MiddleWeb's
Reading Workshop Project
Digest Index
A MiddleWeb Listserv Project
Self-selected members of the MiddleWeb Discussion List are joining
together to explore the Reading Workshop and other ideas about supporting
middle grades-aged readers. Find out more about
the project.
Here is a running record of our conversation.
OUR CONVERSATION BEGAN 9/7/01.
THIS IS PAGE THREE.
SEE THE FIRST PART OF CHAT HERE.
SEE THE SECOND PART OF CHAT HERE
From: "Anne Jolly" <jolly61@home.com>
Subject: [MWprojects] Key Words Strategies
Your information on helping kids locate key words in text certainly does
help, Juli! Please let me know how it goes when you try these strategies
after your finish the studies on questioning, visualizing and inferring.
I
passed the information on to the teachers at the middle school I'm working
with as soon as I got your message. Hopefully, this will encourage them
to
join the MiddleWeb list, and more specifically - this project list.
The entire school is working on teaching reading in all subjects and across
all content areas. I'm facilitating this with several site visits, but
mostly via email (I'm three states away). As in most middle schools,
teaching reading in all content areas represents a change that creates
discomfort among the faculty. I try to address all of their questions and
offer all the support and advice I can. As a former science teacher, I use
this project list to get good ideas to pass on to them. Thanks for being
here!
Anne
---------------------------------------------------------------
From: "Jeanne Post" <JPOST@MAIL.NYSED.GOV>
Subject: Re: [MWprojects] Finding the key words
I taught this at college level often, but also in grade 5 - it's a part
of
getting kids to take good notes, summarize, etc. I explained that they
had to read first without making any marks, then identify the fewest
number of words that they could use to give a friend the "gist"
of what
was meant. Sometimes I'd tell them they had to pick the most critical 3,
4, or 5 words. Then I had them pair with a friend and compare - they then
had to agree on a common list of key words - and be able to defend why
they were the best. We'd work up to biggere groups and I'd have them
report out and put it on an overhead. They got the idea very quickly and
had lots of fun arguing their choices.
>>> jolly61@home.com 11/24/01 10:21AM >>>
One of the middle school teachers I work with asked me to find some
information for him. Not having an extensive reading background, this
means turning to you guys!
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Juli's Journal #12
IN HER LATEST JOURNAL ENTRY, JULI TALKS ABOUT TRANSITIONING TO "REAL"
BOOKS.
JULI ALSO SENT ALONG HER DECEMBER CURRICULUM MAP, AND A GRAPH SHOWING THE
PACING OF THE 10% SOLUTION (SEE BELOW)...
Curriculum Map
http://www.middleweb.com/ReadWrkshp/RWdownld/12CurrMap.pdf
Graph
http://www.middleweb.com/ReadWrkshp/RWdownld/Tenpercent.pdf
Latest Conversation on List (at bottom)
http://www.middleweb.com/ReadWrkshp/RWdigests2.html
John
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] List of science books update
I sent John a copy of the 1st draft of the list
of science books we have been
compiling here on the Reading Workshop list. Here's a list of the contents
so far.
1. Some authors for reading aloud to the whole class
2. Other award winning science authors
3. NSTA Outstanding Science Tradebooks for Children, K-8 from 1996 to 2001
4. Books for journaling and writing in science
5. Leveled non fiction series/chapter books from Guiding Readers and Writers
6. Other leveled series books
7. Recommendations from our Middleweb listserv colleagues
Websites
Books with science themes
8. The Orbis Pictus Award for Outstanding Nonfiction for Children (NCTE)
Any suggestions or more offerings? The more complete we can make it, the
more flexible it will be for people who would like to use it as a resource.
John's been great, as always, and has sent a request to the main list for
additional titles in other content areas.
On a personal note, these content area book lists that we are beginning
to
put together are really important to me. I feel like the good that can come
out of the conversations and questions we ask on this list will only assist
teachers and students if it transfers into content area reading. The more
we
can do to better prepare our students for primary sources, high level math
and science concept development, and AP tests, the more all our students
will
be able to do. (that's my pet project - more students taking AP tests not
more AP tests being taken by the same students).
Thanks for all the input,
Juli
---------------------------------------------------------------
From: KathleenA Renfrew <karenfrew@earthlink.net>
Subject: Re: [MWprojects] List of science books update
Did anyone mention Madeline L' Engle as an author? Her series around time
and space :
A Wrinkle in Time, A Swiftly Tilting Planet, Wind in the Door, Many Waters?
---------------------------------------------------------------
From: "Deborah Bambino" <dbambino@earthlink.net>
Subject: [MWprojects] Great Disasters Book and some thematic connections
Hi Juli,
I have an old book called Great Disasters that my students, especially
my boys, could not resist. It is a Reader's Digest publication and may be
out of print. However, I know there's a series called Event Based Science
that deals with hurricaines, mudslides etc. that would elicit a similar
student response.
I'm doing a professional development session next week and will use
Child Labor as my theme. I will be using the piece on the Dust Bowl from
this Disaster book, which is why I remembered it. In any case, I'll be
connecting the child labor piece with various science themes about child
development, health & safety in agriculture, environmental pollution
etc.
My session is aimed at middle level teachers and I hope to show the
possibilities for project based learning and literacy across the curriculum.
Deb
---------------------------------------------------------------
From: Jan Jewell <vjan_jewell@edmond.k12.ok.us>
Subject: Re: [MWprojects] Great Disasters Book and some thematic connections
I think Steck-Vaughn still does a Great Disasters series.
---------------------------------------------------------------
From: "Janet/Tom Smith" <jtsmith1@adelphia.net>
Subject: Re: [MWprojects] Great Disasters Book and some thematic connections
Deb, maybe you are already doing this, but the novel "Out of the Dust"
by
Karen Hesse would fit perfectly with your workshop.
Janet Smith
---------------------------------------------------------------
From: "Deborah Bambino" <dbambino@earthlink.net>
Subject: Re: [MWprojects] Great Disasters Book and some thematic connections
Thanks,
I am using it. I also have a book called Esperanza Rising by Pam Munoz
Ryan. It is about a Mexican girl whose mother gets sick from the dust
storms. It's about the author's grandmother and her transition from being
privileged in Mexico to a farm laborer in the U.S. It is quite good!
Thanks again,
Deb
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Ellen's cool diary entry
Folks... what with vacation and a myriad of pesky Internet problems
here at the MiddleWeb Office Complex, I am just posting LAST week's
diary entries at the MiddleWeb site. So I've just read Ellen's entry.
I wanted to share it, because it really fits into the discussions
we're having here. Feel free to comment or offer tales of your own.
And I apologize to Ellen for my tardiness!
John
ELLEN'S DIARY:
I stumbled across a new understanding of the concept of reader
response. In my mind I had envisioned reader response questions as
being a set of formal, specific questions that required students to
give an opinion about something in a reading while using the text as
support. While I am right -- reader response questions can be these
types of questions -- I was missing a multitude of opportunities to
engage my students more deeply.
As a team we just began a unit on Greek and Roman mythology. Because
of the Veteran's Day holiday, parent conference day, and an inservice
day, we were only in session for two days during the week. I decided
to ease into the unit slowly, reading two myths aloud, holding a
class discussion about various aspects, and -- I originally thought
-- completing some reader response questions about the stories.
However, as I prepared for the week and reviewed the stories, another
idea took hold.
What if I had the kids do some sort of writing connected with the
story? Something quick, not necessarily to be revised and rewritten,
but something that required them to express their opinions and
enhance their understandings? Knowing everything I know about writing
and the writing process, I know that is not a revolutionary idea. But
connecting what I know about writing with reading comprehension is an
understanding I did not have until this past week.
The first myth we read was "The Spinning Contest" about Arachne,
Athena, and Arachne's boast that she was a better weaver than even
Athena herself. Athena sentences Arachne to a lifetime of weaving --
as a spider.
As I have noted in these entries, we have been having a difficult
time with verbal conflicts among our team of students, so I had the
kids choose to write a letter to either Arachne or Athena, giving
them advice about what they should do to solve their problem and keep
it from escalating. I anticipated a great deal of resistance and
moaning, but to my surprise, the room fell silent in class after
class, as kids composed their letters then begged to read them to the
class. We spent roughly ten minutes sharing our letters at the end of
the period, and the kids hung on their peers' every word.
Whoa! Silence, respect and cooperation from kids I struggle with
every day? I knew there was definitely something happening, but I was
not sure what. More importantly, I wondered what the rest of the
letters looked like. Would they be canned? Formula? Too general? To
the contrary. I saw more of my students' voices and ideas in these
letters than I had ever seen in the traditional reader response
questions I had used.
I enjoyed reading the letters so much that I would like to share some
of the excerpts here:
"Dear Arachne, You should not have bragged like that. You were
showing off a lot, and you think the world revolves around you. You
might be able to beat the goddess, but you did not have to tell
everybody. If I were you, I would have kept that to myself."
--Charmaine (who rarely puts pencil to paper but who wrote a full
page in ten minutes time)
"Athena, I don't think you should have turned Arachne into a spider.
I understand that she was talking smack about you, but still. It's
not her fault she's a self-centered little brat, but you're not
perfect either. If she was better than you, just admit it and
practice more, come back later, and have a rematch. Don't result to
magic."
--Jessie
I was so pleased with the results that I decided to try something
similar the following day. On Wednesday we read the story of Damon
and Pythias, where Pythias is sentenced unjustly to die and Damon
volunteers to take Pythias' place as a hostage while Pythias settles
his affairs. Their friendship is legendary throughout Sicily, and
Damon never wavers in his trust that his friend will return even when
Pythias is late.
This time I asked the kids to assume the role of Pythias. The king is
leading you out to be executed in your friend's place, and he has not
returned. Just before chopping off your head, the king mocks you and
says, "Your friend has not returned. What do you think of him now?
Write him a letter before you die telling him what you think about
him."
I wondered if the kids would respond in the same manner since the
activity was so similar to the activity the day before. I worried
that the novelty of would have worn off and with it their interest
and cooperation. However, as I introduced the assignment, I was met
with the same enthusiasm of the day before and queries of, "Can we
read these ones out loud too?" Exciting.
One letter touched me deeply because the young woman really hit upon
the true spirit of the friendship:
"Dear Pythius, I trust every word you said for they were as true as
your friendship. Maybe you have come upon a terrible misfortune. I
cherish every moment we've spent together, but I fear these will be
my last moments on earth. I still have faith in your return. I'm
willing to die for you for these many years of your friendship. I'll
forgive you for I know you tried to save me. Love, Damon."
--Amy
I saw more quality writing with these two, informal responses to
literature than I have with any formal writing assignment I have ever
given. With few exceptions, the kids demonstrated a clear
understanding of what we read and inserted their feelings and new
ideas into their responses. More importantly, every child wrote at
least a paragraph in response with no arm-twisting. No arguments,
whining, or complaining, just simple, thoughtful participation.
Exciting!
I think it is still important for the kids to answer traditional
reader response questions since our state test requires them to do
that and many classes from now through college will overuse those
sorts of questions. However, I am starting to see an alternative that
still requires kids to think about and respond to what they read
while cultivating their interest and enthusiasm. Furthermore, I have
learned that if I want quality writing, I will get better results if
I give them some sort of anchor to stimulate their minds and help
them formulate their ideas. But that's a whole other entry!
---------------------------------------------------------------
From: "Joanne" <jojoanne@home.com>
Subject: Re: [MWprojects] Ellen's cool diary entry
ELLEN WROTE:
> I think it is still important for the kids to answer traditional
> reader response questions since our state test requires them to do
> that and many classes from now through college will overuse those
> sorts of questions. However, I am starting to see an alternative that
> still requires kids to think about and respond to what they read
> while cultivating their interest and enthusiasm. Furthermore, I have
> learned that if I want quality writing, I will get better results if
> I give them some sort of anchor to stimulate their minds and help
> them formulate their ideas. But that's a whole other entry!
Ellen, I love this. So sensible, and so simple. Ok, why didn't I think of
this?? Thank you for sharing this success story. If what we want to find
out
is our students' comprehension of their reading, this is a terrific way
to
go about it. Now to get my brain in gear and come up with ideas for MY
students' reading responses!
Joanne
---------------------------------------------------------------
From: "Ellen Berg" <ellen.berg@eudoramail.com>
Subject: Re: [MWprojects] Ellen's cool diary entry
Okay, Joanne, get on the ball. It only took me six years to earn this a-ha!
:-)
Seriously, though, I think the real key is trying to put ourselves in our
students' shoes. "Traditional" reader response questions are more
interesting than the typical skill and drill questions in many texts, but
do the kids really care about the answers? Sure, they test important skills
and a particular way of communicating, but are they the best means to evaluate
and teach comprehension? I don't think so.
So, as I was reading these myths, I found myself thinking about what the
kids might care about in these stories. They care about injustice and fairness,
are highly critical of others and offer their opinions freely, and have
passionate friendships. Okay, that was a place to start. What else? Heck,
I know they like to write letters. I find them all over my room day after
day!
I am trying to think of other ways they can communicate their understandings
with literature. We have to try to think like they think, to read what we
want them to read with the mindset of a middle school student. What I take
away from a reading will be entirely different in most cases than my students.
That is the way it *should* be; after all, I am 32 and they are 11 or 12.
How can I help them understand what they read and discover what they think
about not only the text but the world?
To the rest of you, I'd love to hear other ways you get kids to communicate
their ideas about their reading, preferably more informal activities. Something
quick but meaningful to comprehension.
Ellen Berg
Turner Middle
St. Louis, MO
---------------------------------------------------------------
From: Shighley@aol.com
Subject: Re: [MWprojects] science and soc. studies books
Some other nonfiction books that could easily be adapted for lit circles,
etc. are the Horrible Science, Horrible History and Horrible Geography books.
They contain content, but in an entertaining way that is story-like. They
have been popular with my students.
Susie
---------------------------------------------------------------
From: "Anne Jolly" <jolly61@home.com>
Subject: [MWprojects] Science books
Juli, are you looking for specific science titles under the categories you
listed - such as Ray Bradbury's short story, "A Sound of Thunder?"
Anne
---------------------------------------------------------------
From: KathleenA Renfrew <karenfrew@earthlink.net>
Subject: Re: [MWprojects] Ellen's cool diary entry
Ellen Berg wrote:
> To the rest of you, I'd love to hear other ways you get kids to communicate
their ideas about their reading, preferably more informal activities. Something
quick but meaningful to comprehension.
>
my kids love what I call the BUZZ activity. After they have had about 30
minutes of independent reading, they find a partner who they can "buzz
about their book".
Sometimes it is right on the classroom rug. Other times I suggest they go
outside and walk around the building and chat. This way they get some often
needed oxygen and I don't lose any classroom time. This whole activity does
not take more then 10 minutes.
then they are much more open to any form of written response if that is
what I want.
Kathy
---------------------------------------------------------------
From: "Joanne" <jojoanne@home.com>
Subject: Re: [MWprojects] Ellen's cool diary entry
Kathy,
I love the idea........ but.......... with 8th graders, I am virtually certain
that if they were allowed to walk outside, they would talk about anything
and everything BUT the book. Am I being cynical here? How do you know or
ensure they are on task?
Joanne
---------------------------------------------------------------
From: "Janet/Tom Smith" <jtsmith1@adelphia.net>
Subject: Re: [MWprojects] Ellen's cool diary entry
Joanne,
I agree with you. I teach 8th grade, and we are not even allowed to go
outside, especially in light of all the current events. I do let my kids
talk in 2's or 3's about what they're reading; sometimes I let them write
to
each other.
Janet
---------------------------------------------------------------
From: KathleenA Renfrew <karenfrew@earthlink.net>
Subject: [MWprojects] reading links
Hello
Here is a list of what appears to be good information and links about
literacy. I got this from another list. Some of it is primary stuff but
it can all be adapted as we have seen from Juli's work.
The Tasmanian site actually has work with grade 6. I have not checked
out all of these sites .
Kathy
++++++++++++
Here are some good sites regarding guided reading.
This is the California Early Literacy Learning site. They were the
pioneers in getting guided reading going, although the initial research
was done in Ohio.
http://www.cell-exll.com/
This is the site of the publisher of the books about guided reading by
Fountas and Pinnell:
http://www.heinemann.com/
http://www.stanswartz.com/cell_rr.htm
This is a site of information on Guided Reading that this teacher
presents at her inservices.
http://www.geocities.com/Wellesley/Atrium/1783/GuidedReading.html
Patricia Cunningham, another strong advocate of Guided Reading has a
good site.
http://www.wfu.edu/~cunningh/fourblocks/block1.html
A good explanation of what Guided Reading is all about.
http://www.mcps.k12.md.us/curriculum/english/guided_rdg.html
A guided reading lesson format.
http://www.laurens55.k12.sc.us/guided_reading.htm
A comparison of traditional and guided reading groups.
http://instech.tusd.k12.az.us/BL/blcompgroups.htm
A case study of guided reading.
http://www.discover.tased.edu.au/english/guide.htm
here there is some work that has been done with a grade 6 class in
Tasmania, I believe
California Department of Education's site.
http://goldmine.cde.ca.gov/cilbranch/teachrd.htm
A slide show on Guided Reading by Dr. Elaine Roberts of State University
of West Georgia.
http://www.westga.edu/~eroberts/PowerPoints/guideread/index.htm
Guided Reading strategies
http://www.earlyliterature.ecsd.net/guided_reading_strategies.htm
Scholastic/Instructor Article on Guided Reading
http://teacher.scholastic.com/professional/teachstrat/guidedreading.htm
another one that I just found is
http://www.superkidz.com/reading.html
Again I have not had a chance to check them all out.
---------------------------------------------------------------
From: Nickandcharles@aol.com
Subject: [MWprojects] Using Running Records to Inform Instruction
Hi everyone!
I'm kind of caught in a little twist. I've begun Benchmarking my kids and
they range from end of third to Mid sixth, with most clumped somewhere in
what feels like the Never Never land of fourth/fifth grade. I've been using
the running records to develop a teaching point but I realize that I'm not
getting a big picture or something and could use some suggestions.
Here's an example:
The student read "I can not see that." The text was "I can't
see this." In
terms of comprehension, there was absolutely no impact of the errors causing
the semantic cueing system to break down.
Here's my question:
What do I use as the teaching point? I'm wondering if I should be using
my
Running Records to get a big picture of reading comprehension, or do I need
to nitpick over the graphophonic errors. On the one hand it seems like the
Record is a guage, rather than a specific instructional tool. On the other,
it seems like instruction around attending to text is what I need to do,
but
I can't tell if there's any payoff. What should I be looking for?
Charles.
---------------------------------------------------------------
From: YAMES@aol.com
Subject: Re: [MWprojects] Using Running Records to Inform Instruction
Charles,
I've changed how I do things a little bit this year. Before we give students
benchmark tests, we have decided to do several running records on text at
the same level. If they do well (95% accuracy and correct responses to 4
out of 5 open ended questions) then we try one of the probable indicator
texts. If they do well on that, we figure that they are ready for the benchmark.
After the running record, we are looking to see what strengths they have
and
what they use to solve unknown/new words. Then we ask them to point out
the tricky parts and ask them what they did to figure out that part. We
are doing a lot more talking about the running records with them.
For the teaching points we look at the parts that they did not figure out
and see if there is a pattern over time in their running records. We pick
one thing to teach, usually a new way to solve unknown words, and "think
aloud" with them to help them see what our thinking is.
Let me know what you think,
Juli
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Please help this new member w/ a question
Reading Workshop list members...
I've just added Julie Ambrogi to our list. She joins us with this
question. I hope some of you will jump in and take part in some chat
about it. Julie will be listening and I'm sure she'll join in. (Just
"reply" to any message, Julie.)
John
JULIE WRITES:
>Good Morning! I am seeking assistance on research related to
>teaching secondary literacy. Our district is looking to discover reading
>programs appropriate for middle and high school level, but more about
a
>balanced literacy approach integrated across content. The work of Chris
Tovani
>and others has been helpful. Have you come across any information that
could
>help us.
---------------------------------------------------------------
From: "Janet/Tom Smith" <jtsmith1@adelphia.net>
Subject: Re: [MWprojects] Please help this new member w/ a question
Have you tried Stephanie Harvey's "Strategies that Work"? or Janet
Allen's
"The Yellow Brick Road"? I find them absolutely necessary!
---------------------------------------------------------------
From: Nickandcharles@aol.com
Subject: Re: [MWprojects] Using Running Records to Inform Instruction
YAMES@aol.com writes:
<< For the teaching points we look at the parts that they did not
figure out
and see if there is a pattern over time in their running records. We pick
one
thing to teach, usually a new way to solve unknown words, >>
I printed this page from your response because it was so full of great
technique, I wanted to practice with it in front of me. I did about six
records today during independent reading on fourth grade level text. I used
the Johns things because they were pre printed. I was getting fouled up
using their books because I couldn't always see the text with out hanging
all
over them. Shea miscued on the word bushes and said busted then self
corrected. He had a couple of other errors that fit with Black English
Vernacular but still made sense in the text. I didn't count the dropped
final s because it wasn't a serious miscue. My teaching point was that self
correction was what good readers do and asked him why he did that. He said
that it didn't make sense. This made me think about what you said about
the guy from columbia and began to wonder more specifically about your focus
on understanding and how you input that as a value. You mentioned that your
week with him caused you to think differently about reading and writing
as processes. What specifically has changed for you?
Another miscue was Tommy Phann's substitution of usual for unusually which
caused the whole meaning of the piece to fall apart. After my "I like
how you. . ." I asked him about the word and if it made sense. he said
"No" When a student glosses over the error during the reading
and there is a
breakdown in comprehension because of it, I'm curious as to where to go
next.
I thought that the original teaching point would have to be something like
pointing out that when something doesn't make sense, we need to figure out
why. I then moved into a conversation about his books and if he noticed
if
he asked questions while he was reading. (That's what we're working on with
the read alouds.) He said no, and we agreed that that would be his goal,
to
notice when he had a question and to write it down on a post it.
Charles.
---------------------------------------------------------------
From: YAMES@aol.com
Subject: Re: [MWprojects] Please help this new member w/ a question
JULIE WRITES:
>Good Morning! I am seeking assistance on research related to
>teaching secondary literacy. Our district is looking to discover reading
>programs appropriate for middle and high school level, but more about
a
>balanced literacy approach integrated across content. The work of Chris
Tovani
>and others has been helpful. Have you come across any information that
could
>help us.
Julie,
I taught READ 180 in middle school for two years. It's a reading program
that incorporates reading software with lots of books and uses centers to
organize things.. It has 2 levels. I taught the 2nd level and it was
appropriate for middle and high school students. Lots of info about it is
available on the Scholastic website at Scholastic.com.
Stenhouse Publishers (Stenhouse.com) has lots of books on secondary literacy
available. Some even have chapters, and more, that can be read on-line.
Janet Allen has another great book titled Words, Words, Words that has lots
of great stuff that can be used across content areas and grades, 4-12.
Good luck,
Juli
---------------------------------------------------------------
From: YAMES@aol.com
Subject: Re: [MWprojects] Using Running Records to Inform Instruction
In a message dated 12/6/01 5:04:46 PM, Nickandcharles@aol.com writes:
Charles wrote -
<<He said that it didn't make sense. This made me think about what
you said
about the guy from Columbia Writing Project and began to wonder more specifically
about your focus on understanding and how you input that as a value. You
mentioned that your week with him caused you to think differently about
reading and writing as processes. What specifically has changed for you?>>
Charles -
The guy from the Columbia Writing Project, Mark, was emphatic about Reading
without understanding not being reading at all, not even to be considered
as such - no exceptions! They have to be able to make meaning from the text
for it to be considered reading. Just decoding doesn't cut it. And I have
come to understand that they really need to know that.
So what do I do when kids decode material at 90% accuracy or above but don't
understand it? I drop the level of the reading material until they can comprehend
with at least 75% accuracy. Sometimes it looks a little like the "Limbo"
- how low can you go. Then I explain that we will start at this
lower level since this is the level where they understand what they are
reading, and we'll work our way back up.
I have been using the reading levels (J-Z) that are in the back of the book,
Guiding Readers and Writers, and it has been working very well. Now when
I say "well", I'm talking about kids who started reading at the
beginning of 2nd grade level and are now close to end of 2nd or beginning
of third grade Level, based on running records and comprehension checks.
Keep talking to the kids about their running records. The more conversation
I have had with them about their reading, the more they seen to understand
what it is all about. I wonder if we just haven't talked enough to kids,
enough with kids, and enough kids with each other, about reading.
Juli
---------------------------------------------------------------
From: "Cuttill" <cuttillfam@locomp.net>
Subject: Re: [MWprojects] Please help this new member w/ a question
Hi,
I teach 6th grade and am very excited about the results from teaching strategies.
There are several books that, together have formed my classroom procedures
and learning philosophy toward balanced literacy. They are "In the
Middle" by Nancie Atwell, "Teaching Reading in Middle School"
Laura
Robb, "I Read It, But I Don't Get It" Cris Tovani, "Reading
Reminders" by Jim Burke--His web site is also such a help (www. englishcompanion.com)
and of course "Mosaic of Thought" by Ellin Oliver Keene.
One source that would give you a place to start is "Guiding Readers
and Writers 3-6" by Fountas and Pinnell. I know the level seems lower,
but it is such a comprehensive example of how a balanced literacy program
should look and could be easily adapted to the secondary level. The rewards
from teaching children through a balanced literacy program are great. My
students are reading more, understanding more, interacting more and having
more success than ever in all academic areas. I give all of the credit to
the strategic teaching of reading and writing. The added benefit is that
it is just a BLAST!! to teach!!!
M. Cuttill
---------------------------------------------------------------
From: "Deborah Bambino" <dbambino@earthlink.net>
Subject: Re: [MWprojects] I'm back - Juli's journal soon
Juli,
Have you seen Reading for Understanding and its reading apprenticeship
program? I'm not home or I'd send the authors too. There's also a relatively
new Scholastic Program that has high interest material that would lend
itself to thematic instruction. I attended a presentation last year, but
again, I'm away and can't access my files.
( Is anyone using this program, Quake! is one of the books it uses? )
Deb
---------------------------------------------------------------
From: SKosmoski@aol.com
Subject: Re: [MWprojects] Using Running Records to Inform Instruction
Juli and Charles and all--
One of the things that your discussion has brought to mind is the difference
between comprehension for oral vs. silent reading. I have had students with
as much as a two year grade level scatter between the two.
Running records are great for checking decoding and oral comprehension.
I
always make sure that I give kids a second 100 word passage to read silently
and discuss with them when they are finished.
Mary Anne
---------------------------------------------------------------
From: KathleenA Renfrew <karenfrew@earthlink.net>
Subject: [MWprojects] Using Running Records to Inform Instruction
Nickandcharles@aol.com wrote:
<< For the teaching points we look at the parts that they did not
figure out
> and
> see if there is a pattern over time in their running records. We pick
one
> thing to teach, usually a new way to solve unknown words, >>
I have a question about this. Have you previously chosen the materials you
are going to use for running records at each level? If yes, how long is
the selection?
My next question is are you checking comprehension as well at each running
record time. How are you deciding when a student is ready to move from one
level to another?
I am working on reading workshop but there are still issues that I need
to
address.
Kathy
---------------------------------------------------------------
From: Julie Ambrogi <ambrogi@aps.edu>
Subject: Re: [MWprojects] Please help this new member w/ a question
Janet/Tom, I am not familiar with these. Do you have any details?
---------------------------------------------------------------
From: Julie Ambrogi <ambrogi@aps.edu>
Subject: Re: [MWprojects] I'm back - Juli's journal soon
Deb, thank you. I am not familiar with the Reading for Understanding. I
would appreciate any details when you can get them. I believe the Scholastic
Program is Reading 180 . We have that implemented in our district along
with Soar to Success.
J
---------------------------------------------------------------
From: Julie Ambrogi <ambrogi@aps.edu>
Subject: Re: [MWprojects] Using Running Records to Inform Instruction
Charles, are you doing a running record in a reading class and does
anyone do a running record in any other content area?j
---------------------------------------------------------------
From: "Janet/Tom Smith" <jtsmith1@adelphia.net>
Subject: Re: [MWprojects] Please help this new member w/ a question
Julie,
Actually, it's just Jan writing this; Tom is not a teacher! The books I
mentioned are available from Stenhouse Publishers (www.stenhouse.com). I
really recommend them; they will be in your personal library forever!
Jan
---------------------------------------------------------------
From: Antonio Villar <jvillar@mail.sandi.net>
Subject: Re: [MWprojects] Please help this new member w/ a question
Julie,
How Porcupines Make Love III by Alan C. Purves is also an excellent
resource for secondary literacy programs.
Antonio
---------------------------------------------------------------
From: Nickandcharles@aol.com
Subject: Re: [MWprojects] Using Running Records to Inform Instruction
In a message dated 12/7/01 3:23:02 AM Pacific Standard Time,
karenfrew@earthlink.net writes:
<< I have a question about this. Have you previously chosen the materials
you are going to use for running records at each level? If yes, how long
is the selection? my next question is are you checking comprehension as
well at each running record time. >>
Hi Kathleen,
I've been running records in my Reader's Workshop class. I was originally
running them from the kids self-selected books they're reading in independent
reading but I was having too much trouble managing it since I didn't have
the text in front of me. Since their books aren't levelled, I started using
texts that were set up for that purpose.
It's also been good for actually quantifying growth. I'm starting with some
short passages (I think they have 100 words) that were developed by the
Jerry Johns people. If they pass that (most of them have so far at fourth
grade), I'm going to test on a longer selection.
Next, we've been issued a set of probable indicators that should give me
an idea if they are really ready to pass the benchmark at whatever level
they're at. I took Juli's suggestion to do multiple records at a particular
level before doing the benchmarks so that I was sure they would
pass it. Further, the benchmarks are really long.
I'm finding that success with shorter, simpler texts is vital with this
particular group because they are extremely touchy, more so than I have
noticed in the past and will take one look at something and opt out and
start acting out in class. The Johns pieces come with ten comprehension
questions and the longer texts as well as the benchmarks, have comprehension
questions that our reading department developed when Juli was our chair.
[Editor's note: Juli and Charles taught at Hill Middle School in
Long Beach, CA together before Juli moved to her current project.]
These are based on the Mosaic of Thought material and are related to questioning,
synthesizing, vocabulary in context, and building schema. The questions
are scored using the first four points on the MOT rubrics for a total score.
I'm not sure if anyone is doing running records in the content areas. I
know that almost the whole staff has been trained. I do them during Independent
reading. It's turned out to be a lifesaver for both me and the kids because
it gives us a chance to bond. This seems to be the most important thing
for them if I want to get anywhere. They've turned out to really want my
attention. I thought they just didn't like me. Go figure.
Charles.
---------------------------------------------------------------
From: SKosmoski@aol.com
Subject: Re: [MWprojects] Book Assessments & Creating Book Boxes
Kathy--
There are lots available commercially. Someone mentioned a Jerry Johns Reading
Inventory. Houghton Mifflin also publishes one. Depending on how high level
your kids are the Directed Reading Assessment is awesome--but only assesses
up to about a sixth grade level. The John's is very expensive, but if you
live near a university, they should have one in their library.
Mary Anne
---------------------------------------------------------------
From: KathleenA Renfrew <karenfrew@earthlink.net>
Subject: Re: [MWprojects] Book Assessments & Creating Book Boxes
SKosmoski@aol.com wrote:
> Kathy--
> There are lots available commercially. Someone mentioned a Jerry Johns
> Reading Inventory. Houghton Mifflin also publishes one. Depending on
how high
> level your kids are the Directed Reading Assessment is awesome--but
only
> assesses up to about a sixth grade level. The John's is very expensive,
but
> if you live near a university, they should have one in their library.
> Mary Anne
Mary Anne, Nick et al.
Is the jerry johns material called Basic Reading Inventory (including CD-
Rom)? This is available at Amazon.com. Does this contain the comprehension
piece as well as the straight running records?
I want to be sure as it is a bit pricey.
thank you
Kathy
---------------------------------------------------------------
From: KathleenA Renfrew <karenfrew@earthlink.net>
Subject: Re: [MWprojects] Book Assessments & Creating Book Boxes
SKosmoski@aol.com wrote:
> Depending on how high
> level your kids are the Directed Reading Assessment is awesome--but
only
> assesses up to about a sixth grade level.
Tell me more about Directed reading Assessment. Who publishes it?
I would like to check it out
thanks again
Kathy
---------------------------------------------------------------
From: SKosmoski@aol.com
Subject: Re: [MWprojects] Book Assessments & Creating Book Boxes
Kathy--
I ran a quick check on Amazon. You've got the right one--although the CD-ROM
is new. Yes, there are plenty of comprehension passages. I will tell you--the
CD will save you a lot of time cutting and pasting. See if your school will
buy it for you. I also checked the University of South Florida library has
three copies. If you are near a university that might be the answer.
Mary Anne
---------------------------------------------------------------
From: Pat Watson <pwatson@sfasu.edu>
Subject: RE: [MWprojects] Book Assessments & Creating Book Boxes
I didn't mention it originally, but I agree the DRA is an excellent tool.
I
used it with my undergrads in their intern course when I taught in Missouri.
It is published by Pearson Learning (their division called Celebration
Press). They're coming out with a new version for the middle grades (should
be out by summer). You can read more on their website.
http://www.pearsonlearning.com.
Biggest drawback is that it is expensive, the student booklets are not very
durable, and it is somewhat time consuming initially. The time issue is
lessened when all grades are using it and
records are kept. Then each teacher can build on what was given the year
before.
pat
Patricia Watson
Elementary Education
Stephen F. Austin State University
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Juli's Journal #13
Hi, folks... I'm catching up! Here's Juli's Journal from last week.
This week's journal has arrived and I'll post it in the next day or
so. But first, Juli wonders if -- based on this journal -- you'd like
to discuss this:
"I think solving new words in reading and vocabulary development
are things everyone is dealing with. I hope we can get a conversation going."
http://www.middleweb.com/ReadWrkshp/JK13.html
John
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] The science book reading list
Hi, folks...
Finally got the "rough draft" of the science book list posted.
This
is the list compiled by Juli from her research and all of your
contributions. It is truly rough (looking) but useable. Wish I had
time to pretty it up more, but...
pant, pant!
GO TO:
http://www.middleweb.com/ReadWrkshp/sciencebooks.html
Y'all were mighty chatty while I was away. Keep it up!
John
---------------------------------------------------------------
From: SKosmoski@aol.com
Subject: Fwd: [MWprojects] Book Assessments & Creating Book Boxes
Hi Kathy and the all of the rest of you....
The Directed Reading Assessment by Joetta Beaver is published by
Celebration Press.
It measures a student's decoding skills, the strategies they use to decode
words, analysis of miscues, previewing and prediction, comprehension,
response and retelling. (I copied that right from the assessment itself.
Her levels are based on Marie Clay's Reading Recovery and the Assessment
itself goes from pre-primer level to level 44 or about 6th grade.
It takes time to give this assessment--about 40 minutes per kid. But you
can get alot of information. As the school's Reading Resource/ Curriculum
Specialist I give the DRA to our lower level readers, but I schedule a
whole period to give it. What i like about it is that it gives me a wide
range of information on a child's reading--the strategies he uses, what
his preferences are, whether he reads fast or slowly, is his oral
comprehension better than his silent reading--all kinds of information
that the Wookcock Johnson or KTEA don't give. It is more exact with
younger kids.
The kit costs about $100.00. and you do have to make copies of each answer
sheet for every kid who you test.
The johns is a much quicker assessment and cheaper in the long run--but
you don't get the depth of information--unless you really dig.
Mary Anne
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Juli's Journal #14
Yesterday, I posted Juli's Journal #13, which focused on New Words
and Vocabulary Development.
Journal #14 catches me -- and us -- up. In her most recent journal,
Juli describes how her class is celebrating reading during a festive
time of year. She writes:
"Celebrating seems so natural at this time of year that we decided
to
investigate "ways to celebrate reading" with our students. We
read
aloud Byrd Baylor's *I'm in charge of celebrations* to lay the
groundwork for our discussion. It's written from the point of view of
a young girl who finds many reasons to celebrate for herself. These
lines from the beginning of the book help explain.
"Lonely?"
I can't help
Laughing
When they ask me
That.
I always look at them
Surprised.
And I say.
"How could I be lonely?
I'm the one in charge of celebrations."
"We wanted our students to recognize the celebration of reading as
an
important part of their development as readers. To help them see that
there are already many opportunities to celebrate at school and in
their lives, we made a class list. This proved to be tricky at the
start. However, after several suggestions, the class began to get
more involved."
FIND OUT HOW!
Read Juli's complete journal at:
http://www.middleweb.com/ReadWrkshp/JK14.html
John
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Juli's Journal - Poetry
I've titled Juli's Journal #15 "Struggling Readers and the Magic of
Poetry." She's put a good bit of work into this one -- including a
list of good poetry books for emerging readers. Check it out!
http://www.middleweb.com/ReadWrkshp/JK15.html
My question to the List:
What do you do with poetry in your classes?
John
---------------------------------------------------------------
From: "Deborah Bambino" <dbambino@earthlink.net>
Subject: Re: [MWprojects] Juli's Journal - Poetry
Thanks for sharing Juli's entry. I'm putting the Creech book on my list
of holiday reading!
I used to hold a science and poetry event in April...I think that's Poetry
Month. In any case we used to experiment with different poetic forms and
science concepts. I got the idea from a college in MA that had an annual
contest. I learned about it at a workshop. I remember a student's limerick
about magnetic attraction..."There once was a magnet from Spain, Who
fell in love with a beautiful chain" etc. you get the idea...
Deb
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] Charles wonderful student poetry recordings
Deb,
I love the idea of scientific limericks, etc. What a great integration of
subject matter!
During the 3 years that Charles and I worked in the classroom together,
we did a Spring poetry unit that culminated with students reading their
own poems into Charles' incredibly wonderful recording equipment. He would
bring all this stuff in from home and treat it just like a real recording
studio with mike, recording standards, etc. Then he would produce a class
poetry tape for the listening center along with print copies (poetry anthologies)
of the kids' poems. It was really powerful stuff. He did a beautiful job.
He also did this for problem/solution essays, "Who am I?" pieces,
and "What I want for Christmas" writing. I was cleaning out some
things this weekend and came across all the materials.
Charles, thanks for all your hard work. It still sounds great.
Juli
---------------------------------------------------------------
From: Sbscampisme@cs.com
Subject: Re: [MWprojects] poetry
We write a lot of poetry and read poems all year. Right now my regular reading
class is oral reading (working on expression!) and acting out some funny
Christmas poems we got off the internet- my honors class is writing their
own version of 'Twas the night before Christmas but they can change the
last word to whatever they want. I read a funny one today about the night
before Ground Hog Day. They are pretty clever. Our students also compete
and the winners get to read their poetry at our school districts open mike
night at Borders Books. They enjoy that honor!
We have a 2nd grade teacher who has her kids write poetry and learn good
poems and then has a poetry in pajamas night where the parents and kids
attend in their pj's and share poetry. They end with cookies and hot chocolate.
Not necessarily a good idea for our grades but I thought it was an awesome
idea and a fun way to show even the little ones how fun poetry can be.
sally
---------------------------------------------------------------
From: Nickandcharles@aol.com
Subject: Re: Charles wonderful student poetry recordings
Juli writes:
<< Charles, thanks for all your hard work. It still sounds great.
>>
I think that the kids love to hear themselves so it becomes a very engaging
project if you can manage it. There is a movement growing in my reader's
workshop that has the kids wanting to act out plays. It started with Lidia
Lopez and is slowly spreading through the class.
Charles.
PS: I get nervous when my name appears in the subject line. John did that
a while back and I couldn't look at the list for a week.
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] 'Tis the season to be jolly
Hi guys,
Just wanted to send holiday greetings now that everyone has some well deserved
time off. I also want to welcome new members to our list. Please feel free
to write in and tell us about yourself and your work in reading.
I have some questions about strategies that work with kids in reading, and
I also need suggestions for books that we can compile into a list of history/social
science books to use with kids. I'll post those after the 25th.
But for now I just wanted to say "Thank you" to everyone. "Thank
you" for all the great conversation we have had since we began in September.
I've learned so much about what others are doing with reading, assessments,
book clubs, poetry and a whole lot more. These Reading Workshop conversations
are helping me reflect on my own instruction and thinking about reading.
Since my mind is still on poetry, I thought I'd include my favorite poem
for this time of year. I've made one small change in the wording.
Thanks for everything, Juli
I will Light Candles this Season
I will light Candles this Season; Candles of joy despite all sadness, Candles
of hope where despair keeps watch, Candles of courage for fears ever present,
Candles of peace for tempest-tossed days, Candles of grace to ease heavy
burdens, Candles of love to inspire all my living, Candles that will burn
all the year long.
by Howard Thurman
---------------------------------------------------------------
From: Melba Smithwick <melbayvette@yahoo.com>
Subject: Re: [MWprojects] Reader/Writers workshop
January 8th will be a staff development day for us. My job on that day together
with another staff developer from our partner school is to present the Reader/Writer
Workshop to our language arts teachers.
Last week we video taped four teachers using the workshop process. We plan
to use these in the morning along with follow-up discussions after each
viewing.
Around mid-morning, we are going to ask them to plan a mini-lesson. That
will be their ticket out the door to lunch. The afternoon will be a live
simulation of the rdg/wtr wkshop with teacher to student (teachers) conferencing
modeled. I hope it goes well. I give you all this information in hopes of
receiving any suggestions from any and all experts with this model.
Melba
---------------------------------------------------------------
From: MAMASWIRLZ@aol.com
Subject: Re: [MWprojects] Reader/Writers workshop
Melba wrote:
<< Around mid-morning, we are going to ask them to plan a mini-lesson.
That will be their ticket out the door to lunch. >>
Great idea. Might I suggest having a variety of resources, such as "Strategies
that Count" available?
Naomi
---------------------------------------------------------------
Naomi,
I am not familiar with "Strategies That Count." Can you give us
some more information? Thanks.
Juli
---------------------------------------------------------------
I am sorry, It is "Strategies That Work, Teaching Comprehension to
Enhance Understanding" by Stephanie Harvey and Anne Goudvis. (Stenhouse)
There is a huge section on strategy (mini) lessons and another on resources
that support strategy instruction. It would be helpful to teachers creating
mini-lessons.
Go to:
http://www.Stenhouse.com/0310samp.htm to see an excerpt from the book, including
a list of strategy lessons.
Naomi
---------------------------------------------------------------
From: Melba Smithwick <melbayvette@yahoo.com>
Subject: Re: [MWprojects] readers/writers workshop
Great idea, Naomi! We have asked them to bring the Laura Robb book _Teaching
Reading in the Middle_ for the rdr/wrt wksop (pg. 49) so they can actually
see the minute by minute break down of the model, but we have also given
each LA teacher their own copy of the _Strategies That Work_, so to follow
your suggestion, we can ask them to bring that book also. Terrific idea!
This way they can pick and choose immediately instead of spending valuable
time trying to think of something.
Thanks.
Melba
---------------------------------------------------------------
Melba,
I love the idea of having them do mini-lessons as their ticket to lunch.
It's so concrete. Congratulations on coming up with an explicit application
of what they will be learning. I want to borrow this idea as soon as possible
(ASAP).
Do you think they would be willing to let you share at least some of what
they develop with this list? I think that what they come up with would be
valuable to the rest of us who are trying this model.
Thanks so much for sharing,
Juli
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] Reading Strategies Swapmeet
For those of us who are thinking about reading during this winter break,
maybe we could have a "strategy swap." Something like "What's
the strategy you're using that you'd most like to share?" (We have
John Norton to thank for this great idea.) I'll start and let's see how
many "strategies that kids get" we can compile.
My strategy suggestion - Partner Reading
This year for the first time I am doing partner reading in class on a daily
basis. I have used it before but not very regularly. Now everyone has a
reading partner and they meet together after Independent Reading is finished
to read "something" together. We read for about 15 minutes. The
first few minutes are settling in and sharing connections from their other
reading. Then they choose something to read together. Currently, there is
a wide variety of reading material used in partner reading: riddles, poems,
series books, big books, chapter books, an occasional magazine, other informational
text and plays written in Writing Workshop.
I'll watch my email anxiously to see what other strategies we can gather
together. Enjoy your time off,
Juli
---------------------------------------------------------------
From: "Janet/Tom Smith" <jtsmith1@adelphia.net>
Subject: Re: [MWprojects] Reading Strategies Swapmeet
Hi! The strategy (borrowed from Stephanie Harvey, Chris Tovani, et al) that
I find most beneficial is "exit slips". I do a mini-lesson on
a specific strategy, for example, questioning, predicting, visualization,
character traits, author's purpose, etc., and then give the students about
twenty minutes to silent read their self-selected literature.
At the end of that time, they jot down their response to what the mini-lesson
was about with regards to their particular selection. They hand me these
sIips of paper as they leave the room. Then I read through them all (yes,
all 150), and mark down on a chart whether they "got it" or didn't
"get it". If the majority "got it", then I don't have
to reteach it. But if there are a lot of question marks, then I didn't do
my job.
My principal loves this form of student evaluation and so do I. When I finally
give a test, I generally know which students will pass with flying colors.
Sometimes I have to postpone tests until I know that they all have the concepts
that I have been teaching.
Janet Smith
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] Looking for nonfiction historical books
Over the break, I'm beginning to compile a list of good/quality nonfiction
books that can be used for Read Aloud, leveled reading, and research in
History. It gets a little tricky because of the genre of historical fiction,
so I am looking for suggestions and guidance. The list of books will be
shared with teachers at my school interested in encouraging more nonficition
reading in content areas with their students.
If you have an idea for how to organize the list or suggestions for it,
please share them. John posted the list of non-fiction science books at
the Reading Workshop downloads page so I'm sure he would be glad to post
this History list, as well.
Thanks,
Juli
---------------------------------------------------------------
From: KathleenA Renfrew <karenfrew@earthlink.net>
Subject: [MWprojects] Reading Strategies Swapmeet
A strategy I am using in my classroom is one that I call "Buzz"
I know it came from one of the many books I have read this summer or fall
on literacy. After the students have been doing independent reading for
20-30 minutes, I say "turn to a friend and "buzz" about your
book. Sometimes I leave it open for their own discussion ideas and sometimes
I give them a prompt to respond to in their conversations. I usually give
them 10 minutes maximum to do this. You can tell when the conversation begins
to stray away from books. The kids love to do this. It lets them talk about
their reading without having to write it down.
Kathy
---------------------------------------------------------------
From: Melba Smithwick <melbayvette@yahoo.com>
Subject: Re: [MWprojects] reading strategies swapmeet
Someone asked if the teachers would be willing to share the mini lesson
they develop as their ticket out the door to lunch. I had thought of making
a booklet of all the mini lessons and for all of the participants anyway.
I will ask for their permisssion to share with the list.
Strategies Swap:
I modeled a strategy with an 8th grade science class. The teacher gave each
member of his class a copy of some information for them to begin their research
on earth science. The strategy was summarization. I picked up this idea
at the NSDC in Denver. It is called "Pairs Read". It goes like
this:
* The students break the selection into small chunks. In this case, the
teacher and I decided to break it down for them since there was so much
information in the passage and it was the first time for the students to
do chunking.
* Student A reads chunk #1
* Student B listens and/or follows along and summarizes the chunk.
* Both discuss the main points and agree on the summary of the chunk.
* They both write the summary for chunk #1.
* Repeat the process alternating roles.
* When the entire passage has been summarized, each student can write his/her
own summary over the entire passage.
RESULT:
* Most of the students worked very well together.
* Two pairs were off task. One was a pair of girls who asked to go to Content
Mastery (special ed pull-out program), but since this was a new assignment
that the Content Mastery teacher did not know, I told them to stay and I
would help them. It did not take long for them to "get it". The
other pair was a team of 3 boys. I led them one sentence at a time and had
them each underline the important points in each sentence ultimately arriving
at a summary for that first chunk. The end result was some excellent work
from one of the boys who had never before in that class shown quality work.
(He had been in my math class when he was in the 6th grade).
* The teacher walked around the room with me as I monitored the students
while they were doing their Pairs Read activity. He repeated the lesson
with his other classes.
* The students' final reports were much better than before. There was no
plagerism this time and all of the students were actively engaged.
Melba
---------------------------------------------------------------
From: "Ellen Berg" <ellen.berg@eudoramail.com>
Subject: [MWprojects] Where to start?
I am so humbled by the amazing thought and practice the members of our list
have dedicated to making reading workshop so effective in their classrooms.
I am learning so much from all of you!
I have a question for those of you in the know. Our district has commanded
every school to include something about balanced literacy/reading workshop
in our SIP (probably because someone heard something about it somewhere
and they thought it sounded good). However, they have provided no training
or even any real directive to LA teachers. Out of the 7 or so LA and special
education teachers who will be expected to implement this, only two of us
know anything about it. As the dept. chair, I have decided to use dept.
meetings as a book study to help us build that knowledge together. I know
many great books, but my dilemma lies in *which* book to start with.
If you were doing this, would you start with a book like Mosaic of Thought
or I Read It... to build knowledge about comprehension strategies, or would
you choose a book like Yellow Brick Roads or Strategies That Work (or any
others that you can think of) that might take a closer look at the structure
of a reading workshop--you know, read alouds, shared/guided/independent
reading, etc.?
Add to this that aside from maybe 3 of us, the others are not necessarily
life-long learners or thrilled about this new command from above. (They
are thinking if they wait long enough, it will go away. And it probably
will, knowing my district...still, it's a great strategy/philosophy for
kids.)
Thanks so much in advance. My principal is going to spring for the books
if I can just come up with a title.
Ellen Berg
---------------------------------------------------------------
From: SKosmoski@aol.com
Subject: Re: [MWprojects] Where to start?
Ellen--
We started with "Yellow Brick Roads." But, we also had Janet Allen
come and work with our teachers. She is a wonderful speaker--full of ideas
and practical classroom practice as well as the theory.
The more I work with teachers (especially the type you describe) I find
that I get more immediate buy-in with a text that gives them something they
can immediately use in their classrooms. So many of the teachers I work
with are activity based that the more I can give them to "do"
in with kids the happier they are and the more credibility I get.
I am doing quite a bit of reading on working with adults and internal consultancy.
In a post not too long ago I talked about building an "emotional bank
account." Steve Covey talks a lot about developing credibility in working
with other adults and one way to do it is to find out what they want and
give it to them, before you start building on what you would like them to
change. The idea of you have to make deposits before you can make withdrawals.
Mary Anne
---------------------------------------------------------------
From: MAMASWIRLZ@aol.com
Subject: Re: [MWprojects] Where to start?
Where to start is a hard one. It depends on how much time you have. At my
previous school we started with Mosaic of Thought. This book is a real eye-opener
in terms of what reading is and how we can get our students to become proficient
readers. Using short difficult texts, it gives adults a chance to explore
their own use of strategies and better understand why we need to expose
our students to these strategies. It also has practical suggestions. I have
my copies marked with stickies and go back to it over and over. I would
start with this one if you have a little time to implement.
My personal favorite for practicality is Strategies the Work (Harvey and
Goudvis). In addition to introducing the use of mini-lessons, workshop and
strategies, it has a huge section of mini-lessons. I am sure that Janet
Allen's book is very good too.
I think your principal should buy one shared book (copy for each) and about
5 other singles for all to look at as resources.
Naomi
---------------------------------------------------------------
From: "Anne Jolly" <jolly61@home.com>
Subject: [MWprojects] May I share your ideas?
As a dedicated "lurker" I'm impressed with the reading strategies
I'm finding on this projects list. I especially like Melba's idea of making
a mini-lessons booklet, and I think this would be really helpful for a middle
school I'm working with where content area teachers are teaching reading
comprehension for the first time this year.
In the meantime, I'd like to "cut and paste" ideas like the "Pairs
Read" strategy into emails I send to teachers in this school. Is that
permissible? You guys (y'all) are helping me more than you know, and certainly
more than I take time to say! Thanks for being there!
Anne
---------------------------------------------------------------
From: "Beverly Maddox" <bmaddox1@mindspring.com>
Subject: Re: [MWprojects] Where to start?
Ellen,
All of the books mentioned seem appropriate, but teachers who don't read
much professionally and who may not have much experience reading articles
about cognitive theory and reading may find Mosaic of Thought heavy going.
I like the Strategies that Work very much--a smaller similar book that is
broader in scope is Classroom Instruction that Works: Research-based Strategies
for Increasing Student Achievement by Marzano, Pickering, and Pollock. It's
small size may seem more "doable" to folks unused to study group
situations. It's also something that can be shared with teams, so it could
multiply. It's an ASCD book, so if your principal belongs, s/he can get
member pricing. Also, some other Harvey book might work well, too.
This book
is available online in PDF format.
You might want to consider books or articles by Judith Irvin from Florida
State, too.
I'm halfway through David Booth's Reading and Writing in the Middle Years;
it might be good for your purposes, too, since he synthesized Mosaic, Tovani,
and Harvey, among others, and threw in some of his ideas and practices,
too. It has a long bibliography and a useful index and is small in size,
too.
The only drawback to using it might be the fact that he's Canadian and some
US teachers might feel his ideas aren't relevant (not me--but a colleague
to whom I mentioned the book is under the impression that schools "up
there" don't have the "problems" we do.....go figure where
that chauvinism comes from.
Beverly Maddox
Little Rock, AR
---------------------------------------------------------------
From: "Marsha Ratzel" <marsha_ratzel@hotmail.com>
Subject: [MWprojects] New Year's Encouragement
I have been lurking on this list since you guys started it. Now not being
a LA teacher, I haven't said anything. But I have read and filed many of
the things you have been doing.
I'm sending this because I want to encourage you in this list. It's awesome
and is frequently my favorite email to read. I am humbled by the ideas.........they
are excellent. Maybe you guys should write a book when the year's over.
I really mean it.
Well, back to my lurker status. But I wanted to thank you very much for
the opportunity to read and learn.
marsha
---------------------------------------------------------------
From: "Cuttill" <cuttillfam@locomp.net>
Subject: Re: [MWprojects] Where to start?
It is my opinion that you must start with the begining. That is, the philosophy
of balanced literacy. If your teachers don't buy into the philosophy, they
will fill that the other "stuff" is being shoved down their throats.
Having said that--Mosaic of Thought would be my choice to begin with. I
might be partial since this is the book I first read that changed by teaching
and made it so much more fun.. After Mosaic of Thought any of the other
mentioned books would be great. I Read It ...is a personal favorite
M. Cuttill
---------------------------------------------------------------
From: YAMES@aol.com
Subject: Re: [MWprojects] Where to start?
Last year as department chair I ordered copies of Janet Allen's Yellow
Brick Roads to use as professional development during department meetings.
We read a chapter a month (sort of) and shared student work during our department
meetings that focused on what we were talking about each month. We learned
some interesting things about reading by doing this.
Just before winter break, we all gave our students the reading survey at
the back and then collated the responses and shared them with each other.
The big question that came out of our work was "why do so many middle
school students not like to read and what can we do about this?"
We also learned amazing things about favorite authors and favorite books
and reading as homework. I like to think that what we learned helped us
with our instruction in reading.
This year the department has asked permission to order "The Art of
Teaching Reading" to use for professional development. Even though
I am no longer there, I really hope they get to use it.
Juli
---------------------------------------------------------------
From: Ellen Berg <ellen@accessus.net>
Subject: [MWprojects] Favorite Short Stories/Authors
I was reading in Janet Allen (again!), and one of the things she suggests
is creating a collection of high-interest, high-quality short stories and
articles for reluctant readers who might not pick up a chapter book. What
if we created a list of our favorite short stories and articles to use?
This would be helpful to me also in terms of collecting good read alouds
for my kids.
Two of my favorite short stories in the world are:
"Eleven" by Sandra Cisneros (which is actually part of a longer
work, not sure which one)
"The Jacket" by Gary Soto
My sixth graders love these two stories and refer to them long after we
have read them together.
Ellen
---------------------------------------------------------------
From: Chris Cooper <putlitteach@yahoo.com>
Subject: Re: [MWprojects] Favorite Short Stories/Authors
I like your idea of creating a collection of short stories. This would be
a benefit to a lot of teachers who use guided reading with their students.
I'm trying to use more short stories and articles because I can work through
them with students in the alloted group time.
Cythnia Rylant has some good short stories in her book All the Living Things.
---------------------------------------------------------------
From: SKosmoski@aol.com
Subject: Re: [MWprojects] Favorite Short Stories/Authors
Hi Ellen and everyone!
I love short stories. I think so often in our haste to read novel length
writing we forget the beauty in a well contrived short story.
Several years ago, I stumbled across a series of books and magazines published
as "The American Teen Writers Series"" through a company
called Merlyn's Pen.
http://www.merlynspen.com/
I use their short stories with my students regularly. They are amazed that
kids their own age can write so well! The other really interesting thing
about their program is that they will critiques student writing for a nominal
charge. All of the info is on the website.
Some of my traditional favorites are--
All Summer in a Day by Ray Bradbury
Charles by Shirley Jackson
and Chapter one of The Adventures of Tom Sawyer by Mark Twain
A quick note--I read in a review that the novel Because of Winn Dixie was
written as a series of short stories and sure enough upon a third reading--each
chapter stands alone as a great short story--
Mary Anne
---------------------------------------------------------------
From: "Deborah Bambino" <dbambino@earthlink.net>
Subject: Re: [MWprojects] Favorite Short Stories/Authors
Ellen asked for short stories.
( My students liked these and I used most to get discussion of a topic or
particular point going so I'm indicating my purpose in parentheses.)
Charles -- Shirley Jackson -- ( element of surprise & fun)
Seventh Grade -- Gary Soto -- (adolescent angst)
The Necklace -- Guy DeMaupassant -- ( surprise again)
The Moustache -- Robert Cormier -- ( aging)
Slower than the Rest -- Cynthia Rylant -- ( special needs students)
Who is He? -- Howard Fast -- ( anti-semitism)
Am I Blue? -- Bruce Coville -- (homophobia)
I'll stop there, but I love short stories and always enjoyed using them
with my seventh graders.
Deb
---------------------------------------------------------------
From: "Cuttill" <cuttillfam@locomp.net>
Subject: Re: [MWprojects] Favorite Short Stories/Authors
Happy New Year Everyone.
I, too, use many short stories with my students. Many picture books (ie.
Eve Bunting, Cynthia Rylant) have rich language etc... However, I have found
a wonderful resource and my principal just ordered subscriptions to all
age levels. It is the magazine "Cricket" which is for 10-12 year
olds. There are two magazines from this publisher for younger children and
one for older.
I have used the stories in the magazine for guided reading as well as to
emphasize or demonstrate any of the 6 traits. The magazine has a regular
column called "Favorite First Lines" that is awesome for modeling
leads. Beware! this magazine is expensive, but I was lucky in that my local
library was cleaning out their storage closet and was going to throw back
issues away, so you might check used book stores for old copies. The stories
in these magazines are all well written and timeless.
M. Cuttill
---------------------------------------------------------------
From: "Cindy Raiten" <craiten@wi.rr.com>
Subject: Re: [MWprojects] Favorite Short Stories/Authors
Deborah
Is there a place we can go to get copies of the short stories you've listed?
---------------------------------------------------------------
From: "Deborah Bambino" <dbambino@earthlink.net>
Subject: Re: [MWprojects] Favorite Short Stories/Authors
The stories are in different books. Charles and The Necklace are in lots
of different school anthologies. Seventh Grade is in a Gary Soto collection
called Baseball in April. Am I Blue is in a book of the same title. The
Moustache is in 8 Plus 1 by Cormier. Slower than the Rest is in Every Living
Thing by Rylant and Who is He? is from Departure and Other Stories by Howard
Fast.
Hope this helps!
Deb
---------------------------------------------------------------
From: YAMES@aol.com
Subject: Re: [MWprojects] Favorite Short Stories/Authors
Ellen writes:
<< I was reading in Janet Allen (again!), and one of the things she
suggests iscreating a collection of high-interest, high-quality short stories
and articles for reluctant readers who might not pick up a chapter book.
>>
Some easy to use Short story collections:
Woman Hollering Creek and Other Stories by Sandra Cisneros
Shelter Dogs, Amazing Stories of Adopted Strays by Peg Kehret (It's great!)
American Street, a Multicultural Anthology of Stories editied by Anne Mazer
FUNNY STORIES chosen by Michael Rosen, Kingfisher Story Library (difficult)
GHOST STORIES chosen by Robert Westall, Kingfisher Story Library (difficult)
145th ST. Short Stories by Walter Dean Meyers
Sideways Stories for Wayside School by Louis Sachar (easier)
Baseball in April and Local News, both by Gary Soto
Every Living Thing by Cynthia Rylant
Just So Stories by Rudyard Kipling
Juli
---------------------------------------------------------------
From: Chris Cooper <putlitteach@yahoo.com>
Subject: [MWprojects] Response Journals
Hello,
As part of my master's program, I am researching the use of reading response
journals in the classroom and how they can deepen a students connection
with text.
Can you share any experiences you have with them?
Thanks,
Chris
---------------------------------------------------------------
From: "Cindy Raiten" <craiten@wi.rr.com>
Subject: Re: [MWprojects] Response Journals
Chris
I have tried these journals on and off for the past 10 years and have not
been successful in creating a pattern of collection that worked for me and
the students...until this year.
I began teaching my 8th graders reading, using my past philosophies, and
found they tend to avoid it as much as possible, and I still saw many of
the same roadblocks that I did with struggling 5th graders.
I read "Mosaic of thought" and really felt that I needed to do
the response journals. The kids love them....even the struggling readers.
It's a way for me to get personal with them and teach/reinforce good reading
strategies/habits at the same time! I collect 6 journals a day, (24 in a
week) read and respond. I leave Friday open, as a 'catch -up' day for me
if something happens and we end up off schedule. (ie...a teacher sick day)
I have experienced much success with kids finally 'getting it' and even
enjoying reading! I think allowing some choice in the books they read gives
them the sense of control they need, too. It's motivational.
Cindy
---------------------------------------------------------------
From: "Janet/Tom Smith" <jtsmith1@adelphia.net>
Subject: Re: [MWprojects] Response Journals
Chris,
I teach 8th grade reading and use journals on a weekly basis. (I have 150
students.) I usually do a mini-lesson on any of the reading strategies (from
"Strategies that Work") and then have the students go ahead and
silent read for about 25 minutes. They then respond to their reading using
the strategy from the mini-lesson.
I have had them draw (for visualization), make two column charts for connecting,
write two or three questions and answers, predict what will happen next,
etc. It takes me a long time to respond to them, but the students tell me
it really helps them and they look forward to my comments. Reduced class
sizes could make it a lot more beneficial.
Janet Smith
---------------------------------------------------------------
From: "CR" <craiten@wi.rr.com>
Subject: Re: [MWprojects] Response Journals
Janet
What method of collection do you use? Perhaps one class a day? It is very
difficult to manage with so many students. Kudos to you!
Cindy
---------------------------------------------------------------
Subject: Re: [MWprojects] Response Journals
From: Nancy Daley <ride0667@ride.ri.net>
Chris,
After reading Regie Routman's Invitations: Changing as Teachers and Learners
K-12, I decided to use what I call response journals with sixth graders.
The students read books of their choice and then write a response of some
kind to me in a journal. At first I get lots of retellings but since I respond
I can direct the student's thinking past the retell stage to go deeper.
I can direct the thinking toward character analysis, connections to self,
world or other texts, author's craft or even help in clearing up misunderstandings.
I model by writing about a book I am reading in my response to student.
Half of the class has their journal due on Tues and Thurs and the others
are due Mon and Wed. This gives me "homework" each night but only
half the class.
I have used this "strategy" for a few years now. I find the students
looking forward to my responses. After we have responded back and forth
for a while I often direct one or two students to other students. They begin
to write to each other. This is effective especially when they have read
the same book or the same author or a book on the same subject.
By the way, I don't grade "how" they write but "that"
they write.
Nancy
---------------------------------------------------------------
From: "Janet/Tom Smith" <jtsmith1@adelphia.net>
Subject: Re: [MWprojects] Response Journals
Cindy,
I usually collect all the journals on Monday, and then respond to them during
the week while the students are reading; of course, I never get them all
done at school. I try to get one class done a day. There are also times
when I use the journals for a grade; I will tell the kids in advance that
I will be giving "so many points" for their responses. They are
very clear on what I am looking for, so they usually do very well. I never
do the "point" thing unless I know that they are really getting
it. Thanks for asking
Janet
---------------------------------------------------------------
From: Julie Ambrogi <ambrogi@aps.edu>
Subject: Re: [MWprojects] New Year's Encouragement
I too am lurking. I entered the conversation asking questions for help with
middle level literacy and teaching balanced literacy across curriculum.
I work with several study groups and middle level administrators who are
struggling to support their teachers. Listening to teachers, such as many
of you, is insightful and very helpful to supporting the work that is being
done at schools. I am working throught the list of books shared, sending
ideas to teachers that I am connected with and working with a district on
the overall plan for literacy. Teachers are a part of this design team and
I use mail from this website often to support teacher comments. This website
has been supportive to the work I do. I agree, a book should be in the making.......thank
you for the sharing that you are doing. Has anyone used this website as
a school support with teams of teachers at a particular school?J
---------------------------------------------------------------
From: Chris Cooper <putlitteach@yahoo.com>
Subject: Re: [MWprojects] Response Journals
Thank you for your responses.
I'm using reading response journals now. However, I'm getting more retellings
than connections or reflections. I know this is very new to my 5th grade
students, most of their reading experience has been with the basal. They
are doing self-selection, but there are times I assign a book to go a theme
I want to develop.
Do you use class discussions to get deeper responses or just direct them
with your responses in their journal?
When you teach them a strategy (i.e. from Stategies that Work - Harvey)
that they respond with the use of that strategy?
For some reason, my kids don't sound like the ones in the book!! (Strategies
and Mosaic of Thought). Am I expecting too much too soon?
Chris
---------------------------------------------------------------
From: "CR" <craiten@wi.rr.com>
Subject: Re: [MWprojects] Response Journals
Chris
I use mini-lessons as a way to stress making connections, etc. They are
expected to create a response that day to show me they understand what was
taught in the mini-lesson (ie..text to text, text to self, or text to world
connections or strategies)
> For some reason, my kids don't sound like the ones in > the book!!
(Strategies and Mosaic of Thought). Am I > expecting too much too soon?
I think it takes time. It took my 8th graders 2-3 weeks of repeating mini-lessons
with PLENTY of example entries to really get it. (keep good entries from
this year to use next year as examples.) Then only about 1/2 of them were
writing high quality entries. Don't lower your standards. Keep high expectations
and you will see results. Just give those 5th graders more time!
Cindy
p.s. Anyone willing to share real student journal entries as examples? They
could be scanned in or just retyped. I'd be willing to show you some, Chris.
---------------------------------------------------------------
From: "Cuttill" <cuttillfam@locomp.net>
Subject: Re: [MWprojects] Response Journals
Chris,
I do prod my students in their response journals within my responses to
them. However, we have several mini-lessons and I model over and over again
good response letters.
I often ask permission of students who have created great letters to share
with the class. I make an overhead of their response and we look at it as
a class. I also conference with the students once or twice a week and there
I can talk to them about specific concerns. I have found that the response
letter is the single most important implementation in my classroom that
has improved academics (overall). Through response letters I know more about
my students as readers and has people.
I find I am able to connect with them on a much higher plane because I come
to understand them so well. I told a fellow teacher the other day that if
she named a student in my room I could have told her his/her reading level,
the student's interest, what they like and don't like about reading, strengths
and weeknesses in reading and what their favorite book was so far this year.
Never before in my 16 years of teaching have I known that much about each
individual student. If you do not have the book by Fountas and Pinnell called
"Guiding
Readers and Writers 3-6" it is a must. I have found it the best
for these grade levels. Hope this helps.
M. Cuttill
---------------------------------------------------------------
From: Ellen Berg <ellen@accessus.net>
Subject: [MWprojects] How is your text money spent?
I am wondering...for those of you whose districts support/mandate a RW format,
do they still spend money on textbooks, or do they allow you to use that
budget to buy good novels, collections, and nonfiction? One of the stumbling
blocks I see is having a real variety and large selection of materials for
students to choose from. I am lucky--I have accumulated roughly 500 books,
but I keep thinking of the possibilities if I had so many more! $500 a year
doesn't buy many books (especially when that includes other supplies), so
anything else I add is a personal expense. (Though I love thrift stores
and used-book stores!)
Second question...how many of you have written grants to get books and other
print materials? I am having a difficult time finding a suitable grant...so
funders have embraced technology and abandoned reading...I'd love any ideas
you have. I dream of a classroom library of 2- or 3-thousand!
Ellen
---------------------------------------------------------------
From: Lit8teacher@aol.com
Subject: Re: [MWprojects] How is your text money spent?
I don't even want to go into the saga that I went through at the end of
last year to get books to do literature circles this year. Suffice it to
say that I have 130 students, five different titles, five copies of four
of the titles and a classroom set of the fifth. I can't even let the books
leave the room!
I too have been searching diligently for a grant that will allow me to buy
more books, but you are right, they all want some type of technology incorporation.
I am all for technology in the classroom, but I just want my kids to have
access to good literature.
LeeAnn
---------------------------------------------------------------
From: YAMES@aol.com
Subject: Re: [MWprojects] How is your text money spent?
Ellen,
On your second question:
We have a dream set-up this year because of the resourcefulness of several
staff members who wrote a grant through LA County Department of Education
for an Afterschool Program funded by the Department of Social Services.
We are in the 2nd year. The goal of this program is to infuse the Lanuage
Arts content standards into afterschoool programs.
They have used the money to get training in New York at the Columbia Teachers
College Reading and Writing Project. They are paying 1/2 of the cost of
a writing coach from that program ( trust me, it's really expensive) for
3 full week visits this year. We have purchased huge read-aloud library
sets for each grade level (Not individual classrooms).
We are also purchasing sets of the leveled books from Guiding Readers and
Writers. Todeay we spent lots of time afterschool unpacking wonderful beanbag
chairs - about 20 medium and 20 large. They have also purchased rugs to
create warm environments to encourage reading. It is incredible, but no
one in this grant has ever seen a school do this with the money before.
You really have to be creative but don't overlook afterschool grants. They
are wonderful!
Juli
---------------------------------------------------------------
From: Julie Ambrogi <ambrogi@aps.edu>
Subject: Re: [MWprojects] How is your text money spent?
Ellen, the APS district has supported for middle schools multi level book
rooms to engage middle level students in reading of their choice, but with
something available at their reading level. Several reading programs offer
varieties of books at various levels and this is how we began the funding.
Since beginning several of these book rooms at schools, that has allowed
teachers to use classroom money for other books to add to the collections
that are available, I would not be surprised to know that a class has thousands
of books available to students. Our city library has an annual book sale
of donated books and teachers are allowed to visit before the sale begins....it
is a good community gesture.
At a school I was recently at, a community book drive was done and with
the proceeds, novels, etc. were purchased by teachers, who had done an interest
survey so that the "right" books were purchased. Lots of work,
but again, good community involvement.
---------------------------------------------------------------
From: SKosmoski@aol.com
Subject: Re: [MWprojects] How is your text money spent?
Hi all--
Grants are the only way I get any funding at all. Florida is in such a financial
crunch that each teacher got $100 for classroom supplies and that is it!
Our textbook accounts are dry. Even our ESE (special education) department,
which always seemed to have money has none.
Don't overlook anything in looking for grants. Many local businesses will
grant fund small projects. I recently got $250 from the Bank of America
Employees Union (through the parent of a student) who wanted to do something
nice for someone for Christmas rather than have a Christmas party. The national
PTA has a grant program for individual classrooms.
IRA often funds projects. The large federal grants, like Juli was describing,
are difficult to get and most have to be written by your school districts
rather than individual teachers.
One of the most important things about grants is to design the project then,
look for a grant to match it. If you just want to buy books--few places
will fund you. But, if you want to do a unit on "saving the river"
and want to buy field guides and environmental novels like "Who Stole
Cock Robin?" then, you have something to work with.
I would be glad to help anyone who has a project they want to grant. We
are currently working on the Toyota Tapestry Grant and the Disney Learning
Partnership grants. These are large undertakings. Make sure you allow about
40 hours of research and writing time. Most school districts have a formal
grant department and will be happy to help you.
Mary Anne
---------------------------------------------------------------
From: Melba Smithwick <melbayvette@yahoo.com>
Subject: Re: [MWprojects] Response journals
Thank you, thank you, thank you all for the wonderful ideas on response
journals. This has been my lastest challenge with my language arts department.
The journaling has been happening, but not at the response level. You have
provided the "how to" thus giving me a concrete point of reference.
In "response" to someone on the list who asked if anyone ever
uses this list with their collegues, my answer is YES, YES, YES! I always
cut and paste URLs and messages and send them via e-mail to my teachers.
The information provided here by everyone is gold not to mention the best
staff development ever.
Melba
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Marzano book available online
Over the holiday break, several folks mentioned Robert Marzano, et al's
book
What Works in Classroom Instruction
It's available free online in PDF format:
http://www.mcrel.org/products/learning/whatworks.asp
John
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Janet Allen seminar tapes
Juli has just done a review for MiddleWeb of a set of CDs (or audiotapes)
titled "Reimagining Reading" by Janet Allen.
--------
"Reimagining Reading, A Literacy Institute with Janet Allen" Stenhouse
Publishers (2002, $99) http://www.stenhouse.com/0347.htm
The best part of the Janet Allen Literacy Institutes is, of course, Janet
Allen, and that's what you get on these CDs (or audio tapes). It's just
like being there! Except, perhaps, more convenient.
I attended one of Janet Allen's Literacy Institutes in Baldwin Park, California,
several summers ago. Then last summer, our district sent all middle school
principals and Reading Department Chairs to her Literacy Institute in Huntington
Beach, California. What everyone came away with was the "wonder"
of listening to her speak.
She's at her best when she reads aloud. It's the way she thinks every day
should begin. Her skilled modeling of this strategy manages to inspire adults,
not just students. She demonstrates the task of relating the importance
of reading aloud, the selection of books and students' response to literature
over and over again.
Her own books are great. In these keynote speeches, she draws freely from
There's Room for Me Here; Words, Words Words; and Yellow Brick Roads. I've
read them all and use them regularly, but hearing how she explains putting
"theory into practice" really motivates the listener.
The possibility of designing professional development around these recordings
is intriguing. A school could use them in multiple ways. For Janet Allen
"beginners," they offer a user-friendly entry into teaching reading.
Janet Allen "aficionados" will have the ability to go back and
revisit her ideas and refine their instruction.
Focusing on reading instruction, the CDs include an introduction and six
independent sections. These sections cover:
Learning to Teach
Reluctant Readers
Instructional Practices
Read Aloud
Shared Reading
Guided Reading
...as well as information about assessment and evaluation. There is also
a simple to use "Listening and Study-Group Guide" that accompanies
the set.
Full of humor and intriguing anecdotes, these recordings entertain as well
as educate. As I went around the house wearing earphones and listening to
the CDs, I was laughing out loud. What a great way to think and reflect
about reading instruction while, at the same time, enjoying yourself.
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Juli's January curriculum map
As most of you know, we've been posting Juli Kendall's monthly curriculum
maps for her Readers Workshop class.
The January map is based on this essential question:
How do we use talking and writing to encourage and grow ideas?
You can download the PDF file by clicking here:
http://www.middleweb.com/ReadWrkshp/RWdownld/01CurrMap.pdf
And you can find links to all of Juli's resources at this MiddleWeb page,
including previous curriculum maps:
http://www.middleweb.com/ReadWrkshp/RWdownloads.html
John
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Juli's Journal #16
In her latest journal entry, Juli Kendall shares something she read over
the holidays -- and how she's applying what she learned in her Reading Workshop
class.
"Improving Literary Understanding Through Classroom Conversation"
is a pamphlet from CELA (the National Research Center on English Learning
& Achievement) that offers "a thumbnail sketch of the concept of
envisionments and some strategies for classroom use to improve literary
understanding."
Check out Juli's journal, which includes a link to a free download of this
useful booklet.
http://www.middleweb.com/ReadWrkshp/JK16.html
John
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] More short stories
To the person who wanted short story suggestions -
Over the weekend I came across some shorts stories I had forgotten about.
1. I See You Never" and "All in a Summer Day" by Ray Bradbury
2. "The King and the Shirt" by Leo Tolstoy (About a king who fell
ill and could only be cured by the shirt of a happy man but the only happy
man had no shirt)
3.."The Rocking Donkey" by Joan Aiken
I also have a list of the Anthologies/.collections these stories came from.
Let me know if you'ld like those.
Juli
---------------------------------------------------------------
From: "Anne Jolly" <jolly61@home.com>
Subject: [MWprojects] Juli's Review
Juli's review of "Reimagining Reading" certainly intrigued me!
(And keep in mind that I'm a dyed-in-the-wool science teacher who is usually
intrigued by molds, fungii, and creepy-crawlers.) In fact, I am going to
put this on my list of "Things to Listen to While I Drive."
Then Juli suggested the possibility of designing professional development
around these CD's. That stopped me in my tracks (or at least in my already
static desk chair). I have never had any professional development designed
around CDs. Everything has always revolved around the printed page. I love
the idea!
So, what would this look like? I mean, would teachers just sit around and
listen together? Would they listen to parts and then use some method of
processing that? How would one facilitate a "listening to learn"
session? Wow! A new idea to chew on!
Thanks, Juli!
Anne
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] Janet Allen CDs and Professional Development
Anne,
Do you have a protocol or other info about "listening to learn"
sessions? I'd love to hear about any experience you have had doing these
sessions.
In terms of "out of the box" professional development, at home
we are currently using a cd, that includes visuals and sound, to train ourselves
on Photoshop 6. It is a really neat, hands on way to learn. It seems to
me that education is really behind the times in getting out quality professional
development that can be used in a variety of ways.
The lists that I participate in through Middleweb are how I am currently
learning about and improving, I hope, my teaching. I can use them by myself,
share them with others at school or in other venues, and communicate with
people I would never have met except through this forum. Who would have
thought it possible?
Let's get a move on,
Juli
---------------------------------------------------------------
From: "Anne Jolly" <jolly61@home.com>
Subject: Re: [MWprojects] [MWprojects DIGEST]
Juli asked, "Do you have a protocol or other info about"listening
to learn" sessions? I'd love to hear about any experience you have
had doing these sessions."
Actually I don't have a "listening to learn" protocol, Juli. Your
review of "Reimagining Reading" stimulated my thinking in that
direction. I was wondering how a group of teachers might learn together
by listening to these CDs - - together. This would be a great activity for
a reading workshop, or for a small group of teachers within a school. Sort
of a different slant on a "book study."
Anne
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Laura Robb on Scholastic Radio
Check out this page to find out more information about Laura Robb's appearance
on Scholastic Teacher Radio to talk about Teaching Reading in Middle School:
http://teacher.scholastic.com/teacherradio/index.htm
You'll find other interesting "talk radio" shows for teachers.
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Review: book on response journals
Kathy Renfrew grabbed the opportunity to review "Response Journals
Revisited" by Les Parsons. I'm posting the backlog of book reviews
today, but I wanted to share this one with the Reading Workshop list right
away, since this topic got a thorough vetting over the last two weeks.
Thanks, Kathy! Great job of reviewing for people who will really use the
book!
John
PS: Note that the entire book can be browsed online at Stenhouse. As usual,
you can't download it to your hard drive with Acrobat Reader but you can
see for yourself whether it works for you.
PPS: I've also posted Kathy's Annotated Bibliography/Reading Comprehension
(Gr 3-6). You can see it at:
http://www.middleweb.com/ReadWrkshp/RWkathybiblio.html
PPPS: I've also posted several other listserv member reviews of particular
interest to folks involved in the Reading Workshop list. See esp. the reviews
by Janet Smith and Juli Kendall at:
http://www.middleweb.com/MWLISTCONT/MSLbkreviews.html
----------------------------------------
Response Journals Revisited:
Maximizing Learning Through Reading, Writing, Viewing, Discussing, and Thinking
Les Parsons
Pembroke Publishers
(2001; 128 pp/paperback)
ISBN # 1-55138-131-1
Review by Kathy Renfrew
Grade 5/6 Multiage Peacham, Vermont
Read the complete book online at: http://www.stenhouse.com/0345.htm
Response Journals Revisited is an awesome book! Once I started it, I could
not put it down!
This book by Les Parsons is a practical resource that teachers will find
invaluable. I have been struggling with using response journals correctly
since I was first introduced to them by Nancy Atwell. Response Journals
Revisited has changed all that. The book doesn't just advocate the use of
response journals, it walks the reader through the process from beginning
to the end.
The first chapter of the book explains response journals and the reasons
for using them. Parsons clarifies the differences between the response journal
and other approaches. The focus of Chapter two is assisting both the teacher
and the student get started.
As a classroom teacher who is continually struggling with my students' understanding
of the material they read, I found Chapter three to be a resource that would
go to regularly. It was reminder of the many things I already know about
reading for meaning. Response Journals Revisited gives an in-depth explanation
of how personal response can unlock the door to literature. The student
guidelines included are clear and user friendly.
In Chapter four Parson demonstrates how response journals can and should
be used for more than just fiction. There are sample student responses to
drama, television, movies and newspapers. The guidelines for response to
newspaper will assist students in their response to non-fiction writing.
research shows that comprehension increases when students talk about their
reading. Chapter five of Response Journals Revisited illuminates how personal
response journal writing can support and be an integral part of literature
discussion groups.
The last couple of chapters in the book are crucial for classroom teachers.
The focus is the evaluation and grading of the response journal. Response
Journals Revisited also discusses how to process and respond to journal
entries. This is extremely important because many teachers stop using response
journals because of the immense workload. Parsons shares with teachers ways
to manage all of this. There are also many rubrics for both teacher and
student assessment. Having these rubrics as part of the book saves teachers
valuable time.
Throughout the book Parsons includes many student guidelines as well as
samples of actual student work. Response Journals Revisited incorporates
potential student prompts for responses to books, newspapers, television
and read alouds.
Response Journals Revisited is a handbook that includes everything a teacher
needs to begin and continue using response journals. This book has convinced
me to begin using response journals again. There were some great ideas for
getting at students' higher level thinking. I would definitely recommend
this book to anyone considering using response journals in the classroom.
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Lesson: characters in film/lit
Some of you know about the NY Times' daily lesson plans, which are organized
by Bank Street College. Today's lesson is pretty interesting...check it
out at:
http://www.nytimes.com/learning/teachers/lessons/20020111friday.html
The Sorcerers Shown:
Comparing Similar Character Genres in Literature and Film
Author(s)
Javaid Khan, The Bank Street College of Education in New York City
Rachel McClain, The New York Times Learning Network
Grades: 6-8, 9-12
Subjects: Language Arts, Media Studies Interdisciplinary Connections
Overview of Lesson Plan: In this lesson, students consider the relative
merits of different genres of literary and movie characters. By pitting
same-genre characters against each other in fictionalized competitions,
students learn more about the traits of the various character types.
John
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] MOST BANNED BOOKS
Did you see the ALA "most banned children's books" list for 2000?
I bought the first two Lemony Snicket's yesterday. Read them both last night.
I was surprised Lemony didn't make the list!
See:
http://www.csmonitor.com/2002/0108/p12s2-legn.html
John
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] A "new to me" author
I came across a "new to me" author today. Her name is Carolyn
Coman and she has written several books, a number of which were National
Book Award finalists. One of hers, What Jamie Saw, was a Newbery Honor Book
in 1996. She has also written Tell Me Everything (a little read book) and
the newest one, Many Stones. There is one more whose subject matter doesn't
seem appropriate at all for middle school readers (Bee and Jacky).
She was recommended to me by someone whose opinion I really respect. Has
anyone else read any of her books. If so, what did you think of them?
Thanks, Juli
---------------------------------------------------------------
From: SKosmoski@aol.com
Subject: Re: [MWprojects] Lesson: characters in film/lit
In a message dated 1/11/02 4:20:58 PM, jcroftn1@mindspring.com writes:
<< http://www.nytimes.com/learning/teachers/lessons/20020111friday.html
>>
John-- Thank you! Danke! Marci! Thank you!
I've spent the last ten minutes on the phone with our eighth grade language
arts teacher. He has been doing the Fellowship of the Rings as I have been
doing Sorcerer's Stone. We are going to put our classes together on Monday
and debate the issue!
Thanks again--
Mary Anne
---------------------------------------------------------------
Subject: [MWprojects] Time
From: "Malone, Rebecca" <rmalone@parkschool.net>
I have been enjoying this listserv and would like to weigh in with a question
of my own. (Okay, two, but the answers are brief). I am trying to make the
case for an increase in language arts time in my middle school.
1. How much time (minutes per day on average) do your students have for
language arts (reading, writing, English, etc.)?
2. Does this feel like enough, too much, or not enough?
Thank you for your help. R. Malone
---------------------------------------------------------------
Subject: Re: [MWprojects] Time
From: Ellen Berg <ellen@accessus.net>
> 1. How much time (minutes per day on average) do your students have
> for language arts (reading, writing, English, etc.)?
65 minutes > > 2. Does this feel like enough, too much, or not enough?
Not enough. I'd love to have 90.
Ellen
---------------------------------------------------------------
From: Chris Cooper <putlitteach@yahoo.com>
Subject: Re: [MWprojects] Time
1. How much time (minutes per day on average) do your students have for
language arts (reading, writing, English, etc.)?
2 hours
2. Does this feel like enough, too much, or not enough?
Works great - although there are days it goes too fast!
---------------------------------------------------------------
From: "CR" <craiten@wi.rr.com>
Subject: Re: [MWprojects] Time
8th grade.... we have 90 minutes (split up) It's the perfect amount of time,
although I think our Reading and English need to be combined.
---------------------------------------------------------------
From: "Lise" <iteach@cybertrails.com>
Subject: Re: [MWprojects] Time
7th and 8th grade Language Arts have two hour blocks. Works great.
Lise
---------------------------------------------------------------
From: MAMASWIRLZ@aol.com
Subject: Re: [MWprojects] Time
Our English teachers also teach Social Studies. The idea is to integrate,
wherever possible. For the two subjects there is a 90 minute block for each
class daily and an additional 45 minute block for each class 2 or 3 times
a week. It is hard to fit everything in.
Naomi
---------------------------------------------------------------
From: Etheridge Family <etherida@hiwaay.net>
Subject: Re: [MWprojects] Time
My classes are 47 minutes long. I teach the whole ball of wax - reading,
writing, grammar, vocabulary - and obviously this is not even close to enough
time. Sixth graders in my school have a separate reading and English class,
but seventh and eighth graders only have one class period.
Jean
---------------------------------------------------------------
From: ATheins77@aol.com
Subject: Re: [MWprojects] Time
I am on a block period for language arts (90 minutes EVERY OTHER DAY) and
the students have reading class every day for 45 minutes.
I would love to have more time! In a ninety minute block, my pace is much
more relaxed and I feel like we go more in depth on many topics instead
of simply skimming them. Having 90 minutes every day instead of every other
day would be ideal.
Amy Heinsma Windsor, CO
---------------------------------------------------------------
From: Melba Smithwick <melbayvette@yahoo.com>
Subject: Re: [MWprojects] Time
All of our classes are 90 minutes. The only teachers who complain about
our schedule is our science and social studies people. Since we are a very
small campus, we only have one science and one social studies teacher for
each grade level so for this reason, they must teach all of the students.
Therefore, they have a choice of meeting with all of the students all year
long on alternating days or to teach their course in one semester.
They chose to do the one semester thing, only because the other choice was
worse. So their complaint is that they want to meet with their students
every day, teach only half of the kids and spread their course over the
school year. Unfortunately, our numbers do not compute to accomodate them.
Everyone on my campus likes the 90 minute block.
Melba
---------------------------------------------------------------
From: KathleenA Renfrew <karenfrew@earthlink.net>
Subject: [MWprojects] six traits of reading
Hello all
I just spent most of the morning exploring a great web site. It is the six
traits of reading site. It is an excellent complement to the work that has
been discussed on this list. There are lesson plans for K-12 in reading.
I printed out all of them for K-8 and I will be making a booklet for all
the the other teachers in my building.
One of the six traits is synthesis. Here is a sample lesson plan for synthesis:
Traits: Synthesis
Grade Level:Early Elementary (1-3), Late Elementary (4-5), Middle School
(6-8)
Time: Varies
Supplies: Select text or texts
Make copies of the pdf Character Synthesis worksheet
(there is a live link to this on the site.
Objectives:
-Students compare and contrast characters -Students learn the qualities
of a purposeful synthesis
Lesson Description:
One of the main ways to introduce and practice synthesis skills with students
is to compare and contrast characters. This simple worksheet helps students
create a purposeful synthesis by comparing and contrasting characters using
specific criteria.
What to Do:
1) Have students read the selected text or texts.
2) Ask students to select two characters from the text appropriate to compare
and contrast.
3) Ask students to complete the Character Synthesis worksheet individually
or in groups.
4) ìSynthesize the class results
Here is the address: http://www.nwrel.org/assessment/department.asp?d=2
I hope you find it as useful as I did
Kathy
---------------------------------------------------------------
Subject: RE: [MWprojects] six traits of reading
From: "Malone, Rebecca" <rmalone@parkschool.net>
Kathleen,
Thanks for the recommendation! I had trouble getting what I needed with
the original link you sent, but after some scrounging around a found a more
direct link to the reading assessment lessons page. Here is the link I found
http://www.nwrel.org/assessment/lessonplans.asp?odelay=3D2&d=3D2&MORE
Rebecca Malone
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] Source of Deb's great quote
DEB WROTE:
<< Reading has always been life unwrapped to me, a way of understanding
the world and understanding myself through both the unkown and the everyday."
Anna Quindlen >>
Deb,
I'm looking for the source of your great quote from Anna Quindlen. It really
peaks my interest and I'd like to learn more about the context it comes
from.
Here's hoping you can help me out,
Juli
---------------------------------------------------------------
From: "Deborah Bambino" <dbambino@earthlink.net>
Subject: Re: [MWprojects] Source of Deb's great quote
Hi,
I'm a big Anna Quindlen fan and it was in Thinking Out Loud, in a piece
called, "Enough Bookshelves" on p.119.
Deb
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] Kathy Renfew"s Reading Bibliography
Wow! I just finished reading "Reading
Comprehension, Grades 3-6: An Annotated Bibliography," prepared
by Kathy Renfrew." It's great and it's posted on the Downloads page
for the Reading Workshop Project. What a lot of work...
I also ordered one of the new books on her list. It's from Heineman and
is the companion volume to Guiding Readers and Writers 3-6. It's titled
Leveled Books for Readers, Grades 3-6. It just arrived in the mail and I
can hardly wait to level some more books.
Kathy, thanks so much for the "heads up" on the new book.
Juli
---------------------------------------------------------------
From: Julie Ambrogi <ambrogi@aps.edu>
Subject: Re: [MWprojects] Time
I am throwing this out to all uses. I am searching for a middle school conference
that is offered in June in Bolder Colorado. I read about it on this site
or in the Norton, Penweeklys, but I cannot get ahold of the information.
Does anyone know any information about this? Thanks, Julie
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Juli's Journal - conversation rubric
In Juli's latest journal entry, she shares her classroom experience with
a literary conversation rubric.
SHE WRITES: "At the very least it seems like an intriguing concept,
to be sure, evaluating conversation using a rubric. But what does it mean
and, more important, will it work? Depends on whom you ask. And of course,
most teachers you ask have never heard of using a rubric to evaluate student
conversations, but even so, we kind o