Sorry for any confusion on what intials stand for in my plans. I was at =
school ALL DAY today and meant to e-mail you all and tell you what they =
stand for, but I got a little sleepy last night. :) Linda Hoyt has two =
tremendous books that align well with MOT. They are "Snapshots" and
=
"Revisit, Reflect, Retell." There's your RRR! :) Let me know if there
=
are any other confusing parts. =20
I'm glad some of you will find use for this. I just found that during =
the school year I don't have the clear mind as I do in the summer. It =
seems like I'm always scrambling through my books with no sequence in my =
plans. So. . . I'm using these plans as a guide to where all the great =
lessons are located. I kind of did the same thing with the writing =
lessons I posted on the teaching tools page a couple weeks ago. I'm =
hoping that all of this will help me reach my goal of "digging deeper"
=
with the kids this year. Hopefully in the next month I'll be able to =
post questioning and inferring plans when I complete them. I can't =
believe the kids come to class this Thursday!
Kelley
+++++++++++++++++++++++
From: "davisreid" <davisreid@attbi.com>
Subject: Re: [mosaic] Upper elem suggestions
Date: Mon, 11 Aug 2003 22:06:42 -0700
Living in poverty deprives students of many of the simple pleasures of =
life. I won't accept that it deprive them of becoming lifelong readers. =
I was at a training session by Anita Archer a few weeks ago and she =
stated some fact that was astonishing to me. I don't remember her =
exact words, but it something like this . . .
By the third day of school, kids from nonpoverty homes will have read =
more words than a typical struggling reader from a poverty home will =
read in an entire school year.
++++++++++++++++++
Date: Tue, 12 Aug 2003 06:00:49 -0400
From: Irene Columna Settle <aq3008@wayne.edu>
Subject: Re: [mosaic] Dyslexia & Open Court
Hi Barbara:
Thanks for you entry about Dyslexia and Open Court. I'd lik=
e =
to read Shawyitz's book because it seems to take a different =
stance on both topics than I've heard recently.
Detroit Public School=
s adopted Open Court last year and the =
majority of the teachers do not believe that it's highly =
teacher-directed approach is appropriate for young, =
developing readers. But since Shawyitz's advocates phonics =
for children with dyslexia, I wonder if Reading Mastery, the =
program my district uses, would be helpful as well.
Also I appreciate=
the info about Dyslexia because every year =
I have at least 2-3 parents (usually of boys) who say that =
they think their sons have dyslexia or that someone in the =
family has it. This would be a good resource for them. Our =
Reading Recovery teacher doesn't believe that Dyslexia is =
real. I'd like to share this book with her too. See if she =
changes her mind.
Thanks, Irene
++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Cris Tovani article
Date: Tue, 12 Aug 2003 18:09:54 -0500
This was on the MiddleWeb list:
Helping "Fake Readers" Become Proficient Life-Long Readers
http://www.educationworld.com/a_curr/profdev078.shtml
Cris Tovani has been widely acclaimed for her work with students and
teachers in the area of reading comprehension. Author of the
best-selling "I Read It, but I Don't Get It," Tovani recently chatted
with Education World about how her own checkered reading past
motivates and inspires her efforts to help students build real
meaning from their reading and become life-long readers.
Ginger
++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Comprehension Strategies Notebook ordering info
Date: Tue, 12 Aug 2003 18:26:25 -0500
I have added how to order Carolyn's Comprehension Strategy Notebook on the
TEACHING TOOLS page at:
http://www.u46teachers.org/mosaic/tools/tools.htm
Look all the way at the bottom under OTHER for:
Comprehension Strategy Notebook by Carolyn
Ginger
mosaic
I have the notebook and it is a wonderful resource!! Carolyn has done a lot
of work putting it all together. Thank you Carolyn!!!!!
+++++++++++++++++++++++++++++++
From: deborah a devine <debthereb@lightfirst.com>
Date: Tue, 12 Aug 2003 23:12:14 -0500
Subject: [mosaic] Math/Mot/ More info group
Dear Week by Week Essential Pioneers,
I just sent my first mailing to my Math/Mot group as promised. It
contains an modeling lesson using the first problem in the Math
Essentials for 3rd Grade. I tried to talk you through the process.
This problem is quite simple, so I'll take a few more problems that
seem more difficult, and write about them also.
Deborah
+++++++++++++++++++
Date: Wed, 13 Aug 2003 02:40:14 -0800
Subject: Re: [mosaic] ETA
From: Patricia Kimathi <pkimathi@earthlink.net>
I would also like to thank ETA. I just discovered this listserv and I am so
impressed. I know my class will be better this year because of it.
Pat Kimathi
++++++++++++++++++++
Date: Wed, 13 Aug 2003 13:08:50 -0400
From: Msmigdon@aol.com
Subject: [mosaic] Math Assessment
Does anyone know a good global assessment for 5th grade? I'm hoping to use
it as a diagnostic at the beginning of the year and use it 2-3 more times
during the year as a benchmark of their progress.
Heather
+++++++++++++++++++++++
From: "Debbie Lacy" <dklacy@usmo.com>
Subject: [mosaic] professional development adventure
Date: Wed, 13 Aug 2003 21:56:41 -0500
I am taking a sabbatical this year to work for our State Dept of Ed as =
a teacher trainer. One of the things I'll be doing is training teachers =
how to take running records and then use the DRA. I've been looking at =
kits that have a book and CD with kids reading text for teachers to =
practice marking on. Does anyone have any experience with any of these =
kits? Or any suggestions on teaching RR? I want to make sure that it =
goes beyond the marking and that people understand how to interpret =
miscues to best help kids. Any suggestions would be greatly =
appreciated!
Debbie Lacy
PS--this is the first job I've ever had in my life in which I can go to =
the bathroom whenever I want! Non-teachers have it SO easy (<:
+++++++++++++++++++++++
From: ADeWald40@aol.com
Date: Wed, 13 Aug 2003 23:33:37 EDT
Subject: Re: Why strategies? was RE: [mosaic] Upper elem suggestions
Dear Pat,
I'll try my best to remember what she did. I took notes but I can't put
my hands on them now. Debbie Miller began her lesson with whole group.
She
talked about her own reading and the kinds of things she did to help her
understand what she read. She read them a story and put the book down on
her lap and modeled what she was thinking (using her schema) and wondering.
Next, I thnk she invited the students to talk about what they did to help
them
as they read. Debbie had a chart up that looked similar to KWL.She modeled
reading a non-Fiction. She read the title and wrote down on post-it what
she
knew about Ants. Again Debbie modeled reading the text, putting down the
book and
thinking aloud about her schema, her questions, the new information she
learned on that page. All the while the students were watching her.
.Debbie had
three different color post-it for different purposes. One for new
information
learned as she read, one for questions she had as she read, and one for
information she already knew. She modeled putting them up on the chart.
She
continued to read half the boook. (This might have taken two or three days
of
modeling before asking the students to read.) Next, she invited the
students to
pair up and continue reading the book where she left off and gave them
three different colors of post-it. On each post-it they were to write down
something new they discovered, a question they wondered about and
information
already knew. The groups or pairs of students were pre-selected by the
classroom teacher. Some students fluent readers were paired with
struggling
readers. They could take turns reading it aloud or one person could be the
reader
or they could all read it silently and discuss their schema, what the author
was trying to tell them about Ants , or what they wondered. Most were
interested in reading it . There was one group of bilingual boys that
weren't
engaged at first but the more she got them to talk about what they knew and
wondered about they began to show an interest. She went around to monitor.
She w
as very encouraging and excited at the prospect of their learning. The
kids were wonderfully engaged while 25 adults watched and a camera man was
filming them. Some of us..teachers helped get a conversation going in a
couple of
groups....it was hard not tobe a part of the lesson! After a good 25
minutes she called them back to whole group and had them put their post-its
in the
appropriate category. They sat in a circle for reflection of the lesson.
She asked ...How did it go for them. Debbie had noted a couple of comments
while she was montoring the groups and had asked if they would share how
this
activity went. Their reflection of how they were learning was very
metacognative. Debbie praised them for their insights into their own
learning! She
made every child feel important and able to do the thinking and that they
were
responsible for their learning. I hope this helps.
Ann/3rd
+++++++++++++++++++++++++
From: "Barbara" <baguzman@mchsi.com>
Subject: Re: [mosaic] professional development adventure
Date: Wed, 13 Aug 2003 22:37:14 -0500
Congratulations Debbie. How in the world did you land that job? Are =
you a Reading Recovery teacher? As far as analyzing records goes, you =
can't get anything any better than Marie Clay's books, the Observation =
Survey, The Reading Recovery Guidebook, etc. There are some tapes and =
scripts I believe that come out of Ohio State University that my teacher =
leader has used that take it step by step. Good luck!
+++++++++++++++++++++++++
Date: Wed, 13 Aug 2003 22:55:44 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] professional development adventure
Having participated in a state sponsored training, I can tell you what
not to do. Our trainer attempted to misread a text (we had NO books,
only typed text), only it was very difficult for her to miscue
appropriately then she would get very nervous and err where she wasn't
meant to so that her overheads of correct running records did not match
audience running records at all. When I trained for our district years
ago, I videotaped student volunteers and provided my teachers with
books. This seemed to work well, especially since we started with less
able readers so that the pacing was not overwhelming. Barbara, these
tapes sound wonderful!
Lori
+++++++++++++++++++++++++++
Date: Wed, 13 Aug 2003 23:13:21 -0700
Subject: Re: [mosaic] professional development adventure
From: "Janet Holbrook" <jmholbrook@earthlink.net>
Debbie--
When I trained in Reading Recovery, we used tapes with kids reading text.
It worked well. After we took the running record, we compared it with the
trainer's overhead of her running record.
The interpretation takes LOTS more practice than the marking. I just think
you have to do it in large group and small groups with lots of dialogue.
Janet
+++++++++++++++++++++
Date: Thu, 14 Aug 2003 16:39:02 +1000
From: TJ <twestmor@bigpond.net.au>
Subject: Re: [mosaic] professional development adventure
The DRA actually has a video for training teachers in how to use it. I've
heard it is pretty good- but have never seen it myself.
++++++++++++++++++++++
Date: Wed, 13 Aug 2003 23:51:14 -0700
From: Carol Lau <cllc@comcast.net>
Subject: Re: [mosaic] professional development adventure
I trained my teachers in RR and DRA. I used a training kit with a tape
of a man reading the text for teachers to practice RR marks. Then I
went through the same text on an overhead transparency with them. This
is great for teachers who have never done RR as it starts with just one
type of error like substitution and then adds another type, like
substitution and omissions. It goes on adding different types of
errors. The reader reads slowly and clearly. I did not use it for
analysis of RR. The work of Peter Johnson??, I think (Constructive
Assessment) is good for this. TheRR training kit and tape is at school
and I don't know the name. Hope this helps.
Good luck, Carol
+++++++++++++++++++++++
Date: Thu, 14 Aug 2003 00:14:37 -0700
From: Carol Lau <cllc@comcast.net>
Subject: Re: [mosaic] professional development adventure
I meant to type "many teachers" , not MY teachers.
Carol
+++++++++++++++++++++++
From: SKosmoski@aol.com
Date: Thu, 14 Aug 2003 05:34:51 EDT
Subject: Re: [mosaic] professional development adventure
Debbie--
the DRA used to have an excellent video that went along with it's teacher
packet. It clearly explained and modeled different parts of the process.
Celebration Press may still publish it.
Mary Anne
++++++++++++++++++++++++
From: Creecher12@aol.com
Date: Thu, 14 Aug 2003 06:44:05 EDT
Subject: Re: [mosaic] professional development adventure
I've used a program called "eliteracy." It introduces markings one
at a
time
with a child reading on a cd. There are overheads with correct markings. It
gives a website on the back of the cd. www.elititeracyonline.com. I haven't
tried
it. Phone number 5176724353.
Nancy
++++++++++++++++++++++++
From: Bethany220@aol.com
Date: Thu, 14 Aug 2003 06:46:56 EDT
Subject: Re: [mosaic] professional development adventure
Marie Clay's resources are the best.Marie Clay also has a book called
Running Records which was very helpful this summer training teachers how to
take a
running record using a PDA (Palm Handheld). It's a quick read, and they were
able to use it as a reference, they had already had training in taking
running
records. The latest Observation Survey by Marie Clay will also give the
teachers the necessary components in getting a larger picture of assessment.
Bethany Beretta
Literacy Coach
Harry Kizirian Elementary School
60 Camden Avenue
Providence, Rhode Island 02908
Email: Bethany220@aol.com
++++++++++++++++++++++++++++
Date: Fri, 15 Aug 2003 03:39:27 +1000
From: TJ <twestmor@bigpond.net.au>
Subject: Re: [mosaic] professional development adventure
Peter Johnson's tape and book is called Running Records and are published by
Stenhouse. The cost is 22.50.
+++++++++++++++++++++++++++
Date: Fri, 15 Aug 2003 03:46:25 +1000
From: TJ <twestmor@bigpond.net.au>
Subject: Re: [mosaic] professional development adventure
Two other resources that are helpful in explaining running records are by
Ian Morrison called Getting It Together and Keeping It Together published by
the Wright Group. They cost about 12.50 each.
+++++++++++++++++++++++++++
From: "Debbie Lacy" <dklacy@usmo.com>
Subject: [mosaic] Thanks!
Date: Thu, 14 Aug 2003 21:50:07 -0500
Thanks for all your suggestions! What a great resource all of you are! =
In reply to Barbara's question--the state of Missouri has a Program =
called STARR (Select Teachers As Regional Resources) each year 3 =
teachers from each of the 9 state university regions are selected and =
begin a 2 year process. The first year (which was last year for me) is =
spent in training--Kagan cooperative learning, Nine Instructional =
Strategies That Work, Brain research, multiple intelligence's, and of =
course state testing stuff, curriculum alignment, and reading and =
writing--I got two release days per month from my school to attend and =
the state paid the sub. This year, the state pays for my replacement =
(step one on the salary scale) and the district still pays my salary ( I =
still keep my insurance, retirement, etc). I work out of the University =
of MO office--(about an hours drive) and can travel in a 21 county area. =
So far I've done 2 presentations, but as the year gets rolling we'll be =
out 3-4 days a week doing stuff. It's an exciting change--but I miss my =
kids--(I'm a first grade teacher in real life) especially when I'm =
reading about all the things all of you have planned for the year. I =
will probably be asking for more help--from the real experts of the =
world--teachers!
Debbie Lacy
++++++++++++++++++++++
Date: Thu, 14 Aug 2003 22:00:08 -0800
Subject: Re: [mosaic] Multiple Meaning Words
From: Patricia Kimathi <pkimathi@earthlink.net>
My students had trouble with these until I gave them 6 multiple meaning
words and had them create their own questions to use with the class. It was
great and it really worked. I modeled first a class one on the board ,
shared examples and then had them do their own.
Pat Kimathi
++++++++++++++++++++++
Date: Thu, 14 Aug 2003 23:39:24 -0700
From: Carol Lau <cllc@comcast.net>
Subject: Re: [mosaic] dictionaries for grade 2
I need some advice. Our second grade team wants to purchase sets of
student dictionaries. We would like them include these features which
are part of the California Standards Test.
* guide words
* syl*la*bles, but not complicated pronunciation markings
* synonyms
* antonyms
* inflectional endings (plurals, past tense, -ing)
* prefixes and suffixes
* multiple meanings
* parts of speech (noun, verb)
* using word in a sentence
* some pictures
* appropriate grade level sized font and some white space on the page
Which dictionaries do you have in your classrooms/libraries?
Which ones would include all or most of these feautres without being too
difficult for second graders?
Any great ideas about how you teach these reference and grammar skills?
(Personally, I like the idea of having a variety of dictionaries,
reference books on hand to compare, but in order to teach lessons, sets
are useful. I have designed themed dictionariy searches in the past,
providing some page numbers and fill-in the blank definitons to
facilitate practice without asking students to do a lot of copying. Now
that I'm moving to a new school, I have left behind the school
dictionaries that matched those searches.)
Thanks, Carol/2/CA
+++++++++++++++++++++++
Date: Fri, 15 Aug 2003 15:35:30 -0400
From: Nadine Klein <nadine18@optonline.net>
Subject: [mosaic] Strategies That Work
I was wondering if there was a listserv devoted specifically to
"Strategies That Work", primarily for the Middle School student.
Thank you,
Nadine
++++++++++++++++++++++
Date: Fri, 15 Aug 2003 19:34:00 -0700
From: "Sue Jones" <maps@resourceroom.net>
Subject: [mosaic] multiple meanings
Couple of models of exercises I've done w/ students to help w/ multiple
meanings:
http://www.resourceroom.net/eduonly/HPCompendium/multmean.pdf (this is very
open ended; too much so for some)
For a little more structure I'll do something like
Write what the underlined word means in each sentence - use a dictionary if
it helps. (these, too are from Harry Potter and some of the words are used
in UK fashion)
1. Harry Potter was the youngest Seeker in the Quidditch _match._
Hermione did not need a +_match_ to set a fire under Snape's feet.
2. There was a _foul_ smell coming from the garbage pit.
Blocking a plyher is a _foul_ in Quidditch.
I think there are other ideas for this in Joanne Carlisle's "Reasoning
and
Reading," one of my favorite books for getting ideas from.
Sue J, webmastress
http://www.resourceroom.net
++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] new addition to TEACHING TOOLS page
Date: Fri, 15 Aug 2003 23:56:46 -0500
I have just added information about flip chart that Carolyn is selling to be
used for independent conferences. These are questioning techniques for each
of the comprehension strategies. She has the Determining Importance one on
her information sheet. If you have specific questions regarding the product
please email Carolyn directly at:
CAAstle@aol.com
Here is the link to the TEACHING TOOLS page:
http://www.u46teachers.org/mosaic/tools/tools.htm
You will find the flip chart information at the bottom of the Assessment
category.
Look for: "Strategy Conferences Flip Chart by Carolyn
I also have this myself and find it VERY helpful!!!!
Ginger
moderator
+++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] more about Carolyn's flip chart
Date: Sat, 16 Aug 2003 00:03:45 -0500
I was supposed to tell you that Carolyn's flip chart information will open
in Acrobat Reader. It is a pdf file. It does take a while to load. When it
comes up you won't be able to read the text on Determining Importance UNLESS
you increase the magnification down at the bottom left. (Or wherever you
find that option on your computer.) I had to get it to 400% to be able to
read it well. With it open that large you will have to slide the image
around on the side and bottom. We just wanted to make sure you could
actually read one of the examples.
Once again, here is the link:
http://www.u46teachers.org/mosaic/tools/tools.htm
under Assessment.
Ginger
moderator
++++++++++++++++++++++++
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