. It was all very
confusing for me until we actually sat down in a professional
development session and learned to do it step by step. Give me some
time and I'll try to post an explanation of it. However the narrative
profundity scale can work with biographies, autobiographies, etc that
you would use in social studies also. You are right about that.
I also have to share about our successes with using the profundity
scale. I am a literacy coach and started using the profundity scale
with students mainly in the 3rd and 4th grade classrooms last year. I
introduced the process using the gradual release of responsibility with
the students (and also to help their classroom teachers learn it). By
the end of the year when students met in their literature discussion
groups, their conversations reflected the levels of discussion(without
the graphic organizers) that came out when we used the profundity scale
in whole and small group lessons. This year I was observing in one of
our fourth grade rooms after she done a written retelling with the
students (through shared writing). As soon as she identified three
events (her intention was to review/refresher course in profundity), the
kids just took right over, told her what to do, and why. There we stood
(the two adults in the room), totally shocked with the
conversation/discussion that followed. We are also seeing this transfer
to their own writing and connecting to the theme.
Other literacy coaches in our district are also having similar success
stories related to the profundity scale. It's exciting to see these
kids and teachers getting beyond character, setting, etc of a story.
++++++++++++++
Date: Sat, 18 Oct 2003 19:41:44 -0700 (PDT)
From: Heather Wall <heather_wall_2000@yahoo.com>
Subject: Re: [mosaic] 40-50 minutes reading?
Karen,
I think one key to getting your kids to read longer is
to get away from the book baskets and more to
individual sets of books that are "just right" for
each child. To find out more about this, read Sharon
Taberski's "On Solid Ground", or you might search the
archives of this list. Basically, you conference with
each child to find books for them that are at their
independent level (you need leveled books for this -
again, see S. Taberski).
Last year I didn't teach at a 4 Blocks school (and so
had more freedom as far as my schedule) and I did
indep. reading during my GR time. This year I'm at a
4 blocks school and so am supposed to have separate
silent reading time and GR times, so for the first 6
weeks, while I was assessing, I tried the "book
basket" approach that 4 blocks advocates. It was
loud, the kids were "flippers" (not really reading
most books, just flipping through), and often off
task. I began introducing the book baggies one table
at a time over a weeklong period, as I met with kids
in conferences, and it quickly became obvious that the
tables with their own books at their own level were
the quieter tables. Then, when all kids had "their"
books, I let kids gradually begin reading around the
room (because we weren't tied down to the book
baskets) and it got even quieter. Kids were much more
on task, read longer, and felt more successful.
Good luck!
Heather Wall
++++++++++++++
From: SIMMONS@aol.com
Date: Sat, 18 Oct 2003 22:57:07 EDT
Subject: RE: [mosaic] first graders sustained reading
I would like to know how many books are in their independent book bags and
how do they receive those books? How long do they keep them in their bags?
For example, the teacher has 5 groups at levels 2, 3, 4, 6, 8. Does she go
to
the library and pick up 8 different titles for each level each day (so they
have new books)? This hardly seems reasonable to me. Does she put new books
in
once each week? How does she keep track of all the books that she has used
for each group as independent reading as compared to Guided Reading group
lesson?
These are some of the details I'd like explained more thoroughly.
As I mentioned, this is my first year requiring independent reading (though
we have always had a silent reading time with tubs containing about 200
picture
books, which change each month. They are themed and at all different levels,
fiction/nonfiction). My kids have book bags with a 3 old basal preprimers,
and
about 10 changing patterned stories that I have copied and run off for them,
which we have read together, at least for the first few months of the
year.)
I just don't get the logistics of gettting so many new books into their
bags. Then getting them all back again (I have kids who lose a book within
an hour
of my passing it out!! without it ever leaving the classroom and this is not
an at risk area!) I need specifics.Thanks.
Karen
++++++++++++++
Date: Sat, 18 Oct 2003 23:11:49 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] first graders sustained reading
My children have all of our guided reading texts from the year so far,
plus extra 'esy' ones for my lowest readers, including some we did last
year (I loop). In addition, they have two from the classroom library
that are just right and one to dream on. They are allowed to shop for
books every morning, but cannot trade in guided reading except during
our once monthly guided reading 'book bag checks'...It really is a worry
only for children at the very lowest end of the reading scale. These
children know I expect them to read every book more than once, and I
supplement with wordless books and model how to use picture to invent
meaningful stories. This group (second grade) consists of 6 special
needs children with very significant learning disabilities. All of my
other kids are reading books long enough to sustain their reading easily
through one to four books for a prolonged period of time, and have been
able to do so since very early on in our looping relationship. I have
an extensive classroom leveled library of guided reading materials in
addition to my library. I pick up add-on sets with any extra cash
designated for guided reading and use those to 'salt' the book tubs (I
am long on counter space, and found oval garb age cans for $1 each,
cheaper than any other container I could come buy that was durable).
One thing we do this year is on Fridays anyone who wants a bit of help
finding more to read can leave their book tubs on a designated table
with a note explaining their needs (more books, more books on spiders, a
good chapter book, etc.) and I try to respond by tucking in a book with
a note than might read "Hope you like this." or "Happy reading."
As to
lost books, yes, they get misplaced and certainly put into the wrong
boxes in the library, but eventually we find them. We have a lost and
found board, where we can post notices or let people know something has
been found or missing. It all comes out in the wash.
Lori
+++++++++++++
Date: Sat, 18 Oct 2003 23:13:10 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] guided reading for 3rd graders
Beyond this, I think that reading level alone is not enough of a factor.
Chapter books require a certain reading 'maturity' or 'stamina' which able
but less mature readers may not be ready for yet. With these kids, I would
try to gradually get them used to longer texts before jumping into chapter
reading.
Lori
+++++++++++++++
From: RKCTEC5@aol.com
Date: Sun, 19 Oct 2003 06:16:48 EDT
Subject: Re: [mosaic] Profundity
Ahhh,
This is just what I needed, as everything that has been posted so far deals
with the narrative.
Thanks,
Ruby
++++++++++++++++
From: PMurphyNAM@aol.com
Date: Sun, 19 Oct 2003 06:36:08 EDT
Subject: Re: [mosaic] Turnip story supports
I know that the person who originally posted this "Turnip story supports"=20
thread has most likely moved on to another topic by now, but I was looking
f=
or=20
some resources that that dealt with cooperation that someone from another=20
mailring had asked about and remembered that Marcia McGowan's class had
wri=
tten the=20
Reader's Theater script that she posted on one of the pages of her website:
<A HREF=3D"http://www.mrsmcgowan.com/projects/turnip/script.htm">Readers=20
Theater Script: The Great Big Enormous =E2=80=A6</A>
http://www.mrsmcgowan.com/projects/turnip/script.htm
I then mentioned in my posting that the teacher's own third graders could
us=
e=20
it "as is" or as a model for one that they could write on their own
which=20
could include more descriptive details. =20
I also said that they might want to write a piggyback song about
Cooperation=
=20
to the tune of the old commercial for the game of "Operation" (the
one
that=20
started with Operation, Remco's Operation) or to the Rolling Stones'=20
"Satisfaction" (I can't get no satisfaction" could be changed
to "Success
i=
s easier with=20
cooperation" or some other similar phrase). I said her class might get
a=20
kick out this change I made to the Barney song, "Clean Up.":=20
Team Up, Team Up,=20
Everybody, do your share. =20
Team Up, Team Up,=20
Cooperation is really fair.=20
or
Team Up, Team Up,=20
Everybody, do your share. =20
Team Up, Team Up,=20
Cooperation shows you care.=20
I stated it might make a fun conclusion to the skit: at the end of the
play=
,=20
her students could say something about the moral of the story and then
break=
=20
into the song. =20
'Just thought I'd pass this info. on in case it could be used next year...
-Patricia http://groups.yahoo.com/group/Elementary-Lesson-Share
++++++++++++
Date: Sun, 19 Oct 2003 08:01:36 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] Profundity
Thanks Jeff for the time. I am on my way to the library to look.
JGasser, Ph.D.
Texas Woman's University
Denton, Texas
++++++++++++++
Date: Sun, 19 Oct 2003 09:39:23 -0500
From: Jim & Jan Pettry <jdpettry@erinet.com>
Subject: [mosaic] sustained reading
Hi Everyone,
In response to Karen's question about how often to replace the book
baggie books, we do it every 2-3 weeks.
The last couple of times it's been every two weeks. We make time in our
guided reading block for reading in the book baggies with them
occasionally so we know which books need to come in and which need to
come out. We introduce new books on Monday, Wednesday, and Friday, and
keep Tuesday/Thursday for running records and word work one week and the
next week one of us reads from baggies while the other does word work or
conferences. So, every other week we're checking to see which books
they're ready to put back into the library.
Right now the kids have about 8 books in their baggies. So on the day
we're checking their baggies, they may reread the ones they feel they
are "finished" with (they know them so well they say they could close
their eyes and read them--you know some of them want to do that!). We
take those out and make a note of how many fiction/nonfiction they need,
then get those after school. Here is the easy part! The kids reading
at lower levels often want the books the other kids had! So I meet with
the first group and save their books to present to the second group,
then save the second groups' books to the third group! They love
getting new books--that's the bottom line, and this way it takes me
about 15-20 minutes every other week to find books for the baggies for
one class. The classroom teacher and I do it together sometimes, and
sometimes she gets the books for the kids she works with that I don't,
and I get the books for the Title kids.
I don't have to worry about losing the baggie books. They don't go
home. But again, the "briefcase" books for guided reading, do go home,
and actually very few of them get lost. We have a lot of poverty and a
lot of busy parents who don't always help keep track of the books, but
amazingly, they find their way back!
I think the most important thing to do is to find a system that works
for you that isn't labor intensive. I can handle 20 minutes of book
baggie hunting every two weeks (per class for two of my three classes),
and I can handle about 30 minutes of book searching every week with the
classroom teachers for guided reading titles, but I made sure the work
study student came to first grade so we had someone to file!!! Another
thing that saves time is that the classroom teacher and I are not
working on different books like we used to when I pulled the kids out
for Title. One of us introduces the book and does the first reading.
The other one has them reread, retell, and do word work with the book.
It simplifies things having to search for 3 titles for each group each
week, not 6.
Have a great week and thanks to everyone for continuing this
conversation. I'm printing off all of the sustained reading emails to
share at school--your ideas are great.
Jan in OH
++++++++++++
Date: Sun, 19 Oct 2003 09:39:28 -0400
From: "Jeff Beal" <jbeal@sccisd.org>
Subject: Re: [mosaic] Jeff/profundity
Ginger,
I will post information on the teacher tools web page that will help
explain Profundity. I will post the scales and heuristics that we have
developed so far. I will also try to describe what it looks like when
students are using Profundity to think through text. The information is
on my work computer so I do not have access to it at home. I will try to
post it by the end of this week.
You are right in assuming that this is what your students need for the
writing in response to reading section of the state assessment. It will
also help them get to deeper meaning while reading and help them to look
across text for similarities and connections.
We have created activities that gradually release the responsibility for
learning based on Jeff Wilhelm's show me, help me, let me. There are
teacher think aloud activities, whole group, small group and independent
activities.
Right now it is at the practitioner level but before long I am sure
someone will pick it up at the research level.
Jeff
++++++++++++
From: Klbgarcia@aol.com
Date: Sun, 19 Oct 2003 10:44:32 EDT
Subject: Re: [mosaic] guided reading for 3rd graders
I agree with Lori. As a fourth grade teacher using Guided Reading, some of
my students are not ready for the longer chapter books. Their skills are
not
strong enough to support the longer texts and I believe that the students
are
intimidated by the longer text. They have talked about why they choose the
shorter books and as their teacher I need to ensure they are comfortable
with
reading and gradually have them pick up those longer texts. For some
students
that may take quite a while yet, while others are definitely ready.
Karen
+++++++++++++++=
From: Tchnyoung@aol.com
Date: Sun, 19 Oct 2003 14:22:08 EDT
Subject: [mosaic] Dataworks was here!
We had dataworks come into our school (title 1, didn't make our API x2
years,
in Calif). All they were interested was worksheets. We collected a weeks
worth of worksheets/writing for a high/med/low student in our class. Then we
had
to write on it what type of assignment it was (homeowrk, teacher led, etc.).
I
wrote down all my guided reading, interactive writing, etc. But when their
eval cam back none of that was on it-- only the worksheets. That is what
they
based whether children were getting taught the standards or not. I felt like
--If it didn't produce paper, they assumed no learning was done. They also
tell
you that you should never teach anything outside of your own grade levels
standards,period! So, for example, friendly letters should ONLY be used in
second grade.
The only part that I found helpful -- was looking at our standards and our
schools curriculum and evaluating what was not meeting the standards that
the
textbook companies said was. This required and in depth understanding of
what
it means to actually meet the standard and not to just say something does.
++++++++++++++
From: Soswes@aol.com
Date: Sun, 19 Oct 2003 14:33:33 EDT
Subject: Re: [mosaic] first graders sustained reading
In a message dated 10/18/2003 9:59:08 PM Central Standard Time,
SIMMONS@aol.com writes:
I would like to know how many books are in their independent book bags and
how do they receive those books? How long do they keep them in their bags?
For example, the teacher has 5 groups at levels 2, 3, 4, 6, 8. Does she go
to
the library and pick up 8 different titles for each level each day (so they
have new books)? This hardly seems reasonable to me. Does she put new books
in
once each week? How does she keep track of all the books that she has used
for each group as independent reading as compared to Guided Reading group
lesson?
1. Number of books in independent book bags: They can choose 5 at their
level from my leveled book bins. In addition, they have books that we have
read
together in guided reading. How many of those that they will have depends
on
how long they have been at that level. I meet with my lowest kids at least
3x
a week. So for one week they could have received 3 books from me, plus the
5
they chose, and then they have to have at least 1 NF book they have chosen
on
their own, plus 1 poetry book, plus 1 fiction...chosen using what they know
about choosing Just Right books. They can change these 3 books as often as
they like. The other books can only be changed when we meet in a
conference. I
meet with each student once every other week. (I have 22 kids)
If I feel during the conference that they can move levels, then I take out
the leveled books and they can choose additional ones. They will add to
this
during our guided reading groups. This insures that they always have books
at
their instructional level.
2. I have a laptop that I used to track what books kids have read. I
update
it each day. I also use my laptop to track what level they are at, so I
know
how long they have been there, although I am not as concerned about them
moving up a level as I am concerned that they are improving.
3. I have a check out board that I use when kids take books from guided
reading home. I have 22 library book pockets with their name on it. I put
in a
library card or index card with the name of the book. If the book is not
brought back, I have a reminder slip that goes home. Parents have agreed to
pay $5
if the book is lost or damaged. So far, I have never collected, I always
get
the book. I only had one student last year that I had to "harp" on.
Eventually I would not let him take books home. Mom finally brought the
books in the
last week of school. He lost out though.
I do not keep track of my leveled books that they have chosen to put in
their
book baggies. They do not go home, so if they are lost, they are lost in
the
room. I just put them back in the leveled bin. This has not been a
problem.
I hope I have answered all your questions...if not...ask again.
Sandi/1st
+++++++++++
Date: Sun, 19 Oct 2003 15:35:06 -0400
Subject: Re: [mosaic] guided reading for 3rd graders
From: "Nancy McCuen" <Nancy_McCuen@milton.edu>
Karen-
Could you please list a couple of titles that you use for guided reading
with 4th grade???
Many thanks
nancy
++++++++++++++
Date: Sun, 19 Oct 2003 15:11:53 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] guided reading for 3rd graders
But not all chapter books are long. Sharon Taberski uses chapter books
quite well in her first grade classroom. It is really not about
chapter books, guided reading books, magazines, etc. It is about
complexity of text, ideas, and features of text.
Most
third graders
do well with Cam Jansen books, Julian Tells books, and short texts like
the Chalk Box Kid. A reading diet limited to guided reading books
at
third grade is not very balanced.
++++++++++++
From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] guided reading for 3rd graders
Date: Sun, 19 Oct 2003 18:15:34 -0400
I think that the problem is that if you're new to the 4-block program =
and you are starting guided reading for the first time with 3rd grade or =
higher, the children are reading more complex text and for the lower =
grades, it's easy. You have little books and they're short and in a =
couple of sessions, you're done. You can even do two to three books a =
week but what happens with the older children?
For me, it's complicated. If you only meet with a guided reading group =
once or twice a week and they're reading chapter books, how long can you =
stay on that book. I guess perhaps you introduce the book and have them =
read a little while you're with them and then they just read it =
independently and they use their reading response journal and when you =
meet with them again, you question them and have them question you. I'm =
not sure.
Anyway, I love the Cam Jansen books for third grade because they're 2nd =
grade level and are high interest for most and low enough to read =
independently.
Loretta
+++++++++++++
Date: Sun, 19 Oct 2003 19:41:30 -0400
From: Teresa Becker <trbecker@megalink.net>
Subject: [mosaic] Reading Conferences
Hi!
I've been lurking on this site (like several other people) for a
while. I have been impressed by the quality and quantity of the
discussions that take place. I teach grades 1/2 at the moment and have
been watching the discussion about books bags and independent reading
time for first graders. Many of you have mentioned Reading
Conferences. Would you please explain what takes place during a reading
conference with a first or second grader? I teach in a rural school in
Maine and (of course) our reading scores are below what they should be.
In an effort to improve them our administration has proved us with Ed.
Tech support on a daily basis to help with reading. That sounds great
but what has happened is that they, along with our Literacy Specialist
and Reading Recovery teacher are now dictating what takes places during
our scheduled reading time. Consequently, during our reading time every
day we are expected to do guided reading groups. That's it! I lucked
out because my support person is only in our building three days a week
and I asked that she not be replaced with someone else on the other two
days. It's a relief on the days that she is not there. I am really
interested in hearing about your reading conferences.
Thank you!
Teresa
+++++++++++++
Date: Sun, 19 Oct 2003 12:32:31 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] NCLB funds
Remember that the $63 billion is for "education", and I for one don't
know how they define that. Headstart through graduate school for
sure. Training programs. Military education? I'm sure it's all
very shady.
A few years ago the total spent on education from the federal budget was 3%.
As for legislating what we have to do, remember that special ed is a
federal program that promised funding. Never came.
Katharine
++++++++++++++
Date: Sun, 19 Oct 2003 19:28:51 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Reading Conferences
I try to conference with my students at least every other week or so--I have
27
children. I do these conferences in a number of different ways.
1.--During familiar reads in Guided Reading--Running Records, informal
retells
2.--During Independent Reading (we have reader's workshop for 1 hour and I
have at
least 20 minutes to do these)
3.--Once monthly when my children inventory their reading log selections by
genre,
identify their three favorites for the month and reveiw progress towards
their
personal reading goals/set new goals. Examples of some of the goals my
children
set for October:
Read more Clifford books
Read two chapter books
Read 35 books (avid picture book reader)
Read song books
Try reading some biography
Read more books by Kevin Henkes
I also just try to engage the kids in informal literacy related
conversations as
often as possible. I ask them how they're doing in meeting their goals--can
I do
anything to help? Have they read anything they would recommend to the
class, that
sort of thing.
Lori (1-2 looper, top of the loop this year)
+++++++++++++
Date: Sun, 19 Oct 2003 19:26:01 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] Reading Conferences
You might want to check out Pinnell and Scharer's new book <i>Teaching
for Comprehension Grades K-2</i> that uses basically the same framework
as Fountas and Pinnell's <i>Guiding Readers and
Writers
3-6</i>.
They would be shocked to think that only guided reading was taking
place during the reading block. All these well respected teacher
experts are Reading Recovery folk. JGasser
+++++++++++++++
From: Klbgarcia@aol.com
Date: Sun, 19 Oct 2003 21:35:59 EDT
Subject: [mosaic] (no subject)
I agree with Lori.=A0 As a fourth grade teacher using Guided Reading, some
o=
f=20
my students are not ready for the longer chapter books.=A0 Their skills
are=20=
not=20
strong enough to support the longer texts and I believe that the students
ar=
e=20
intimidated by the longer text.=A0 They have talked about why they choose
th=
e=20
shorter books and as their teacher I need to ensure they are comfortable
wit=
h=20
reading and gradually have them pick up those longer texts.=A0 For some
stud=
ents=20
that may take quite a while yet, while others are definitely ready.
Karen
+++++++++++
Date: Sun, 19 Oct 2003 21:30:18 -0700
From: Carol Lau <cllc@comcast.net>
Subject: [mosaic] [Fwd: Reading Rockets News, October 2003: Teaching Kids to
Read]
If you don't know about this newsletter, check it out:
-------- Original Message --------
Subject: Reading Rockets News, October 2003: Teaching Kids to Read
Date: 16 Oct 2003 15:03:47 -0000
From: Reading Rockets <readingrockets@weta.org>
Reply-To: notice-reply-87686i2f7kn67x@pbsmail.org
To: Carol Lau <cllc@attbi.com>
<http://www.readingrockets.org/>
Reading Rockets News, October 2003
Welcome to this free monthly newsletter from the Reading Rockets
project! It features information for parents and educators about
teaching kids to read and helping those who struggle. If you like this
newsletter, please e-mail it to a friend. <#tellafriend>
In this issue:
- October highlights <#highlights>
- News about reading <#news>
- Especially for parents <#parents>
- Especially for educators <#educators>
- Upcoming events <#events>
------------------------------------------------------------------------
October Highlights
Bill Martin Jr: An Exclusive Interview
<http://www.readingrockets.org/featuredauthor.php>
When the classic children's book Brown Bear, Brown Bear was written
nearly 40 years ago, it launched the career of author Bill Martin Jr. A
beloved giant in the world of children's literature, Bill Martin Jr is
still writing today. Take a peek at his work and life through Reading
Rockets' exclusive interview and video clips.
This Month's Recommended Books: My Mother Earth
<http://www.readingrockets.org/bookclub.php?ID=51>
Share the season's bounty with these great books about nature and the
coming of fall. Learn how the chipmunk got his stripes and what happens
when there are way too many pumpkins. Selected and annotated by
children's literature expert Maria Salvadore, these recommended books
are sure to please youngsters from ages 0-9.
Reading Workshops for New, and Nearly New, K-2 Teachers
<http://www.readingrockets.org/firstyear.php>
Who's responsible for teaching kids to read? Teachers! Which subject is
barely taught to education majors? Reading! It's truly mind boggling
that new teachers leave college so ill prepared to teach this
fundamentally important skill. Partly in response, Reading Rockets has
begun piloting a series of free workshops for school districts in the
Washington, D.C. area. Called First Year Teacher, the program was
developed by research director Latrice Seals, and has already served
nearly 500 K-2 teachers with practical, research-based information on
teaching children to read.
Your Questions Answered Here <http://www.readingrockets.org/ask.php>
Do you have a question about how to help a child read? If so, feel free
to e-mail us at "Ask Reading Rockets." You'll receive a personal and
confidential response from experts who are up-to-date on the latest
reading research.
New Children's Literature Quiz <http://www.readingrockets.org/quiz.php>
Each month, we post a new children's literature quiz for the many
parents, grandparents, teachers, and librarians out there who think
they've read a lot of kids books. Maybe we can stump you this month!
Those who answer all five questions correctly may be the random winner
of a $20 gift certificate to Amazon.com. Congratulations to last month's
winner - Debbie, a reading tutor from Wilmington, Delaware who works
with dyslexic students.
Not quite Hollywood, but....
<http://www.readingrockets.org/twoschools/broadcast.php>
Reading Rockets' premiere party in Washington, D.C. last month was a
great success. There to celebrate the broadcast of our one-hour
documentary A Tale of Two Schools was Sen. Jay Rockefeller (D-WV) and
Sharon Rockefeller, Sen. Thad Cochran (R-MS), Sen. John Warner (R-VA),
G. Reid Lyon of the National Institutes of Health, Robert Pasternack of
the U.S. Department of Education, and the teachers and administrators
featured in the show. Next time, we'll have to invite Russell Crowe as
well...
A Sneak Peek at Next Month <http://www.readingrockets.org/whatsnew.php>
Some great features are coming to Reading Rockets in November! Look for
our exclusive video interview with Chris Van Allsburg, acclaimed author
and illustrator of Jumanji and The Polar Express. We'll also be offering
a new list of theme-based, recommended books. See our What's New
<http://www.readingrockets.org/whatsnew.php> page later this month for
details.
------------------------------------------------------------------------
News About Reading
$74 Million in Early Reading Grants
<http://www.ed.gov/news/pressreleases/2003/10/10142003c.html>
The U.S. Department of Education just awarded more than $74 million in
grants to 30 preschool and other early education programs as part of its
Early Reading First program.
Michigan Requires Reading in Day Care
<http://www.detnews.com/2003/metro/0309/30/d01-285244.htm>
Last month, the governor of Michigan issued an executive order that
requires all state-licensed day care centers (which serve nearly 300,000
children) to read to each child for at least 30 minutes a day.
Laura Bush Urges Doctors to Prescribe Books
<http://asia.reuters.com/newsArticle.jhtml?type=politicsNews&storyID=3499726
>
In an appearance on Good Morning America, First Lady Laura Bush urged
doctors to prescribe books during well baby check-ups. She suggested
doctors write prescriptions for books or, if possible, to send each
child home with one.
Tracking State NCLB Policies
<http://www.ecs.org/html/offsite.asp?document=http%3A%2F%2Fwww%2Eecs%2Eorg%2
FNCLBsurvey>
Here's a nifty chart (click on "National Grid") that shows whether
or
not a state's policies are matching up to requirements in the No Child
Left Behind Act. Only the state of Wisconsin appears on track for having
a "highly qualified teacher in every classroom."
New Teacher Preparation Grants
<http://www.ed.gov/news/pressreleases/2003/09/09152003.html>
The U.S. Department of Education has announced a $4.5 million grant to
help minority-serving colleges and universities prepare future teachers
on how to teach reading using scientifically proven instruction methods.
Teachers Flee Their Jobs
<http://www.csmonitor.com/2003/1007/p13s01-lecl.html>
Almost a third of new teachers leave the field within their first three
years, says a new report. Half leave before their fifth year.
------------------------------------------------------------------------
Especially for Parents
25 Activities for Reading and Writing Fun
<http://www.readingrockets.org/article.php?ID=246>
"Fun" is the key word in this selection of 25 reading and writing
activities for families with children (infants to sixth grade). Scroll
through to find your child's grade range and then pick an activity to do
today!
A New Guide for Parents
<http://www.nul.org/programs/education/read_rise.html>
Here's a colorful guide for parents developed by Scholastic and the
National Urban League. Divided by age and grade, the "Read and Rise"
guide has information on reading milestones as well as Try This! ideas
and activities to help children gain the skills they need to become
successful readers.
A Parent's Checklist When Looking for Help
<http://www.ldonline.org/yellowpages/parents4.php>
Report cards are about to come home now that the first grading period is
almost over. This is when many parents begin looking for tutors or
educational consultants who can provide their child with extra help.
Click here for a handy checklist of questions to ask providers before
opening your wallet.
Everyone's Favorite Hedgehog
<http://www.janbrett.com/hedgie_carves_a_pumpkin_coloring_page.htm>
It's October and Jan Brett's character Hedgie has carved a rather unique
pumpkin. Younger kids will enjoy this seasonal coloring page featuring
their favorite hedgehog.
------------------------------------------------------------------------
Especially for Educators
Phonemic Activities for the Preschool or Elementary Classroom
<http://www.readingrockets.org/article.php?ID=416>
Marilyn Jager Adams graciously gave us permission to reprint these
classroom activities for preschool and elementary age children. You'll
find eight great ways to help students develop vitally important
phonemic awareness skills.
Everything Pumpkin <http://www.kinderkorner.com/pumpkinpatch.html>
What a glorious page of resources! Victoria Smith's Web page is full of
fall activities, songs, ideas, poems, vocabulary words, writing
suggestions, and more. It's like dipping into an experienced teacher's
file cabinet of ideas.
A Teacher's Calendar of Special Days
<http://www.readwritethink.org/calendar/>
"Read, Write and Think" has a calendar that marks special days of
the
years and suggests related activities, lesson plans, Web links, and
books. On National Silly Day, for example, the suggested activities
focus on the Amelia Bedelia books by Peggy Parish.
A Blog for Kids Literature <http://www.greenlakelibrary.org/kidslit/>
Blogs come and go, but here's hoping this one will stay around awhile.
Almost daily, a public librarian from Wisconsin posts musings and short
notes about the field of young adult and children's literature from her
vantage point in front of kids.
Words to Keep the Story Going
<http://www.kidwriting.homestead.com/TellaStory.html>
Never underestimate the appeal of a sticky note! Scroll to the bottom of
this web site for large-format, transitional words (such as "suddenly"
and "later") that you can print out and put on your classroom wall.
Such
words help students keep their writing going. Let students know that if
they use one of these words in their story, they can put their name on a
sticky note and then post it on the wall.
------------------------------------------------------------------------
Upcoming Events
- NASBE Annual Conference, Oct 16-18
- Houston Latino Book and Family Festival, Oct 18-19
- Teen Read Week, Oct 19-25
- American Assoc of School Librarians, Oct 22-26
- Nebraska Book Festival, Oct 24-25
- National Family Literacy Day, Nov 1
- Learning Differences Conference, Nov 7-8
Many more upcoming national and local events are listed on our calendar!
<http://www.readingrockets.org/calendar.php>
------------------------------------------------------------------------
Eye Opening Quote
"To learn to read is to light a fire; every syllable that is spelled out
is a spark."
- Victor Hugo, Les Miserables
------------------------------------------------------------------------
About Reading Rockets
Reading Rockets is a national educational service of WETA, the flagship
public television and radio station in the nation's capital. The Reading
Rockets project is comprised of a five-part PBS series, Reading Rockets:
Launching Young Readers, available on videotape and DVD; a PBS
documentary narrated by Morgan Freeman called A Tale of Two Schools; a
teleconference series; print guides; a daily updated Web site; the First
Year Teacher project; and a national outreach campaign.
Reading Rockets is funded by a grant from the U.S. Department of
Education, Office of Special Education Programs. The goal of the project
is to provide information on how young kids learn to read, why so many
struggle, and how caring adults can help. Please visit our Web site to
learn about easy ways you can let others know
<http://www.readingrockets.org/linkto.php> about the many resources
available from Reading Rockets.
Reading Rockets Staff
Noel Gunther, Executive Director
Keisha Dyson, Associate Producer
Christian Lindstrom, Producer
Pam McKeta, Web Sites Director
David Meissner, Content Associate
Bill Perry, Senior Advisor
Susan Petroff, National Partner Relations Director
Latrice Seals, Research Director
Jess Snyder, Web Associate
To read past issues
Go to
<http://www.readingrockets.org/newsletter.php>http://www.readingrockets.org/
newsletter.php
If the links on this page aren't working
Go to
<http://www.readingrockets.org/newsletter.php>http://www.readingrockets.org/
newsletter.php
and then click on "Manage your subscription." This will take you to
a
page where you can log in to change your settings so you'll receive
future newsletters in plain text format with working links.
To contact us
Send your questions, comments, or suggestions to
readingrockets@weta.org. <mailto:readingrockets@weta.org> We look
forward to hearing from you.
+++++++++++++++
From: tracker482@aol.com
Date: Mon, 20 Oct 2003 07:03:13 EDT
Subject: Re: [mosaic] first graders sustained reading
In a message dated 10/18/2003 11:01:29 PM Eastern Daylight Time,
SIMMONS@aol.com writes:
> I would like to know how many books are in their independent book bags
and
> how do they receive those books? How long do they keep them in their bags?
Karen,
I use Sharon Taberski's On Solid Ground for guidelines. She explains her
system very well in her book. I have my class divided into 5 groups, a
Monday
group, Tuesday group, etc. This is strictly organizational, by alphabetical
order. On Monday I conference with the Monday group, review the books in
their
bags, listen to them read from one or two, then help them select new books.
My
books are LOOSELY leveled, so I teach them how to find a just right book.
The
next week they may tell me a book was too hard or too easy and we make
adjustments. Sometimes they keep a book several weeks, other times just a
week. I try
to make sure they have enough challenging books to keep them occupied for a
week. This is harder at the beginning of the year when books are so short,
but
gets easier as the year goes on.
I can tell you more later if you have more questions.
Joan/OH/1
++++++++++++++
Subject: RE: [mosaic] guided reading for 3rd graders
Date: Mon, 20 Oct 2003 07:15:49 -0500
From: "WOLCOTT, GREG" <WOLCOTTG@woodridge68.org>
Try using some of the Read Naturally passages. These have been used =
very successfully at our school.
++++++++++++
Date: Mon, 20 Oct 2003 12:45:11 -0500
From: Olivia Foulkrod <ofoulkrod@fcaq.k12.ec>
Subject: Re: [mosaic] 1st graders and sustained reading...long
Sandy,
Thanks for all of your great info. I disagree on the center part.
Ithink it all depends on the way that you use centers. Guided reading
is real specific time to work with a small group of kids. If you have a
big group of kids, I think it is beneficial for the rest of the kids to
be doing literacy centers while you focus with 3 or 4 kids. Reading is
invaluable, but if you don't have some practice on word making and
sentence strips, and journal writing etc, then your skill can become
stagnent. I think all kids need to have a little practice in ahtse
things, even if they are very hig readers. If they do a center fo 20
miutes and read for 20-30 minutes or longer than it really can be
feesible and it can help you to trget each individual kid to do what
they need to do!
Thanks
Olivia 1st grade
+++++++++++++
From: Soswes@aol.com
Date: Mon, 20 Oct 2003 19:13:03 EDT
Subject: Re: [mosaic] 1st graders and sustained reading...long
In a message dated 10/20/2003 12:43:56 PM Central Standard Time,
ofoulkrod@fcaq.k12.ec writes:
some practice on word making and
sentence strips, and journal writing etc, then your skill can become
I do have a word work block (15-24 minutes) where we do making words,
graphing word wall words, cheer the words, make analogies, etc.
I used to do journal writing, but I felt I was confusing the kids: why do
we
have a writers workshop and then you have us write in this journal...what's
the difference. I'm still working on that one myself.
We do what works best for us and for our kids.
Sandi
++++++++++++++
Date: Mon, 20 Oct 2003 17:00:33 -0700
Subject: Re: [mosaic] Journal Writing
From: Veronica Leigh Whitehead <pisces1975@earthlink.net>
Sandi,
Isn't the journal a place for the kids to collect and try out ideas for
their writing workshop? This is what I tell my kids. I don't have them
just write any old thing though. I usually read them a picture book and
give them several writing ideas related to the book/craft to try out in
their journals. They begin a writer's workshop project after they have
collected six of these ideas. They may also take an entry from their
reading response notebooks and expand on them for a writing project. I may
have missed something in this thread...
Veronica
++++++++++++
Date: Mon, 20 Oct 2003 17:41:12 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: [mosaic] Debbie Miller presentation notes by Nelle
Debbie read this quote and I love it:
"What if we viewed smart as a goal that students can work toward rather
than
as something they either are or not?"
In her presentation, she shared she had been teaching for thirty years and
this is the first year she did not sign her contract. She shared a picture
of her basement where she has unloaded all her collection of books and
"stuff". Missing the classroom environment, she shared a corner of
her
basement where she has duplicated her yellow door {see the front of her
book, RWM} placed a rug, lamp and bookcases of books all around her, and her
rocking chair as to somehow recapture the feeling of her classroom as she
prepares for these presentations and reflects.
Thought shot by Nelle: How warm and wonderful is that!!!!!!!!!!!!!!!!
There was not a handout, so the notes below were scripted while she was
presenting, so they are not exact, but as close as I could come to points
made in her actual presentation.
Creating a Culture of Thinking in the Classroom
1. Model our Literate Life and language we use to talk aout books and
ideas.
2. Nurturing, honoring, validatiing student thinking
3. Collecting books that give kids something to think about and talk about
4. Providing daily opportunities for practice
5. Capturing thinking by co-constructing anchor charts and student response
sheets
that make thinking visible, public, and permanent.
6. Creating thoughtful environment that reflects what we believe about
teaching and learning.
She gave two examples of kids defining:
She said, "At first I modeled using defining language. But then the kids
starting to use their language to define:
Ben's thinking, Some just leaks through.
Isabella's response to What is inferring? ...creatively mold your thoughts,
feeling, and background knowledge into the story..."
[Thought shot by Nelle: Vogotsky's assistance to self-assistance model.
Bring kids to independence, our ultimate goal.]
She said fifteen years ago she learned about what proficient readers do and
what do less successful readers do. Then she got together in collaberation
with other educators and ask, "What does this look like in teaching?
She said, "I question if I were a proficient reader at all."
Thought Shot by Nelle: "I admit, I have ask that same question."
She was encouraged by Keene to slow down and first explore this by learning
about what we do while reading, jot down thinking in the margins, have
conversations about what we as readers do.
She said, What changed everything? Awareness that we know what our mental
processes are to know what to teach our kids.
She talked about the power of collaberation and that how the study groups
interactive conversations developed attitudes of "Bring it on. We can do
this. We see ourselves as smart, proficient and Create A Culture of thinking
for ourselves and our kids."
"The kids start to doing amazing things. Are they smarter, No, we're
setting our expectations higher and it changed the kids."
She encourages kids to share quotes from their reading because she has
modeled that from her own reading.
She shared a handout made by the children that far exceeded the criteria she
had made on a handout.
Later, I will try to get to the draw layer and create what she showed us and
send it for the files if that's okay?
In Summary: This was the highlight of my career! I feel more convident
"bring it on, I can do this" She was everything in person that she
is on
video and in her book. Her "Voice" speaks volumes to the heart of
teaching
and the teacher.
Nelle
Submitted a picture for files showing how warm, friendly and approachable
she is.
Teachers in the picture are Left to right, Barbara Lash,[Nelle] Mary Smith,
Debbie Miller, Cathy Weathers, Debbie Ayres, October 16,2003.
mereadmoreSC/RR/1st/rdg.sp.2-5
Nelle
++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Strategy songs CD available now!!!
Date: Mon, 20 Oct 2003 20:01:35 -0500
I have some great news!!
One of our members, Tanny, has a CD out that has a song for each strategy.
Tanny wrote/sings the lyrics and her husband Miles arranged/plays each tune
on the synthesizer/piano. She wrote the words over the past couple of years
to reinforce strategy lessons that she used with her students. Many of the
teachers at Tanny's school district have been bugging her to get the songs
recorded.....so they finally did it!
They used familiar tunes for the songs so that even the "musically
challenged" teacher could use them with confidence. Here is a list of the
songs, with the original tune cited:
1. Metacognition: Tune/The Mexican Hat Dance
2. Schema: Tune/Are You Sleeping?
3. Questioning: Tune/London Bridge
4. Visualizing (mental imagery): Tune/ Mary Had A Little Lamb
5. Determining Importance: Tune/Hickory Dickory Dock
6. Inferring: Tune/Twinkle, Twinkle Little Star
7. Synthesizing: Tune/Three Blind Mice
Tanny will include a complete lyric sheet with each order. Tanny says,
"Kids LOVE these songs....As one student put it, 'Sometimes I forget what
a
certain strategy means, but then I just start singing the song and it helps
me to remember!'"
Go to the TEACHING TOOLS web page at:
www.u46teachers.org/mosaic/tools/tools.htm and scroll all the way to the
bottom in the OTHER section and look for:
Comprehension Strategy Songs on CD by Tanny to find the ordering
information! (it takes a while to load) For $10.00, including shipping, I
think this is a steal! What a great idea!
I can't WAIT for my copy to arrive!!
Ginger
moderator
++++++++++++
Date: Tue, 21 Oct 2003 05:18:06 -0700 (PDT)
From: Yvonne Greene <myvonnegreene@yahoo.com>
Subject: [mosaic] sustained reading question...long
Howdy Everyone,
I have been lurking throughout this year, and have
gained some great knowledge. Now I have a question.
I teach resource for K-3rd graders. I have some
students for reading for 1.5 hours and others for just
an hour. The first 1/2 hour I spend focusing on the
MOT strategies and gradual release. So far we are up
to t-s. Yes slow moving, but making progress. After
this time, all the students have arrived, so we move
into group work. I have 5 groups that rotate through
reading lessons with me in the hour that is left. The
students who are not at the table with me are doing
worksheets, reading, or waiting (ugh, I hate them just
sitting.) After reading all the discussions on
sustained reading, it has me thinking that we need
more time of this. How can I incorporate sustained
reading into such a short time when many of my readers
are at a beginning reading level? I also have IEP
goals to meet that require sight word work and
comprehension. I guess I just want to make the most
of my students time, and don't always feel successful.
Meeting individual needs for such a wide group of
kids who are already behind is a challenge. I know my
kids are learning...especially when they can all
define metacognition and schema. (Thanks for the
songs!)
Any ideas to help the kids learning time more
manageable are very welcome. Oh.. I just got
computers (3) so now I can use that as a learning
station! Hooray!
Thanks for you help and patience with my lengthy
question.
Yvonne
++++++++++++++++
Date: Tue, 21 Oct 2003 07:29:19 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] sustained reading question...long
I would say books on tape, poster versions of very familiar rhymes, poetry,
fingerplays, songs and the like, collections of wordless books and certainly
lots
of familiar (okay, to the point of memory) rereads of predictable text. I
have one
special needs child who is extremely low, but interacting with books
independently
has developed her concepts of book, her ability to match story (not text) to
pictures and ha expanded her oral language skills, as she entered our
looping room
speaking in fragments and now just wows everyone with her ability to carry
on
conversations and express herself.
Lori
+++++++++++++++
From: "Thorud, Carol" <thorudc@mail.davenport.k12.ia.us>
Subject: RE: [mosaic] Any Ideas
Date: Tue, 21 Oct 2003 08:53:10 -0500
I am sorry. I spelled her name wrong. Here is a link to her website.
It is Ricki Linksman http://www.readinginstruction.com/
+++++++++++++
Subject: [mosaic] Just have to share
Date: Tue, 21 Oct 2003 09:44:06 -0500
From: <Deb.Sturdevant@k12.sd.us>
Hi,
I just have to share what just happened with my 8th graders. We have =
been working on making connections since school started. These kids =
have never had any direct strategy instruction with the Mosaic =
comprehension strategies. I have modeled using the read aloud and other =
texts. We have practiced making connections-and I have gradually tried =
to release the responsibility onto the kids. Sometimes I've been a =
little frustrated with the slowness. Today, after our read aloud we =
talked about our connections-specifically T-W and T-T. The kids were =
awesome! I was not only hearing connections but also how they helped =
the student to understand something in the book, without too much =
prompting from me. I could hardly contain my excitement and was =
delighted to be able to say "Great text-text connection" and "Great
=
text-world connection". I really think my students have come a long way
=
in reading since the beginning of the year. I am so glad I took the =
time and didn't rush through the strategy was. On the next round of =
individual conferences we will talk about their connections and see if =
it is happening individually in their own reading as well as with the =
read aloud.
This group has been so great even though I am for the most part a =
lurker. I read the messages and have gotten so much from them all. I =
feel supported, which has been great because I am the only one in this =
school using these strategies. Thank you.
Deb
+++++++++++++++
Date: Tue, 21 Oct 2003 13:10:22 -0500
From: Olivia Foulkrod <ofoulkrod@fcaq.k12.ec>
Subject: Re: [mosaic] 1st graders and sustained reading...long
Your right, we do wht is best for each specific group. One way that i
distinguish between journals and writers workshop, is that my reading
journals have a specific urpose. The kids need to reflect upon the
book, make a connection, a question, predicition etc. What ever they
think and sometimes prmpts that I give them that are related to the
specific books they are reading. Writer's workshop on the other hand is
more open, they can write about whatever they want and are creating
their own stories to be published. This is what I think the difference
is, but I have also heard other arguments. I think it is so much fun
and so valuable to listen and learn from so many different teachers.
Thank you so much for all of you imput!
Olivia 1st
++++++++++++++
From: Soswes@aol.com
Date: Tue, 21 Oct 2003 19:11:20 EDT
Subject: Re: [mosaic] Journal Writing
In a message dated 10/20/2003 7:01:30 PM Central Standard Time,
pisces1975@earthlink.net writes:
Isn't the journal a place for the kids to collect and try out ideas for
their
writing workshop? This is what I tell my kids. I don't have them just
write
What I want my kids to have is a Writers Notebook, which is just what you
are
saying, except not writing their story. Perhaps this is how I can start it.
In the few years I used a journal, they just wrote, but I could never get
them to go back and now write in writers workshop, revising or editing what
they
had already started. Probably my fault.... I also tried it as a dialogue
journal...it just became a job for me that had no point for the
kids....again,
probably me. But I do want to start a writers notebook....so this maybe how
I
can do it.
Sandi
1st
+++++++++++++++
From: Soswes@aol.com
Date: Tue, 21 Oct 2003 19:31:29 EDT
Subject: Re: [mosaic] 1st graders and sustained reading...long
In a message dated 10/21/2003 1:09:25 PM Central Standard Time,
ofoulkrod@fcaq.k12.ec writes:
One way that i distinguish between journals and writers workshop, is that my
reading journals have a specific urpose. The kids need to reflect upon the
book, make a connection, a question, predicition etc.
Thanks, Olivia....that's what I use my "Thinking Journals" for...same
thing.
I'm still working on my journals for writers workshop. It's still fuzzy in
my mind how to make it a worthwhile writing event for the kids, make it
meaningful for them, and make sense to me. If it doesn't make sense for
both me and
the kids, I won't do it. I may still keep working it around in my mind,
though!
PS...Olivia is my middle name! Dad loved Olivia DeHaviland...so there's my
age!
Sandi
1st
++++++++++++++
Date: Tue, 21 Oct 2003 20:02:52 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: [mosaic] writing - reflection journals
I mentioned to my kids today that I was thinking of making them
special writing books just for them to write about the books they
read. Just a casual comment on my part, because I've been reading
these posts. Well, a whole bunch of them said, "yay".
So I guess I'll do it. I could call it a 'reflection journal', but
maybe someong has a more exciting term?
We do writers workshop every afternoon -- I give them a mini lesson
and they write about whatever they want. About 5 write about what I
did (today it was about going on a trip with my mom. I drew a car --
I was very impressed with myself 'cause they recognized it as a car)
Most write about "I like my ____" and a current favorite (like this
time last year) is "I like __and then a list of all their friends'
names"
We just started today with a more structured sharing time after
writing -- a share chair and the others may ask 3 questions. Today
Tyler asked, "Did you remember your period?" Had to laugh.
Thanks to each of you for all you contribute.
Katharine/1st/N.California
+++++++++++++
Date: Tue, 21 Oct 2003 23:24:22 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] writing - reflection journals
Katherine,
I love to draw and my kids all know I love art, but when I model drawing as
a
writing plan, I keep it pretty darn quick and simple. How simple? Today
one of my
kids found my doodle sheet from a staff meeting, drawing of staff members
they
recognized, and when I said, "Oh, yeah, that's mine," my young friend
looked
at me
with complete disbelief. He said, "I didn't know YOU could draw."
Had to
laugh,
because I have some amazing artists and during writer's workshop when we use
a
modified four square to plan, those who draw are constantly hearing
me"Quick,
quick, quick! This a a plan, the real art comes when you illustrate!" I
guess I
have been practicing what I preach.
Lori
+++++++++++++
Date: Tue, 21 Oct 2003 23:27:53 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] California Reading Standards
Someone on two of two favorite listservs (butter 'em up first, my
theory) posted a link to first grade reading standards in California. I
don't know if they were state or district standards, but they were very
itemy and seemed to line right up with OC. My prinicpal is interested
in seeing them. Could someone repost them or help me out? Lori
+++++++++++++
Date: Tue, 21 Oct 2003 21:29:58 -0700 (PDT)
From: Denise Ross <deniseross4@yahoo.com>
Subject: Re: [mosaic] California Reading Standards
Go to www.cde.ca.gov/standards/
Then choose the subject area standards you're interested in.
Denise
++++++++++++++
From: RKCTEC5@aol.com
Date: Wed, 22 Oct 2003 00:59:55 EDT
Subject: Re: [mosaic] Journal Writing
Actually notebooks, (Veronica's journals) -- where they list ideas, neat and
unusual ways with words, tri its, paste pictures, keep quotes, write
different
leads, or just write things that pop into their heads -- are probably best
used in second grade and up. The older children are able to hold one idea
in
their heads and think back to a previous idea written in a notebook, find
it,
see how the two ideas work together, and come up with something based on
that.
Most kids first grade and younger have a much harder time thinking backwards
and doing combinatorial reasoning. For them, I think it's best to let them
either write new pieces each day, or look over several pieces in a folder
and
decide on one they want to make better, and take that one through revision
and
editing. They revise or edit for one or two things, and the teacher
publishes. The piece is not important, but what the child learned that will
make
him/her a better writer is. Developmentally they just aren't ready to write
a
lead similar to one on one page of their notebook, lift a sentence from
another
page, and follow the way with words try-it they did on another. Too much
page
turning.
But I could be wrong about the complexity of notebooks, as I teach first
grade and we don't use them.
Ruby
+++++++++++++++
Date: Wed, 22 Oct 2003 07:30:50 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] California Reading Standards
>Someone on two of two favorite listservs (butter 'em up first, my
>theory) posted a link to first grade reading standards in California. I
>don't know if they were state or district standards, but they were very
>itemy and seemed to line right up with OC. My prinicpal is interested
>in seeing them. Could someone repost them or help me out? Lori
Lori,
I've got CA state standards just about every where I look. But not
on line. If you want to send me your address, I'll mail you copies.
Katharine
+++++++++++++++
From: Soswes@aol.com
Date: Wed, 22 Oct 2003 18:06:36 EDT
Subject: Re: [mosaic] Journal Writing
In a message dated 10/22/2003 12:00:15 AM Central Standard Time,
RKCTEC5@aol.com writes:
Actually notebooks, (Veronica's journals) -- where they list ideas, neat and
unusual ways with words, tri its, paste pictures, keep quotes, write
different
leads, or just write things that pop into their heads -- are probably best
used in second grade and up. The older children are able to hold one idea
in
their heads and think back to a previous idea written in a notebook, find
it,
see how the two ideas work together, and come up with something based on
that.
Most kids first grade and younger have a much harder time thinking backwards
Ruby...the only thing that worries me is that I know if I have high
expectations for the kids, they usually rise up to meet them. I still want
to use a
writers journal, I was thinking that I wouldn't start it until later in the
years, because I do think you are right....they probably can't "hold one
idea in
their heads....." and use the writers journal in the manner it is intended.
I'm still just getting kids to write after all right now...I don't need to
add
one more thing for them.
But, we'll see, but I'm still thinking later in the year. Plus based on
what
I know now about my kids, I can see some being more than ready to use one
and
some not. Just think, if I start it, when they get to 2nd grade, how much
more detail and useable it can be. I don't know.....still thinking it
through, thank you for sharing.
Sandi/1st
++++++++++++++
Date: Wed, 22 Oct 2003 15:30:01 -0700
Subject: Re: [mosaic] California Reading Standards
From: "Janet Holbrook" <jmholbrook@earthlink.net>
Actually, they are available on line:
www.ca.cde.gov
++++++++++++++
Date: Wed, 22 Oct 2003 19:56:03 -0400
From: Carroll Hockman <johcar79@comcast.net>
Subject: Re: [mosaic] writing - reflection journals
We're using the term "Reader's Notebook" to go along with "Math
Notebook"
and "Writer's Notebook". I thought the consistency would be helpful.
What's
funny though is when I say "journal".
+++++++++++++
Date: Wed, 22 Oct 2003 22:06:51 -0500
From: Jim & Jan Pettry <jdpettry@erinet.com>
Subject: [mosaic] Journal Writing in first grade
Hi Everyone,
I've been reading all of your emails about journal writing in first
grade and am
learning so much. I wanted to share how one of our first grade teachers
does
journals, because I love it and the kids do, too. I don't get as many
opportunities
to observe the share part of journal writing in the other two classrooms
I work in,
but in this particular classroom I'm there for a short time while the
kids are sharing
so I can help the ones who notice they left out something or need help
in some
way during the share. I'm helping the kids and listening to what this
teacher is
saying the whole time and am amazed every single day at what the kids are
writing and how enthusiastic they are about writing.
Right now they are writing to a prompt on most days, and doing "Weekend
News"
on Monday. The guided reading block is an hour and forty minutes in this
class, and
the kids are doing the journal writing along with independent reading
and buddy
reading when they are not in reading group. The prompt has already been
discussed
during the read-aloud time prior to guided reading. The prompts began
very simply:
"What can you do at school?" "What do you like to do at home?"
but soon
moved
into responses to social studies or science: "What do living things
need that
nonliving things do not need?" "How do plants change in the fall?"
"What do you
know about apples?" Weekend News suddenly needed to include who, what,
when,
and where. The class rehearses a few responses, but she doesn't write a
lot on the
board because then it's a copying exercise. The prompts are typed up
and glued in
the journals before the kids begin writing, because they get lots of
help with words
from the prompt. The word wall expands as the kids find words they
really need--
grandma and grandpa, learn, think, etc.
The students don't get any help with the journal during reading time.
They write,
draw an illustration, and turn in the journals before lunch. The help
and the
modeling have all come through the share time right after lunch. During
that time,
every child (there are 20) gets up and reads his/her journal. The
teacher always
focuses on something positive, asking the students, "Did she respond to
the prompt?"
on ones that focused on the prompt..."Look at _____'s writing--did she
leave spaces?"(yes)
"Look at how many sounds ____ wrote in this word!" "Look at ______'s
entry! Now look
back at the beginning of the year-- do you remember when he used to just
write letters
and I had to write down what he wrote? Look at his writing now! He
writes whole sentences!"
"Look at _____'s illustration! Did you notice that she labeled some of
the things in it?"
"Let's count and see--how many things did _____ know about apples?"
"Listen to how
________ told us that living things were different than nonliving
things." "Let's see--
________ told us who, what, when--oh, you left out where? Well, why
don't you go include
that, too?"
Kids get up and find out just by reading their entry aloud that words
are missing or it
doesn't make sense. When that happens, they sit down and work on it a
bit more. Last
week, we noticed one little boy wasn't even trying to record sounds in
the words. The teacher
simply said, "Why don't you go work with Mrs. P for a minute and see if
you can't stretch
out a few of these words and get some more of the sounds down?" He's
gotten so many
more sounds in his words ever since from that quiet reminder. The very
lowest kids work
at their writing because she always notices something good and
reinforces something they
need to work on in a positive way. The journals have a small space for
a picture and lots
of lines. Many kids fill a page every day, and some kids write more.
They finish the
sharing time knowing what they did well and what they need to work on.
This is a 30+ year veteran teacher, but she told me yesterday that only
in the past couple
of years has she come to believe that first graders can do this level of
writing in the first
semester of first grade. She plans to move into Writers Workshop in a
few weeks.
Then she won't do sharing with everyone every day, because they will use
that time
after lunch to work on more self-directed pieces and she'll use more
time for a minilesson.
Right now the minilessons take place during the sharing.
Sorry this is so long. This is one of the highlights of my day every
day, and I can only be
there for 15 minutes of it! I'm not really sure about the whole
notebook vs. not doing notebooks
in first grade. I think you have to know what your kids can do. I just
know this teacher has given
these kids wings.
Jan/OH/1st
+++++++++++++
Date: Wed, 22 Oct 2003 18:22:14 -0700
From: Carol Lau <cllc@comcast.net>
Subject: Re: [mosaic] what you're reading
Love to read your postscripts--current read and last read. You are such
an avid reader. I respect that, but am addicted to TV and vegging out,
especially during the school year. I'm actually afraid to start a good
book because I'm afraid I'll stay up too late on a school night (no
self-discipline). So I do most of my nonprofessional reading during the
summer. I would enjoy a short review of some of your best reads. Maybe
you could include a comment or two in your postscripts. I always check
out the titles, but usually don't know about them. Carol
++++++++++++++
From: RKCTEC5@aol.com
Date: Wed, 22 Oct 2003 21:38:39 EDT
Subject: Re: [mosaic] California Reading Standards
That's funny Katharine!
I've got the darn books everywhere too. How many dang copies do they think
we need to figure out what first graders need to know and learn!
Ruby
+++++++++++++++
Date: Wed, 22 Oct 2003 19:53:12 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] Just have to share
Deb, keep the faith. I was the only one for a time, but now it is a
schoolwide goal to explore STW so that it can be fully implemented by next
year grades K-5. I just kept sharing like you are doing today. Remember
one spark can make a mighty blaze!
Nelle
++++++++++++++++
Date: Wed, 22 Oct 2003 20:19:10 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] Journal Writing
For those inquiring about what a Writer's Notebook really is...
Have you heard of Ralph Fletcher's paperback, The Writer's Notebook. It is
a small novel size books targeting the kids as his audience as he explains
living like a writer with a Writer's Notebook. It was only three or four
dollars from Amazon and I just love it. What a great read-aloud to your
kids at the beginning before they start a writer's notebook, so that when
they hold it in their hands it becomes something new and personal and the
entries all of their choice helps them feel ownership to it.
A Great Read. Check it Out.
I also would recommend Katie Wood Ray's list of things that go in a
writer's notebook in her book "Wonderous Words. I will get the page number
tomorrow at school unless someone else has the book at home and can pass it
on sooner. Great to copy and paste inside to the kid's "Writer's Notebooks"
as a reminder.
This is living a literate life and we need to encourage our children to live
this literate life with us, sharing thinking, sharing quotes, writing
privately, publicly. Sharing thinking on the mailring, making connections
and collaberation. Truly, Best Practices, Harvey Daniels!!, uh? I saw him
recently and he said the term was used so loosely that he was ready to
redefine it and capture the meaning for best practices back. I have his
list of what constitutes "Best Practice" if anyone is interested.
A Great
Speaker and very funny.
Nelle
++++++++++++++
From: "Marcia Kellenberger" <mgk59@msn.com>
Subject: [mosaic] Primary Writers' Notebook
Date: Wed, 22 Oct 2003 22:59:27 -0500
For another perspective on Writer's notebook before 3rd grade, check out =
Writing Through Childhood -- by Harwayne, I think. I'm with you, Ruby. =
Marcia/2nd
+++++++++++++
Date: Thu, 23 Oct 2003 00:33:57 -0400
Subject: Re: {SPAM?} [mosaic] Anyone in FL?
From: Bill Ivey <bivey@k12s.phast.umass.edu>
On Tuesday, Oct 14, 2003, at 05:54 America/New_York, SKosmoski@aol.com
wrote:
> Have you ever seen William Steig's book--C D B?
>
Hi!
No, I haven't. Is that his way of saying "See the bee"?!
Take care,
Bill
++++++++++++++
Subject: [mosaic] Reading Mentors
Date: Thu, 23 Oct 2003 08:06:04 -0400
From: "Beard, Courtney" <beardc@martin.k12.fl.us>
Our school is participating in the governor's reading initiative grant =
in FL that allows for training of all reading mentors and also provides =
money ($500)to purchase materials. Any ideas on how to most effectively =
spend the money? I would like to purchase materials that the mentors =
will use. The mentors are primarily working with 2nd and 3rd grade =
students one on one or in very small groups. Thanks!
+++++++++++++++
From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] Primary Writers' Notebook
Date: Thu, 23 Oct 2003 17:15:03 -0400
Marcia: Writing Through Childhood is a fabulous book as is Writing (or =
Writer's) Workshop: A World of Difference by Harwayne and Calkins =
(1985). It's written for Staff Developers but it's so worth the read. =
I loved it and it was very helpful. There is also a video available to =
go with it.
Loretta
+++++++++++++++
From: "L H" <lorey717@msn.com>
Subject: [mosaic] Questions re Reader's Workshop-Keeping Track of Progress
up the Levels & Good Books on....
Date: Thu, 23 Oct 2003 17:52:29 -0400
Hi:
1) in Reading Recovery, we have a form where we can note how a student =
progresses up the levels in reading by taking regular running records =
and noting any progress. We do this once a week. Of course, in RR, we =
see children one-on-one 5 days a week for 30 minutes per session.
Do any of you do anything similar in Reader's Workshop? If you have a =
form for this, I'd love to know about it.
2) What is the best book you can recommend on Reader's Workshop?
Thanks,
Loretta
+++++++++++++++
Subject: [mosaic] Reading Levels
Date: Thu, 23 Oct 2003 16:54:37 -0500
From: "WOLCOTT, GREG" <WOLCOTTG@woodridge68.org>
I have a few questions I would like help on:
1) Is anyone aware of software programs or internet websites where text =
can be typed in and then translated to specific reading levels? =20
2) Do Fountas and Pinnell have an assessment program (like IRIs) that =
could be used to level children? Someone said a running records program =
could be purchased from Rigby- but I have not found anything.
3) We're having some heated discussions at our school regarding how much =
time is/ should be spent on structured writing and how much should be =
spent on creative writing. I would love to hear your thoughts, =
so...please tell me what percentage of time do you (estimate) spend on =
structured writing vs.. creative writing? Please specify your grades.
THANKS!
PS
We bought the READ NATURALLY program (after hearing the endorsements via =
this listserv). The children and teachers have loved it!
Greg Wolcott
Principal
Edgewood School
7900 Woodridge Drive
Woodridge, IL 60517
++++++++++++++
Subject: RE: [mosaic] Reading Levels
Date: Thu, 23 Oct 2003 18:06:41 -0400
From: "Beard, Courtney" <beardc@martin.k12.fl.us>
Greg
I can help address one of your questions. Rigby has a program called =
Rigby PM Benchmark. It has running records for texts K-5. You can use =
it to assess students' reading abilities using unseen, meaningful text. =
We use it at our school and the teachers have found it very helpful. =
Look in the Rigby catalog you will find the Kit. I think it is approx. =
$150 a kit.
+++++++++++++++++
From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] Reading Levels
Date: Thu, 23 Oct 2003 18:42:43 -0400
Wouldn't that be amazing and save so much time to have a way to level =
passages. During Reader's Workshop--guided reading seems to be a =
problem using longer text for 3rd grade. It would be so great to be =
able to have interesting passages at different levels that can be =
obtained easily and inexpensively!
Loretta
++++++++++++++++
From: CNJPALMER@aol.com
Date: Thu, 23 Oct 2003 19:12:02 EDT
Subject: [mosaic] time on structured writing
In a message dated 10/23/2003 6:03:16 PM Eastern Standard Time,
WOLCOTTG@woodridge68.org writes:
3) We're having some heated discussions at our school regarding how much
time
is/ should be spent on structured writing and how much should be spent on
creative writing. I would love to hear your thoughts, so...please tell me
what
percentage of time do you (estimate) spend on structured writing vs..
creative
writing? Please specify your grades.
THANKS!
Greg
Here in Harford County Maryland, we have been mandated to have 3 days of
structured writing and 2 days of Writer's workshop. I do not necessarily
believe
those numbers are supported by research but it is a necessity (or so we are
told) to prepare kids to meet the state standards in writing. I personally
believe that state standards could be met with a workshop approach under the
direction of a highly trained teacher.
Jennifer
Reading Specialist'
Forest Lakes Elementary
++++++++++++++
From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: Re: [mosaic] Questions re Reader's Workshop-Keeping Track of
Progress up the
Date: Thu, 23 Oct 2003 19:22:19 -0400
Speaking for myself, I do not do running records on a regular schedule
during reading workshop. I DO do them about once a marking period for my
students that are scoring below a 40th percentile on the STAR reading test
(a district benchmark). When I do them it IS during reading workshop.
These specific children also see a reading specialist who does the running
records more frequently. The book that I used to get started with my
reading workshop is Fountas and Pinnell's Guiding Readers and Writers. If
it makes a difference, I teach 3rd.
Rory/3/MI
+++++++++++++
Date: Thu, 23 Oct 2003 20:17:16 -0400
From: DarylJM@aol.com
Subject: Re: [mosaic] Reading Levels
The only problem with the Rigby kit is the comprehension piece. We found the
levels to be inflated. Kids could "word call" and score at higher
levels.
The DRA is a much better indicator of true level.
+++++++++++++
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